Geelong East Primary School was established in 1857 and currently has an enrolment of 284 students. The school has extensive gardens and grounds providing active and passive play areas, and several well maintained play equipment areas. The school has a long tradition of excellence and commitment to the total education and wellbeing of the students in its care.
The school has extensive programs embedded in a strong values base. The entire staff work together in a purposeful and professional manner to plan and implement a curriculum which is based on enquiry learning models. This strengthens and enhances each student’s potential – academic, social and physical.
The school is proud of its commitment to providing a wide variety of programs and activities to enhance its strong core curriculum. Particular strengths are its values ethos, student leadership development programs, commitment to the environment, intervention and enrichment programs. These programs cater for our many individual student needs. Geelong East PS utilises a 1:1 iPad program in years 3-6. Banks of iPads are available in each classroom Prep-6 as well as Laptops and netbooks.
The school continues to build teacher capacity in numeracy, literacy and wellbeing through a school-based consultant/coaching approach. The school has a variety of support programs to develop student academic and social needs . The Levelled Literacy program assists children from 1-6 who need support. Numeracy is also a priority with the school investigating and investing in programs to support the children in our care.
We employ a speech pathologist 2 days a week and provide an oral language program to support our student needs. Our Healthy Living Victoria accreditation is a celebration of the whole school program aimed at the total child which includes the Wellbeing and Physical Health of our children. As part of this our Canteen is fully accredited by Nutrition Australia.We are an accredited eSmart school which celebrates the fact that we consistently support Cyber safety.
Our strong culture of care is extended through our Wellbeing program and strong community partnerships. As part of the Alannah and Madeline ‘Better Buddies’ program our children have a student buddy to help and assist them in the yard. An extension of this is the Peer support program where students meet in cross-age groups once a week to discuss student issues and work collaboratively to support our culture of learning in a supportive environment.
Geelong East Primary School continues its support of a positive environment through the Positive School Wide Behaviours program. Our student leadership program includes opportunities to be School Captains, Sport Leaders, Junior School Council members, Environment Club, Chess Club and Activities Leaders. Our Leadership Team have the opportunity to be involved in the Junior Rotary Award program.
The school has an ‘app’ to keep the community informed and involved and maintains communication through a bi-weekly newsletter posted on the ‘app’. The different Levels of the school publish a newsletter on the alternate weeks which is printed and taken home by the students.
We have strong parent representation on School Council and its subsequent sub-committees. Our Parent and Friends group raise money to support our students. We are proud of the accomplishments of everyone in our community and hold a regular assembly every Wednesday afternoon to celebrate the children’s successes.Once a term we hold a ‘celebration’ of the children’s learning where the whole community can come into classrooms and share with our children the learning that has occurred. Children proudly exhibit their accomplishments to the community.
The Victorian teaching and learning model brings the framework for improving student outcomes (FISO) into the classroom. It creates a line of sight between the whole-school improvement approach and classroom practice.
The model allows teachers and school leaders to:
The Victorian teaching and learning model consists of four components:
Each component articulates how FISO is enacted in teaching and learning
At Geelong East Primary School we recognise the important role parents play in their child’s education. We value authentic partnerships in order to support student learning outcomes.
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Geelong East Primary School recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, ensuring inclusive, safe and orderly environments that have a ‘zero tolerance’ for abuse of children and young people.
This Statement of Values sets out our behavioural expectations of all members in this school community, including the principal, all school staff, parents, students and visitors. It respects the diversity of individuals in our school community and addresses the shared responsibilities of all members in building safe and respectful school communities.
At Geelong East Primary School we aim to establish a safe and caring learning environment that develops resilience and builds constructive relationships for all students.
To develop a student centered learning environment by building a learning partnership with our parent community.
Professional Learning Communities (PLCs) are an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes.
Found in all effective PLCs are 10 principles that bring together the best available research on school improvement:
1. Student learning focus: School improvement starts with an unwavering focus on student learning.
2. Collective responsibility: For every child to achieve, every adult must take responsibility for their learning.
3. Instructional leadership: Effective school leaders focus on teaching and learning.
4. Collective efficacy: Teachers make better instructional decisions together.
5. Adult learning: Teachers learn best with others, on the job.
6. Privileged time: Effective schools provide time and forums for teacher conversations about student learning.
7. Continuous improvement: Effective teams improve through recurring cycles of diagnosing student learning needs, and planning, implementing and evaluating teaching responses to them.
8. Evidence driven: Effective professional learning and practice is evidence based and data driven.
9. System focus: The most effective school leaders contribute to the success of other schools.
10. Integrated regional support: Schools in improving systems are supported by teams of experts who know the communities they work in.
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Welcome and we are excited that you are considering us for the education of your children. At Geelong East Primary School we pride ourselves on creating a caring and engaging environment for all children to achieve their best.
Your child can start Prep at the beginning of the school year if he or she turns five on or before 30th April in that year. By law, all children must be enrolled in school by their sixth birthday. When to start your child at school is an individual decision. You may want to discuss this with us or with your child’s preschool teacher and health care professionals if you are unsure about when is the best year for your child to begin school.
We welcome all enrolment enquiries throughout the year. Contact us to arrange a tour of the school with our Principal and collect an enrolment pack.
Ph: 03 5248 4885
Our school zone is available on findmyschool.vic.gov.au which hosts the most up-to-date information on school zones in Victoria.
Students residing within our school zone are guaranteed a place at our school, which is determined on the basis of your permanent residential address.
Our school manages enrolments using the Department’s Placement Policy to ensure that students have access to their designated neighbourhood school and may enrol at another school, if there are available places.
For more information you can:
Camp Australia – Guiding Children’s Growth
We are proud to partner with Camp Australia to provide our
Outside School Hours Care (OSHC) program.
Camp Australia programs are centred on child
enrichment, while ensuring a reliable, engaging and hassle-free OSHC service at our school. Their
engaged educators foster a safe, inclusive environment where children can relax, have fun and grow.
Camp Australia recognises that children need a different experience in term time to the
experience they have on their holidays. Families can choose Your OSHC for before and after
school experiences during term, or Rocketeers during the holidays.
Your OSHC – OSHC that inspires
At Your OSHC by Camp Australia, every before school, after school and pupil
free day program is tailored to the likes and interests of each child in service. Camp Australia’s
educators design enriching experiences to inspire your children’s confidence, independence and
imagination. In any one week, they could be participating in science experiments, active play,
creative expression and more – they believe in learning through experience so that each child can
Rocketeers – Extraordinary Holiday Adventures
Rocketeers by Camp Australia is a space for children to
escape the ordinary and experience the extraordinary during their school holidays. Every school
holiday break is a new mission for children to embark upon. With carefully designed programs,
directed by the children and informed by family feedback, no two days are the same with
Rocketeers. Experiences planned could include games, arts & crafts, sport, excursions,
cooking, coding and more.
Click here to find out more about Camp Australia’s program at our school,
including hours of operation and fees. To attend care, you must register your child. Register now
Respectful Relationships supports schools and early childhood settings to promote and model respect, positive attitudes and behaviours. It teaches our children how to build healthy relationships, resilience and confidence.
The Respectful Relationships whole-school approach recognises that schools are a workplace, a community hub and a place of learning. Everyone involved in our school community deserves to be respected, valued and treated equally.
We know that changes in attitudes and behaviours can be achieved when positive attitudes, behaviours and equality are lived across the school community, and when classroom learning is reinforced by what is modelled in our school community.
eSmart Schools is a behaviour-change initiative designed to help schools improve cybersafety and reduce cyberbullying and bullying.
eSmart Schools provides a framework that guides the introduction of policies, practices and whole-school change processes to support the creation of a cybersafe or eSmart environment.
eSmart Schools was developed by RMIT University in consultation with cybersafety, bullying, education and industry experts from across Australia. In 2010, eSmart was piloted in 159 schools across Australia with funding from the Commonwealth Department of Education, Employment and Workplace Relations (DEEWR).
An independent evaluation of the eSmart Schools pilot found that 96 per cent of pilot schools would recommend eSmart to other schools. As of January 2014, over 2, 200 Australian schools are participating in eSmart.
An eSmart school is a school where the smart, safe and responsible use of information and communications technology is a cultural norm. Students, teachers and the wider school community are equipped to embrace the best these technologies can offer, while being savvy about the pitfalls.
Geelong East Primary School follows the SWPB approach. This is a whole school approach to creating an environment, which encourages effective learning through the development of a positive, calm and welcoming atmosphere. We encourage positive feedback to students often and endeavour to teach students how to behave appropriately. We recognise that learning social skills and socially acceptable behaviours is a process, which everybody moves through at a different pace. Learning appropriate social skills is seen in the same light as learning how to read or complete maths. Some people need more assistance in some areas and less in others.
“If a child doesn’t know how to read, we teach
“If a child doesn’t know how to swim, we teach
“If a child doesn’t know how to multiply, we teach
“If a child doesn’t know how to drive, we teach
“If a child doesn’t know how to behave, ……..we teach?
Historically in schools discipline has focused mainly on reacting to specific student misbehaviour by implementing punishment-based strategies e.g. reprimands, loss of privileges, suspensions and expulsions. Research has shown that the implementation of punishment, and in the absence of other positive strategies is ineffective. Introducing, modeling, and reinforcing positive social behaviours is an important step of a student’s educational experience.
Teaching behavioural expectations and rewarding students for following them is a much more positive approach than waiting for misbehaviour to occur before responding.
A matrix has been co-constructed by teachers and students to identify the expected behaviours at Geelong East Primary School. The matrix includes appropriate behaviours in specific areas including:
At the beginning of each school year, classroom teachers work with their class (student’s voice and agency) in developing a Classroom Agreement specific to their class. This is reviewed at the beginning of every term.
In the classroom, teachers link the Resilience, Rights and Respectful Relationships to the School Wide Positive Behaviour matrix. This curriculum (taught in all Victorian schools) provides the opportunity to explicitly teach, model and reinforce expected behavior.
The RRRR curriculum combined with the school created matrix clearly defines the expectations throughout our school.
Every teacher utilises the Classroom Behaviour Management Flowchart which guides their response to student behaviours. Social skills are also explicity taught and linked to the matrix to reinforce expected behaviours.
Teachers reward and recognise students who display our school values in a variety of ways. Each teacher implements GOTCHA’s throughout the school and in their classroom. Teachers verbalise the behavior exhibited and how it links to our values when giving a GOTCHA.
Teachers can also give wristbands to children who display outstanding commitment to our values and role model them consistently. These can be worn during the school day.
Teachers also give Values awards each week noting the person in the grade who has exhibited an outstanding example of positive behavior based on our 3 values. These awards are given at assembly as the first item of celebration each week.
The GOTCHA tokens are a vital aspect of our whole school Positive Behavior Support.
Teachers and staff hand out GOTCHA tokens in the school yard when students have displayed our school values. We like to call it “catching the positive”. This could be as simple as using kind words and kind actions in the playground.
The GOTCHA tokens are a form of acknowledgement, a simple and instant way to acknowledge the positive behavior displayed by a student. Students who receive GOTCHA tokens swap the tokens for a marble that is placed in the grade jar. When this jar is full all the children in the grade receive an award- chosen by the grade. At assembly on Friday the grades announce how many jars their grade has filled and receive a coloured ball which goes towards the whole school award. In the past we have had a whole school picnic at Eastern Beach, a whole school Movie afternoon and a whole school disco.
We have formed a partnership with Real Schools commenced in 2016. In 2019 we still have access to their resources which are based on Restorative Practices. Click here for more information
Restorative practice is a strategy that seeks to repair relationships that have been damaged, including those damaged through bullying. It does this by bringing about a sense of remorse and restorative action on the part of the offender and forgiveness by the victim.
Literacy Learning is important at Geelong East Primary School. We make it engaging by incorporating the Book Week Parade, dress ups, Literacy week, and celebration days each term. Our excursions and incursions support our Literacy programs.
At Geelong East Primary School, all students participate in a two hour literacy block which encompasses Reading, Writing, Speaking and Listening, spelling, dictation, punctuation and grammar. The literacy curriculum is supported by Literacy Intervention and Oral Language programs.
Students use a variety of devices including iPads, laptops, Interactive Whiteboards and netbooks, with a one to one device policy to enhance their literacy skills. Students can identify and create their personal literacy goals. Our school library is visited weekly by students, with a wide range of resources for students and teachers.
We also have connections with the local library, kindergartens, high schools and child care centres with regular visits within our community to read. Parent and grandparent helpers are welcomed and encouraged at Geelong East Primary School. Parent support and connections are essential to our students’ learning at Geelong East Primary School.
At Geelong East Primary School we aim to provide students with a strong grounding in mathematical skills, strategies and understandings. The school ensures each class dedicates at least one hour to Numeracy every day. Mathematics is taught through the dimensions of Number and Algebra, Measurement and Geometry and Statistics and Probability.
Teachers provide engaging ‘hands on’ tasks and games that take into account students’ ability levels and interests. An important part of our program is that students are provided with the opportunity to develop their understanding, fluency, reasoning and problem solving skills.
Reflection is an integral part of the lesson as it provides time to articulate and share their learning. Students are encouraged to make connections and apply mathematical concepts and real life situations.
All students at Geelong East Primary have 1 hour art lesson a week. Students learn skills and theory in many forms of Art such as drawing, painting, modelling, construction, printing, textiles and collage from Foundation to Grade 5/6. They experiment with a variety of materials, learning numerous techniques whilst creating individual artworks.
The elements of colour, space, texture, shape, line, form and value are learnt through a variety of topics, many of which are complementary to the inquiry studied in the classrooms. The students are given the opportunity to discover their creativity and experiment with different techniques to enable them to create art pieces that are unique to their individual personalities.
Students at Geelong East Primary have been involved in numerous community art events such as displaying work at the Geelong show, drawing portraits for the Geelong Gallery and designing a Christmas tree for the display in central Geelong.
There is also a weekly art club for students wanting to continue their artwork or for students to relax and create art during their lunchtime.
In the Performing Arts Program we aim to nurture every student’s skills and interests to encompass the four main components: Music, Dance, Drama and Performing. Each grade attends a 60 minute session each week and is provided with the opportunity to perform at assembly and other events throughout the year. Creating and Making and Exploring and Responding within the Performing Arts develops students’ self-esteem and self-confidence both as learners and performers, whilst developing communication skills that can be utilised throughout their lives. The inclusion of Performing Arts positively impacts broader academic and personal wellbeing outcomes for our students. Each Performing Arts element is taught over a single term, with the opportunity provided for students to present their work at assembly.
The Music unit is inspired by the series of texts, ‘The Music Book’, which focuses the theoretical knowledge of the students across each level and results in a comprehensive formal musical education. There are ten key musical elements that are the focal point of this curriculum; beat, rhythm, pitch, melody, harmony, dynamics, tempo, form, tone colour and style which are taught through singing, playing of musical instruments, composing and improvising. Students experience playing a range of instruments; as well as various ways to use their own bodies and found objects as percussion instruments. This curriculum is supplemented by the students own personal musical interests to create an engaging, inspiring and fun musical classroom. This includes the use of iPad for the senior school to explore Garage Band and singing apps, as well as the introduction of rapping and body percussion for the younger students.
The inclusion of Dance in the Performing Arts classroom is based on the four essentials, Explore, Choreograph, Perform and Appreciate. Students work on identifying beat and rhythm and exploring these elements through shape creation, upper and lower body isolated movements and interpretive movement. Students are introduced to a variety of dance styles and choose one to focus on for their end of term dance. Students have the opportunity to choreograph and design their own pieces as well as participate in a whole school Flash Mob dance.
Drama is an integral part of the Performing Arts Course at GEPS with games and activities designed to permit the students to explore the field of acting in a safe environment that encourages students to take creative risks, allowing the students an insight into the world of drama in an interesting and informative manner. Students study the elements of drama and practise them through role plays, improvisations, dramatic play and scripted dramas. They view recorded and live drama performances and use their gained knowledge throughout the term to interpret and respond to these performances.
In the Performance unit, students are usually working on their piece for the end of year Christmas Concert (annually) or the school production, this occurs every second year. The performance unit allows the children to draw on all of their knowledge and skills developed in Performing Arts through the year and present their work in ‘real life’ for an audience.
The variety in performing Arts at GEPS will enable your child to grow, improve their collaborative skills, and self-expression, as well as a scaffolded approach to learning the four elements of Performing Arts. Most importantly we offer the children the chance to participate, no matter their skill. All our students have to do is try, and keep trying even when it is difficult. We encourage them to take the stage and hold their head up high, no matter what their role. It’s not about being the star, it’s about continuing to your whole self until the last curtain falls. That is a life lesson they will take with them forever.
(Science, Technology, Engineering and Mathematics)
STEM is an approach to learning and development that integrates the areas of Science, Technology, Engineering and Mathematics.
Through STEM, students develop key skills including:
● Problem Solving
● Critical Analysis and Critical Thinking
● Independent Thinking
● Digital Literacy.
At Geelong East Primary School all students from Prep through to Year 6 participate in a one hour STEM session every week where the focus is on Learning by Doing. Students are exposed to a range of fun and engaging activities that seek to develop essential 21st century skills.
Science provides an empirical way of answering interesting and important questions about the biological, physical and technological world. Science is a dynamic, collaborative and creative human endeavour arising from our curiosity and our desire to make sense of our world by exploring the unknown, investigating universal mysteries, making predictions and solving problems. Science knowledge is contestable and is revised, refined and extended as new evidence arises.
The Science curriculum has two interrelated strands: Science Understanding and Science Inquiry Skills. Together, the two strands of the science curriculum provide students with understanding, knowledge and skills through which they can develop a scientific view of the world.
Students are introduced to the world of coding through the use of applications such as Scratch Junior and web based Scratch software. Students are introduced to block coding and use the applications to create digital stories and interactive games.
Through the use of the app Kodable as well as the OSMO coder Awbie platform, students are introduced to sequencing of directions using blocks to unravel problems.
At GEPS we are fortunate to have a wide variety of Robotics devices for students to explore different levels of programing.
Students are able to discover robotics and their programming potential through the use of:
Students use a variety of apps and web based design environments to design and print a 3D model. The emphasis is on Design Thinking skills and developing ideas, with a super cool 3D model at the end of the process!
Students explore elements of film making and broaden their ideas of visual literacy through the creation of short films and stop motion animation. Students have access to Green Screen facilities as well as editing software to help tell a story.
Our most recent addition is a set of Raspberry Pi computing devices. These can be used to discover more advanced programming skills as well as for a variety of really cool projects such as Retro Arcade Machines, Media Centres, Interactive Photo Booths, Weather Stations or Magic Mirrors just to name a few. We can’t wait to see what students come up with.
Students also have the opportunity to participate in a range of exciting events outside of the GEPS classroom walls. These include:
First Lego League
Matthew Flinders Girls Secondary College Maker Faire
The Geelong College Challenge
Issue 3 27 February 20