Dedicated Teaching Teams
ABOUT ROSEBUD PRIMARY SCHOOL
Our School Values revolve around us being the ‘HEART of the community’ and developing Gratitude and Empathy.
Honesty: With yourself and all the people you come in contact with.
Effort: Always give it your best shot.
Attitude: Having a positive outlook on life.
Respect: Respecting yourself, others, our community and the environment.
Teamwork: Working together to achieve outcomes that benefit us all.
Together we give every child at our school the best learning and development experience, making our community a smarter, fairer and more prosperous place.
By centring our school on the ‘Three Pillars of Education’,
1. Wellbeing (encompasses all our specialist subjects and extracurricular events, mindfulness and Respectful Relationships),
We will develop:
- Children and young people who are confident, optimistic, healthy and resilient
- Students who reach their potential regardless of background, place, circumstance or abilities
- Students who develop knowledge, skills and attributes that are needed now and for the jobs of the future
- A teaching workforce that is high performing, empowered, valued and supported
Message from the Principal
Rosebud Primary School is proud to be the ‘HEART of the Community’. I firmly believe that the village educates the child, and everyone in our community is part of the education process.
We are focused on building staff capacity and constantly improving our innovative curriculum and teaching practice.
Our School Values revolve around building gratitude and empathy, leading to resilience. We are the ‘HEART of the Community’ and we live by that acronym. Honesty, Effort, Attitude, Respect, and Team Work.
In recent years, we have experienced considerable growth with our student population now at 528. We are a highly sought after school and enrolments will continue to increase throughout the school year.
In 2018, there are 22 classes and all year levels work in teams. We embrace differentiated learning and have an innovative approach to achieve this. We operate with junior and senior Maths and English specialists and two Literacy aids. Each year level has Maths and English timetabled for 100 minutes, four days per week, with extra teachers assigned to each year level. Groups are sometimes structured around ability, and other times multi-ability groups.
There are approximately 56 staff members across a range of full-time and part-time positions and together offer a diversity of experience, expertise and a gender balance. Our specialist curriculum areas include Music, Physical Education, ICT/Science (STEAM), Art, English and Math.
Our lunchtime programs are legendary and include sport, ICT, drop in centre, a quiet room, music, art, ahands on learning group who build things around the school, the Rosebud foreshore playground, and lots more.
Parents are openly welcomed into our school and participation and support is excellent. Our Parents Association, School Council, Market Committee, Op Shop and Facilities Committee are essential parts of our school.
Our fundraising arm, provides valuable financial support for our school, that helps redress social disadvantage. We have a newly purchased school bus that is free for all students, and 30 new state of the art laptops for grade 6, all are great examples of the hard work of our volunteers.
Parent’s attendance at excursions, Outdoor Education, Music excursions and camps, incursions and classroom support are strongly encouraged. This partnership is essential to our schools success.
School Council is very active and enthusiastic and a sense of school pride is evident in the manner in which the school is presented.
The school offers a broad range of extra curricula programs and activities, that teachers are all very committed to.
Our outdoor education program is a highlight and a unique part of our school. We have a huge water safety trailer, comprising of surfing, paddling, and snorkelling gear, life jackets and wetsuits. Also, we have our own camping trailer/kitchen to camp approx 100 people under canvas. Children begin in Prep with a Breakfast, Lunch and Dinner Dance, Grade 2 Sleep Over, Grade 3 and 4 McCrae Water Safety, Grade 5 City Camp, Grade 6 Torquay Adventure Camp, and Grade 3 to 6 Water Safety program, and optional Snow Camp at Mt Hotham.
Student Voice is very important to our school and Junior school council is a vital component. Our student leadership program is a major pillar of our school. Beginning in grade 3 with our future leader program, and is embedded from grades 4 to 6. Our grade 6 children play a senior role in the day to day functioning of our school. Our leadership overnight survival camp at Wilson’s Prom for our selected grade 5 leaders, sets the scene for our future grade 6 leaders.
We run our own ‘Before and After School Care and Holiday Program’ that is also available for families.
We are extremely proud of, and continue to develop, our school’s curriculum and are always striving to improve our teaching practice. We are a lead school in respectful relationships, and mindfulness is now becoming entrenched in all classrooms.
We have smart TV’s installed in each of the classrooms, all Prep to Year 3 classrooms have six iPads and notebooks. The iPad program for students in years 4, 5 and 6 have class sets. Our grade 5 and 6 students have school supplied laptops. Our ICT program runs in conjunction with science right across the school.
Playground areas are located across the multi-level site and students have access to a range of areas including a well-maintained oval, several hard court areas, three sets of playground equipment, a central courtyard, extensive gardens and a school farm. We also make extensive use of the foreshore and its playground as a lunchtime activity and for sporting outdoor education and environmental sessions.
The classroom facilities are located in year level pods, all designed with break out facilities used in English and Maths sessions. Specialist programs are all allocated learning spaces including physical education, which has access to the school’s multi-purpose hall, and big shed. Our Music room supports 3 soundproof instrumental teaching rooms and instrumental Music teachers. Our Art room is a modern, purpose built facility, and our ICT/Science room is fully equipped with the latest technological equipment. Our administration area, sickbay and staffroom have also been refurbished recently and we have a First Aid Officer on duty at lunchtime and recess.
Rosebud Primary School
The Need to Establish a School at Rosebud
Finally residents had success as the Education Department, through Inspector Craig, conceded that “in view of the large number of young children I think a school should be built in Rosebud”.
A decision was made in July 1884 to lease the Mechanics Institute to be used as a school for the sum of £8.00 per annum.
A head teacher was appointed and the school opened in September 4, 1884. The head teacher was Mr John Rowe and 37 students attended; 21 of these having transferred from Dromana State School.
The Mechanics Institute building proved to be far from ideal. Problems encountered included windows that wouldn’t open, inefficient ventilators in the roof and lack of spouting to collect rainwater for the tanks. There were also disputes about the cleaning of the building and doubts that the lease would be renewed.
These problems experienced with the use of the Mechanics Institute as a school building caused the parents to urge the Education Department to build a school building on land of its own.
In 1886 the Department purchased 2 acres of land on the Main Road opposite the Mechanics Institute. The cost of this land was £20 per acre.
The Education Department announced in November 1886 that a school house with a teacher’s residence attached would be built on the recently acquired land. The plan of this building was the standard design being built throughout Victoria in this era. It consisted of a 24 foot by 16 foot school room with iron gable roof and a small gabled front porch. A four-roomed teacher’s residence was attached running at right angles to the school room. A skillion verandah ran the length of the dwelling. The whole building was clad in weatherboards.On April 7th, 1887 the school furniture was moved from the leased building and placed in the new schoolhouse. Presumably the Head Teacher, Mr Joseph Hazeldine, moved into the residence. He had four school-age children of his own enrolled at the school.
About this time, wandering cattle were a problem because they liked to sleep the night in the shelter of the school building. The school site was bare of vegetation and Mr Hazeldine promised to plant shelter trees if the Department would fence the property to keep out the cattle. In 1888 a split post fence with three rails was built around the school site. It had a large and small gate facing the Main Road and cost £26, half of which was paid with local funds.
A large rotting stump of a cypress tree just inside the front fence is all that remains of Mr Hazeldine’s “shelter” trees.
Head teacher Mr Frederick Green, who had arrived in 1891, found the school residence to be a little small for his family of six children. He requested an addition be made to the house but this was not done.
By May 1893 the school had 40 pupils. Many were children from the lighthouse keepers’ families who lived in the cottages near the Eastern light at McCrae.
Land subdivision in the Rosebud area made building blocks available and additional families settled in the area. Rosebud State School, number 2627, was served by a number of Head Teachers over the years and when war broke out in 1914 Mr Charles Perrin was in charge. He volunteered for war service in the last term of 1915 and was replaced as Head Teacher by Mr Andrew Allingham who was to stay on as Head Teacher until the end of 1927.
Local men who joined the Army are listed on the 1914-18 Honour Roll which has been kept at the school. For many years it hung over the fireplace in Room 2 but is now mounted on the wall outside the office.
Mr Charles Perrin, the former Head Teacher, was killed in action in 1918. In 1920 the school had 56 children enrolled. They were all accommodated in the 24ft x 16ft schoolroom. Letters were sent to the Education Department requesting a larger room. Finally, in 1922, the Minister of Education informed the committee that tenders would be called for the erection of a new school building at Rosebud.
Mr Hyslop gained the contract to build a concrete building compromising a schoolroom measuring 31ft 6 inches by 24ft with an entrance porch, cloakroom and a small storeroom. The cost of this contract was £1,930 10s which included remodeling of the original building to convert the former school room in to part of the Head Teacher’s residence.
The new school building was opened on Friday, February 29th, 1924 by Mr Frank Tate who was Director of Education at the time. In running his school the Head Teacher was assisted by a junior teacher. They the taught eight grades who sat at dual desks facing the blackboard. 50 pupils were enrolled as well as the 3R’s, they had Nature Study, History and Geography lessons. The school had garden areas for both flowers and vegetables. Sport included football, cricket, basketball and swimming.
There was a small shelter shed in the grounds which went from Jetty Road along Point Nepean Road to the edge of our present asphalt area and almost up to McDowell Road. A private dwelling was situated in the corner of the Jetty Road and McDowell Road.
Rosebud Township continued to develop; electricity came to town 1927.
A second room was added to the school and opened in 1940. It adjoined the western side of the original room and is now Room 3. By 1942 another room was needed but due to wartime restrictions it had to wait.
Enrolments continued to increase and by 1944 there were 114 pupils at the school. The head teacher taught grades 5 to 8 (46 children) in the newer room, while 68 children from grades 1 to 4 were in the larger room.
Parents continued to agitate for extra accommodation and more playground space. A third room, now Room 1, was added in 1945 and additional land was purchased on Point Nepean Road.
A water supply service was provided to Rosebud in 1941 as the State Rivers and Water Supply Commission moved to supply water to the army establishments at Point Nepean and Fort Franklin. Although the town now had water and power it did not have a resident doctor or a police station – though both these services were available in Dromana.
Mr Homes, the Head Teacher from 1940 to 1946, was responsible for introducing a “house” system to Rosebud school. There were two houses; one called “Grant” and the other “Flinders”. Some school activities were conducted as a competition between these two houses.
Post War Development
As the Rosebud township developed after the end of World War Two so too did the school. In 1947 an army hut was positioned on the upper level of the school grounds and converted into classrooms and office space. The following year another was brought in to be used as classrooms. Although only meant to be temporary accommodation they remained in use for 20 years.
By March of 1952 the school had 261 pupils in attendance. During this year two classrooms were built on the upper level. These were the current rooms 4 and 5 and were built in the style that the Public Works Department called “Light Timber Construction”.
In 1954 Rosebud High School opened which meant that the state school would not have to cater for Grades 7 and 8 pupils again.
During 1959 the enrolment passed 400 and over crowding was again a problem. A class of grade four children had to be taught in a nearby Ballroom, while two more rooms were being built.
In 1962 another room was added to the top building making five classrooms altogether in that building.
Rosebud township underwent a major change in 1963 when the Nepean Highway was duplicated between Adams Avenue and Third Avenue. This meant the Rosebud oval was reduced in size to become the “Village Green” we have today and the large circular cypress trees had to be removed to create car parking spaces in the median strip. The following year, 1964, was important in the school’s history as five classrooms, a staffroom and office were added to the complex on the upper level. The two “temporary” army huts were sold for £25 each and removed to local farms.
The 60's - 90's READ MORE
At this stage the school did not have a library and Mr John Lee, the headmaster, suggested to the School Committee that this was badly needed. The Education Department would provide a grant of $6000 towards the cost of a library. With support from local organisations and through special fundraising events the school collected the balance of the $9630 needed for the construction.
Building commenced in February 1968 and was completed by the end of April. It was officially opened in November 1968 and in named in Mr Lee’s honour. The library was renovated and extended in 1995.
The school population reached 500 in 1968 and three more classrooms were constructed.
In 1974 two significant events occurred. The new head teacher Mr. Murray Baud decided not to live in the residence which had deteriorated over the years. This was the first time since it was built in 1886 that the head teacher had not lived in the “school house”. Also in 1974 the first “portable” classroom arrived at the school.
More portables arrived in 1975. Eventually there were to be seven of these single classrooms clustered around the “old building” on the lower level. Three were on the oval on the western side and four were on the eastern side.
In 1976 the old school house was demolished to create much needed playing space. The basketball court in the Jetty Road corner is constructed on the land where the weatherboard building had been for 80 years.
During 1977 the school organized a Jog-a-thon to raise money for an adventure playground to be built by members of the School Council, teachers and parents. The $1500 raised by the pupils paid for materials and many well-attended working bees provided the labour.
Also, In 1979 an upgrading project took place at the school. This project included the construction of an Administration Area which included a Principal’s Office, a general office, store rooms, staffroom, a staff resource room and staff toilets as well as a new sick bay.
This created a new front entrance to the school. In 1994 some modifications were made to the general office area to create additional space for administrative staff.
As part of the upgrade two new classrooms were added to the library wing and two existing rooms were converted into a large Art room with storage space. The library wing was clad in brick veneer.
Two blocks of land on McDowell Street were purchased by the Education Department to extend the playing area of the school. An old house on the property was demolished. This is the area where the infant playground and two portables are now located.
Also in 1979 the school began planning for the construction of the multi-purpose hall. Plans were drawn up, a cooperative was formed and a loan obtained from the National Bank. The school was committed to paying $5000 a year off the capital for ten years and the interest was to be paid by the Education Department.
To create space for the hall an old cement brick shelter shed and sports store room was demolished and the site was levelled. Retaining walls made from old electric light poles were constructed. A shelter shed was enclosed to create a sports store room.
The hall was constructed in 1980 and has been a wonderful asset for the school being used for Monday morning assemblies, physical education classes, perceptual motor program lessons, visiting speakers and shows, band practice, recitals, school social events and by a variety of outside groups for meetings.
In 1984 the school celebrated its centenary. A highlight of the year was our entry in the Moomba Parade where thirty-six pupils accompanied a large model of the schooner “Rosebud” through the streets of Melbourne.
In September of 1984 many special events were held to mark the 100th anniversary of the school. There included a church service, the productions of a booklet, a centenary dinner dance and a display of photographs. A bell tower was constructed but unfortunately had to be dismantled when the office was enlarged.
A portable classroom was acquired in 1986 and placed at the end of the hall to serve as a Music Room. Again some of the sandy bank had to be removed and a lamp post retaining wall was constructed.
The original Adventure Playground was remodeled in 1988 to meet the then safety requirements. Further changes were made to this area in 1993 when much of the wooden structure was replaced with new steel and plastic units.
The school has sixteen permanent classrooms and in 1990 a portable was moved in and placed on the upper level near the end of the library wing. Another portable was required in 1992 and this too, was positioned on the upper level.
Also in 1992 the old sports shed which was once a shelter shed was demolished to clear a space for a larger shed which now houses the water safety trailer, the camping trailer, plus sports equipment and the physical education teacher’s office.
One other building is the bike rack. This was built in the 50’s and apart from the erection of a fence around it in 1988 it has not changed very much. Thousands of pupils have parked their bikes there over the years.
In 1994 the old pump at the back of the old building was repainted and a display cabinet mounted over it. The bore and pump were installed in the 1950’s when the Peninsula had long periods of water restrictions. The School Committee at this time wanted the pump so that the school gardens could be watered in the dry summer season. It has not been used for a long time but is an interesting part of the school’s physical history.
In 1994 Rosebud Primary School became a Pilot School in the governments schools of the Future. This was yet another milestone in the school’s history.
With the impetus provided by the new administration came the desire to improve the facilities for staff and pupils.
In 1994 the staff room was repainted by teachers, the office area was enlarged and repainted and the front foyer was carpeted. The library was enlarged and renovated in 1995 and a meeting room was created from a storeroom; a classroom was converted for use as a computer room and many classrooms and corridors were repainted.
In January 1995 the old portable used for classroom music was relocated and plans for an ambitious project to create a music room and hall stage were finalised. The extensions to the hall were to include a storeroom and new toilets.
Excavations were performed in the Easter Holidays and soon after the building of three long sleeper retaining walls were started. This created the site where the hall would be enlarged. As part of this work all the older lamp-post retaining walls were removed and the shape of the hill behind the hall was dramatically altered.
In 1996 the music room and large stage were constructed on the east end of the existing hall. This was finished in early 1997 but the other parts of the extension plans were postponed for financial reasons.
Continued school fundraising efforts and some most generous donations from community organisations enabled a sports storeroom and toilets to be built during late 1997.
Renovations to the kitchen and storerooms will complete this project in 1998.
The last decade
In 2009 the Prime Minister of Australia Mr Kevin Rudd announced an economic stimulus plan for the country. This was after the Global Financial Crisis across the world. He promised that all school within Australia receive a new school building. As a result, Rosebud received a magnificent learning centre (BER) used for our senior students. It comprises of six classrooms and multi-purpose learning areas. This building is a wonderful resource for our school and the community.
In 2014 the school embarked on another extensive building program. The Minister for Education in Victoria was Martin Dixon and he granted the school $3million to build a new Junior School and art complex. This program was coordinated by MSN and Associates with the appointed builders Lloyd Group. The ambitious program took 18 months to complete but with the wonderful community adopting the motto “short term pain long term gain” our brilliant new building was completed by November 2014. In five longs years the school has received a $6 million dollar boost to our facilities making us the envy of many other state schools.
Rosebud Primary School has made wonderful progress since the early settlers of the district struggled to gain the benefit of local educational facilities for their children over 100 years ago. The school has developed from the very basics in a rented building to the complex network of schoolrooms with modern amenities that exists today.
However, the buildings are only a small part of the history. It is the human element that adds to the story. It is the pupils and their families, the teachers and other staff members that give the school its character.
Despite the changes in buildings, the development in grounds and facilities and the changes of student populations over the decades the willingness of the local community to help its school has not changed. The dedication shown by members of the school community throughout its long history has always been a most significant feature in the history of Rosebud Primary School.
Zarli King, Grant Oldaker
Rebecca Beirouti, Taylah Devereaux-Daly
PREP MISSION STATEMENT
Prep is an exciting and a highly engaging year for all students. During this year the children are given the opportunity to explore, discover and learn through hands on experiences.
In literacy we use THRASS to assist students in developing phonetic awareness. Each week children focus on a specific phoneme (speech sound) and are fortunate enough to take part in special days that relate to our current phoneme. For example ‘princess and pirate day’ when we focus on the spelling choices ‘p and pp’ and visiting the supermarket when we focus on the ‘s and ss’ spelling choice. Further, students are encouraged to bring their take home reader to school daily and read with a family member at home.
In prep, students develop a positive attitude with mathematics through hands on and game based learning. During maths classes, students are exposed to a range of materials to build solid foundations in their learning. During the year children are split into maths groups targeting specific learning needs. We encourage students to practise counting forwards and backwards to 20 and using maths in everyday situations at home to further improve skills developed in the classroom.
The Dinner Dance is a highly anticipated event on the Prep calendar. It is a great introduction to the schools sequential camp experience. It is the Night of all Nights. Further the students are involved with a range of special days including; teddy bear picnic, wacky wig day, prep breakfast, McCrae walk as well as Sorrento Park and the famous Lollypop Tree.
Grade One Teachers
GRADE 1 MISSION STATEMENT
In Grade 1 we aim to create learners that are independent, confident in their abilities and motivated to challenge themselves. We endeavor to integrate real life experiences to enhance classroom learning. We feel that Grade 1 is a very important year as we build on the fundamentals of English and Mathematics.
We aim to make literacy engaging and meaningful through games, collaboration and hands on experiences, as well as explicit teaching. We continue to build on students’ knowledge of spelling, reading and writing and use THRASS to assist the students in these areas. Students in Grade 1 are set reading and writing goals and are given the tools and encouragement to achieve great things throughout the year.
Our big aim for all students is to love maths and we believe that anyone can be a high achiever in maths. We strive for our lesson to be hands on, meaningful and relate to real life. We incorporate lots of games into our lessons and always have lots of concrete materials for students to use. We aim to cater for all students learning needs and styles by having targeted maths groups throughout the year.
Grade 1 students love visiting the Big Goose and the Enchanted Maze adventure garden.
Grade Two Teachers
GRADE 2 MISSION STATEMENT
Grade 2 is the culmination of the early years of schooling. The children are encouraged to become more independent learners and thinkers. Activities become more challenging but are well supported by the staff. We encourage the children to have a go at all new experiences even when they feel challenged. Our program aim to be fun for the children and caters for their individual needs.
In English we aim to develop students’ ability to read and create texts with accuracy, confidence and fluency. Writing is a large part of our program and we aim to develop each child’s writing skills in preparation for the middle school. We provide a challenging program that encourages risk taking and builds resilience in all areas of English; reading, writing and speaking and listening. Part of this process, including Mathematics, involves grouping children based on their ability to ensure they are working at their point of need.
Mathematics in Grade 2 focuses on developing the mathematical understanding, fluency, reasoning, modelling and problem-solving already achieved in their first two years at school. These capabilities build each year to enable students to respond to situations by employing mathematics to make informed decisions and solve problems efficiently. Our program makes use of the many and varied resources at RPS as well as our local community to help make the learning meaningful for the students.
The children will be involved in a range of interesting and engaging activities that include Environment Week at the Briars, visits to the beach, Grade 2 Camp and exploring our local community. The swimming program takes place in term 3 and other exciting opportunities occur throughout the year.
Grade Three Teachers
Gemma Butler, Chelsea Wilson
GRADE 3 MISSION STATEMENT
In grade three we aim to extend our children in all areas of the curriculum. They will be given opportunities for individual growth using group work tailored to their point of learning. The children will be encourage to demonstrate resilience and respect in all areas of their studies. Grade three will be shown pathways to gain independence and leadership skills as they prepare for senior school expectations.
In grade three teachers work in teams to develop a sequential English program based on the identified needs of each student. The THRASS program will be used in all facets of our daily English program eg: handwriting, reading and spelling. The children will be provided with a range of open ended learning experiences that cater for different thinking styles.
The grade three Maths programs is designed to promote positive and enjoyable experiences. Children will be provided will activities at their level of need to consolidate skills, understanding and confidence. We endeavour to create an environment where Maths is fun and children develop a positive attitude to learning. Children will be given the opportunity to work both independently and in co-operation with others eg: groups and peer based learning activitities.
The grade three classroom will encourage and reflect the core values incorporated in ‘Rosebud Rising’. H.E.A.R.T: Honesty, Effort, Attitude, Respect and Team Work will create a positive environment where everyone is made to feel valued and welcomed.
As the children transition from junior to middle school they will be provided with strategies for managing change. They will be able to discuss and investigate how emotional responses vary and understand how to interact positively with others in different situations. This will include the classroom, the playground and grade three camp.
Grade Four Teachers
GRADE 4 MISSION STATEMENT
In Grade 4 our students are valued, challenged, provided with specific feedback, and treated as individuals in every aspect of their learning. We see each child’s potential and help to facilitate their development into future leaders of Rosebud Primary School and then onto enterprising and contributing members of our global community.
In Mathematics we aim to promote problem solving skills with real world situations in an engaging and fun way that promotes a love of maths learning. Relevant research helps us to know that students learn best through fun, rich, investigative tasks that make real world connections and promote deep discussion and reflection. All math lessons involve collaborative activities, and peer discussion is promoted through providing students with strategies for reasoning, justification and explanations of their learning. A team teaching unit including an additional fourth expert teacher, approach across the curriculum, with students experiencing different teachers for different math concepts. This allows for greater teaching and learning targeted at your child’s needs.
In English we focus on writing, grammar, THRASS and reading comprehension. We expose students to many writing genres preparing them for their senior years. Similar to Mathematics, students visit all members of the Grade 4 teaching team for their English learning. We are lucky to have additional support in a fourth expert teacher during English times, allowing for smaller learning groups and greater point of need learning. We aim to springboard from students existing reading skills into an improved level of speaking and listening, writing and spelling. Further to their learning, students are encouraged to undertake Home Learning. Some Home Learning tasks in Grade 4 are optional while others are mandatory. Students are expected to read nightly, and to revise and discuss no more than 5 spelling words (weekly) that have previously been introduced at school, including meaning, origin etc. Optional tasks will be a choice of activities from a grid that encompasses a variety of Mathematics, English and life skills.
Grade 4 provides empowering opportunities for students to think about themselves as a learner. Through Mindful activities, we aim to provide awareness of the learning process and therefore enhance students control over their own learning. We discuss and investigate how our brain works and the type of learner we are. We have found that such activities promote the students’ personal capacity for self-regulation and greater independence. The aim is that students in Grade 4 can identify their personal strengths and areas for growth so that their actions lead to positive outcomes within the school and wider community.
The Grade 4 Camp in Term 1 provides all students with a supportive environment in which they can step outside of their comfort zone in order to develop confidence and a greater appreciation of their own abilities. The camp is situated on the beautiful local foreshore and takes advantage of the school’s extensive array of sporting, water activity and camping equipment. Further to this, ‘Hobbies’ are introduced as a weekly activity throughout the senior school. This allows students to discover new passions and develop existing ones, which further increases student engagement within the school and wider community.
Grade Five Teachers
GRADE 5 MISSION STATEMENT
Grade 5 is an engaging and enriching year for the students. It is particularly exciting as they are now part of the senior school. The opportunities offered in our program allow students to work on and challenge their learning goals, as well as further develop their friendships, leadership skills and teamwork through practical learning experiences in an open-plan learning environment.
We believe that literacy is the cornerstone of education, so we aim to provide varied experiences that enable students to explore and develop good reading strategies, understandings of themselves as readers and to make meaningful connections between their reading and their lives. Through targeted teaching groups, we develop writing skills (grammar, spelling and comprehension) and generally instill a love of reading in our students. These groups allow students to work at a level that is appropriately challenging but achievable. We also regularly visit the local library to expand the choice of reading material, which is a much-loved local excursion.
Again through targeted teaching groups, we explore different topics (covering the strands of Number & Algebra, Measurement & Geometry and Statistics & Probability) and use a variety of hands-on learning experiences and materials to engage the students. Again, these groups allow students to work at a level that is appropriately challenging but achievable. We aim to develop growth mindsets for learning by celebrating achievements across the strands and create excitement for mathematics by continually connecting number skills to everyday situations.
Grade 5 has an action-packed calendar of sensational events, including Water Safety & Sailing, hosting Darnum Primary School for our annual triathlon, visiting Darnum Primary School for a fantastic countryside experience, our wonderful City Camp, prep buddies, sports days and so much more!
Grade Six Teachers
GRADE 6 MISSION STATEMENT
Year 6 is the culmination of all primary school learning experiences with a focus to best prepare students for the responsibility and challenges of secondary school. Rosebud’s vision is to create active and engaged, model students who aim to become future leaders within their community.
In literacy, we offer a variety of independent choice activities with a focus on individual learning goals. Through careful goalsetting, students are challenged with activities meeting their personal point of need. Literacy skills are practiced through ‘Master Class’ sessions, explicit teaching and real life experiences.
In grade 6, students develop a positive attitude towards mathematics through hands on activities, real world problem solving and critical thinking. Students and teachers work collaboratively, addressing individual point of need to achieve set learning goals in each session.
Community Based Learning
Rosebud Primary School offer a diverse range of teaching, learning and extracurricular events which aim to encourage the overall development of the whole student. Through leadership opportunities and school responsibilities students develop a strong sense of self, belonging and ownership within their school community.
Events such as Torquay Camp, Water Safety Days, daily House Responsibilities, mentoring younger students, special community events representing RPS, are experiences which contribute to prepare students to graduate from Rosebud Primary School.
ART MISSION STATEMENT
ART MISSION STATEMENT
Students at Rosebud Primary School enjoy the specialist subject Visual Art in a weekly 50 minute session in the art room.
Students create visual art works that communicate, challenge and express their own and others’ ideas.
Children experience and explore the art elements using a vast array of art and craft techniques, materials and processes in a supportive environment that encourages the freedom of creativity, individuality, experimentation and problem solving.
Students learn about traditions, histories and cultures of artists, craftspeople and designers.
A big aim of this year’s programme is to develop collaborative art work in the form of whole school or year level art that is displayed for the wider community to enjoy.
The Visual Arts programme encompasses a lunch time art club three times a week in which students are encouraged to come and participate in a variety of indoor and outdoor art activities.
The senior school continue their art experiences with smaller art activities offered in their Friday hobby groups.
MUSIC MISSION STATEMENT
The Music Program offers students the opportunity to gain Musical knowledge and skills, express themselves through creativity, participate in enjoyable tasks and develop a lifelong appreciation for Music. Our program is designed to offer students the knowledge and skill necessary for future Music education, should they decide to continue Music later in their schooling.
Our instrumental program allows students to learn an instrument of their choice during weekly individual lessons. We currently have four instrumental staff, who offer lessons in either flute, piccolo, clarinet, alto saxophone, tenor saxophone, keyboard, piano, drums, acoustic guitar, ukulele, electric guitar, bass guitar and vocals.
Students from Grade 4-6 are offered the opportunity to participate in either a backstage role or front of stage role in our annual Wakakirri production. This offers students who are interested in performing arts the chance to work as a team to develop dance routines, minor drama roles, costume design and prop design. Wakakirri runs through term one, two and three. The performance is held at Frankston Arts Centre in August each year, where students can discover the excitement and buzz that it felt from performing on a large, professional stage.
In the Music Classroom
In the junior years, students develop an understanding about basic notes and note value. Instruments such as Boomwhackers, Bells, Djembe Drums and xylophones are used to teach basic music theory and rhythm in a hands-on and enjoyable way. Prep and Grade One Music focuses on preparing students for the skills and knowledge needed to learn recorder, which begins in Grade Two.
Middle school Music provides whole class lessons in Ukulele, Recorder and Drums. Group activities form a major part of middle school music, where students can work on creative tasks such as choreographing a dance and writing and performing rhythm combinations on the Bongo and Djembe Drums.
Senior school involves lessons from all previous year levels with the addition of group keyboard tasks, such as experimenting with sound effects and using technology such as IPads (Garage Band) to create music.
OUTDOOR EDUCATION & CAMPING PROGRAM MISSION STATEMENT
Outdoor Education & Camping Program
The overriding reason we do all of our camps at Rosebud Primary School is for life experience and too encourage students to step out of their comfort zone. The outdoor education camping program at Rosebud Primary School is a unique yet sequential camping program where every experience from the Grade Prep Dinner Dance to the Grade 6 Camp at Torquay are intertwined. It provides an ideal platform to teach students about routines, respect and working as teams. The camp experience’s students share each year fosters and strengthens relationships not only among students and their peers, but also between staff and students- THIS IS CRITICAL FOR OUR POSITIVE SCHOOL CULTURE.
Please see below for the outdoor education experiences students take part in at various year levels:
Grade Prep: Dinner Dance
Grade 1: Maze Excursion
Grade 2: Amazing race and overnight camp at school
Grade 3: Overnight camp on McCrae Foreshore with a full Water Safety Program
Grade 3-6: End of year bike rides to Rye & Sorrento
Grade 4: 3 night camp on McCrae Foreshore with a full Water Safety Program
Grade 5: City camp with a wide range hands on activities that see the students leave with a “full city experience”
Grade 4-6: Snow camp to Mount Hotham.
Grade 5: Leadership Hike: Wilson’s Prom. Newly elected students moving into grade 6 the following year set off for a simply life changing and team building experience that will stick with them forever.
Grade 5: Darnum Primary School ‘Country School Experience & Tough Mudder’
Grade 5/6: Water Safety Program (includes swimming, sailing, snorkeling, Stand up paddleboards, surfing, kayaks & lifesaving)
Grade 6: The culmination of all of the camps preceding this one – Torquay Camp. Activities stem from surfing, kayaking and bush cooking to rock climbing and bike riding. This is an outdoor extravaganza that students will remember forever.
Other major sport events
- School Triathlon
- School Swimming Carnival
- School Cross Country
- School Athletics Carnival
- Footy Day
- Basketball Day
- After school football program
- Before school basketball academy
- Hoop time
- Kanga Cricket
- Summer Lightening Premiership
- Winter Lightening Premiership
- Boys Netball/Girls Football Day
- School Walkathon
- Bike Skills Day
- Rugby League Gala Day
- Melbourne United Basketball Experience
- Various ‘Sporting Schools’ after school sport programs.
Physical Education Program
The PE program at Rosebud Primary School has a huge emphasis on the students’ stepping out of their comfort zone across all PE activities, with the students encouraged not to be afraid of making mistakes. There is a strong focus on continuing to develop Fundamental Motor Skills, to a point where they are ready to move into small-sided games. Through these games, students became aware of the spatial requirements, safe conduct and are able to develop and build these basic skills while learning the valuable skills and qualities to make them a good team mate. With improved skills comes friendly match play where understanding good sportsmanship is a major theme throughout. As well as refining basic skill techniques, students also begin learning more complex movements with the aides of different visual cues including immediate skill playback via IPad. Above all, the main aim of the PE program is for every student to:
- Have FUN.
- Leave each class looking forward to the next.
- Learn to work as part of a team.
- Learn some valuable skills along the way to help turn them into a little sports star!
ICT AND SCIENCE MISSION STATEMENT
To provide to our students stimulating and authentic learning experiences designed to promote the creation and implementation of effective STEAM education that results in global citizens who demonstrate outstanding academic achievement.
What is STEAM?
In Science and I.C.T. we are continuing to expand our focus on a STEAM based specialist subject (Science, Technology, Engineering, Art, Mathematics). STEAM is an educational approach to learning that uses Science, Technology, Engineering, the Arts and Mathematics as access points for guiding student inquiry, dialogue, and critical thinking.
This results in students who take thoughtful risks, engage in experiential learning, persist in problem-solving, embrace collaboration, and work through the creative process. These are the innovators, educators, leaders, and learners of the 21st century!
STEAM is an approach that is being followed through at all local secondary schools. It incorporates a range of I.T. skills and coding, through to robotics, problem solving challenges, science and scientific theories, science fairs, construction, 3D CAD design, electronics and much more.
Rebecca Klimeck and Julia Weber
About the English Specialists
Our Literacy Specialists lead curriculum development in the Literacy area, and teach in the classroom in timetabled lessons. Each year level has 100 minutes of Literacy timetabled on four times a week with the Literacy Specialist as a fourth teacher in that year level. This enables us to differentiate learning and teach at the point of need. It also gives us much smaller class sizes for these lessons.
Rhiannon Birkill and Rachel Woods
About the Maths Specialists
Our Maths Specialists lead curriculum development in the Maths area, and teach in the classroom in timetabled lessons. Each year level has 100 minutes of Maths timetabled on four times a week with the Maths Specialist as a fourth teacher in that year level. This enables us to differentiate learning and teach at the point of need. It also gives us much smaller class sizes for these lessons.
Rosebud Primary School welcomes new enrolments. Whether families are new to the area, transferring from other schools or having their first child start school in prep, we are eager to show you all that Rosebud Primary School has to offer. It is requested that families wishing to enrol their children contact Rosebud Primary School to make an appointment to meet with the Principal or Assistant Principal. Prep enrolments are open to all students who turn five years old by the 30th April of the commencing year.
Upon lodging your enrolment, please provide a copy of your child’s birth and immunization certificate.
If you would like to download an Enrolment Form please find the link below