From the Principal

School Board

Following the holidays, the School Board has two parent representative vacancies. I encourage any interested parents to nominate themselves. Leeming PS is a multicultural community and the Board would be stronger, if it reflected this diversity.

The Board meets twice a term and provides strategic advice to the school. This year the board will be heavily involved in the writing of the next School Business Plan.

Please send me an email if you are interested. (Clive.Emby@education.wa.ed.u.au

If we have more nominations than positions, we will run a small election with the parents voting for their parent representatives.

P& C

Last night the P&C had its AGM. A big thank you to the parents who have undertaken roles last year and are moving on, for a variety of reasons. Many of the executive positions went unfilled, including the President and Vice President. The P&C does a great job and is a vital part of our school community and only meets twice a term. They do a great job running the canteen, the uniform shop, safety house, school banking and fundraising. Monies raised go towards improving the facilities for all students. Recent fundraising efforts have bought carpets, electronic boards, playground equipment and shade structures.

I realise that everyone is busy, but please consider stepping up for a year and helping out. Without an ‘executive’; no cheques can be signed and no decisions made. Within a three week period we will be at risk of have to shut the canteen, the uniform shop would wind up and our plans to upgrade wet area lino and buy a new set of chairs and desks will go on hold. The P&C will be holding an emergency meeting on March 11. Please support your P&C, to support your school.

Organisation for Economic Co-operation and Development (OECD) The future of education and skills 2030

If you have an interest in where education might be headed, the OECD report is an interesting read.

http://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf

Foreword

We are facing unprecedented challenges – social, economic and environmental – driven by accelerating globalisation and a faster rate of technological developments. At the same time, those forces are providing us with myriad new opportunities for human advancement. The future is uncertain and we cannot predict it; but we need to be open and ready for it. The children entering education in 2018 will be young adults in 2030. Schools can prepare them for jobs that have not yet been created, for technologies that have not yet been invented, to solve problems that have not yet been anticipated. It will be a shared responsibility to seize opportunities and find solutions.

To navigate through such uncertainty, students will need to develop curiosity, imagination, resilience and selfregulation; they will need to respect and appreciate the ideas, perspectives and values of others; and they will need to cope with failure and rejection, and to move forward in the face of adversity. Their motivation will be more than getting a good job and a high income; they will also need to care about the well-being of their friends and families, their communities and the planet.

Education can equip learners with agency and a sense of purpose, and the competencies they need, to shape their own lives and contribute to the lives of others. To find out how best to do so, the Organisation for Economic Co-operation and Development (OECD) has launched The Future of Education and Skills 2030 project. The aim of the project is to help countries find answers to two far-reaching questions:

  • What knowledge, skills, attitudes and values will today’s students need to thrive and shape their world?
  • How can instructional systems develop these knowledge, skills, attitudes and values effectively?

This position paper describes the first results from this work. The initial framework was reviewed, tested and validated in an iterative process involving a range of stakeholders from around the world. They ensured that the framework is relevant across the globe, consistent with wider policies and can be implemented. We will finalise the framework by the end of 2018. In 2019, we will change gears and begin to explore the translation of the framework into pedagogy, assessment and the design of an instructional system.

Working with policy makers, academic experts, school networks, teachers, education leaders, students and social partners, the framework provides a space in which to exchange ideas, compare proven and promising practices, discover cuttingedge research and contribute to a new ecosystem of learning. If you’d like to join us, please get in touch.

Andreas Schleicher

Director for Education and Skills

OECD

Thanking You

Clive

 

Mindfulness:

 

 

 

 

 

 

 

Positive Behaviours:

Week 4 – “I follow the instructions of staff”

Week 5 – “I proudly wear my uniform”

Room 10 – Flat Stanley

The children in Room 10, Year 4 have been reading the book The Adventures of Flat Stanley, a little boy who was squashed flat when a bulletin board fell on his bed in the middle of the night. As he is flat, he is able to be posted around the world on amazing adventures and solve crimes.

As a STEM project, the students planned, then made their own Flat Stanley and this week they are posting their Flat Stanley person around the world to family and friends.  They have also decided to post Flat Stanley people to our Prime Minister and Premier.

The hope is that the people who  receive a Flat Stanley will take him on amazing adventures and take photos as well as keep a diary. They will then post him home and each child will create a poster and give a presentation of the adventures of their Flat Stanley.

Ms Riddle has already taken one Flat Stanley on an adventure to Queensland and our students taking them outdoors.