We would like to acknowledge and pay our respects to the Kaurna people, the traditional custodians whose ancestral lands we gather on. We acknowledge the deep feelings of attachment and relationship of the Kaurna people to country and we respect and value their past, present and ongoing connection to the land and cultural beliefs.
Welcome back for term 2. We are in full swing with our teaching and learning this term.
I am really pleased to notify you of some new staff to our school this term.
Firstly, we warmly welcome Kendell Baker and Lucy Cameron who are teaching in 2 South. Kendell and Lucy are working with our year 1/2 students. Samantha McCormack is teaching in 7 East whilst Renee Fisher is on leave for the first four weeks. We are also pleased to advise that Chelsea Easton returns to our school to teach Performing Arts to classes on Thursdays. It is great to welcome Chelsea back to the school in the Arts role!
We have also welcomed new SSO staff. Lochie Smith, Samuel Pinnegar and Demi Larner are providing classroom support and are already making a difference for many of our students and families.
For families with a child who starts secondary school in 2025, you should have received a transition pack with information and instructions about the statewide process to register your child’s 2025 secondary school enrolment. Information will include an online form. Please ensure you complete the online registration form to ensure your child’s place in the statewide process.
This term we have a student free day planned for Tuesday 11th of June, just after the King’s Birthday long weekend. Our staff will be engaged in professional learning that aligns to the site improvement plan with a particular focus on our literacy.
This term we are moving to a new reporting template through the department’s education management system. Whilst you won't notice significant differences in what is reported, the format may look a little different. Our reports will coincide with parent-teacher interviews at the end of term 2. Of course, if you have more pressing matters to discuss, you are most welcome to make a time with your child’s teacher earlier in the term.
This year, our Governing Council fundraising committee is arranging a Quiz Night for June 29th. We have some wonderful prizes already donated and look forward to this event with great anticipation. MC for the night will be Justin Owen. More information will be provided about tickets soon. Please save the date and start assembling your team!
As advised this week, hats are required whilst we continue to enjoy warm, sunny Autumn days. Thank you for assisting with this request.
Wishing you a wonderful term 2!
With regards
Matthew Chapman
Principal
The Power of Instructional Routines
In the realm of education, one noticeable shift has been towards explicit teaching of reading and phonics instruction in schools. At HCEPS this transition represents a departure from more traditional approaches and emphasizes a structured, systematic method to impart literacy skills. At the heart of this evolution lies the concept of instructional routines – a powerful tool in equipping students with the essential skills needed to be proficient literacy learners.
Understanding Instructional Routines:
Instructional routines in literacy encompass a set of systematic, repeatable procedures designed to scaffold students' learning experiences. These routines provide a framework for educators to deliver targeted instruction, focusing on specific literacy skills such as phonemic awareness, phonics, fluency, vocabulary, and daily reviews. By embedding these routines into daily lessons, teachers create a predictable learning environment that fosters consistency and enables students to engage deeply with the material.
The Shift to Explicit Teaching:
The move towards explicit teaching of reading and phonics instruction reflects a growing recognition of the importance of foundational literacy skills in academic success. Research has demonstrated that explicit, systematic instruction in phonics – the relationship between sounds and letters – is crucial for early readers to develop strong decoding abilities. By explicitly teaching phonics rules and patterns, students gain the tools to decode unfamiliar words independently, laying a solid foundation for fluent reading and comprehension.
Reasons Driving the Shift:
Several factors have contributed to the resurgence of explicit teaching in literacy education:
Evidence-Based Practices: Rigorous research has underscored the efficacy of explicit instruction in improving reading outcomes, particularly for struggling readers and students from diverse linguistic backgrounds.
Closing Achievement Gaps: Explicit teaching of reading and phonics instruction holds promise in narrowing achievement gaps by providing all students with equitable access to essential literacy skills.
Alignment with Standards: Many educational standards and frameworks, both nationally and internationally, emphasize the importance of explicit instruction in phonemic awareness and phonics as foundational components of literacy education.
Empowering Educators: Instructional routines offer educators a structured approach to literacy instruction, equipping them with the tools and strategies needed to support students at varying skill levels effectively.
Empowering Educators, Empowering Students:
At HCEPS we are cultivating a learning environment where every student has the opportunity to develop strong literacy skills essential for success in school and beyond.
Kind regards,
Robyn Physick
Deputy Principal
On the 25th of April some lighthouse leaders attended the ANZAC day dawn service at 5:30 through to 6:30 at our local Hallett Cove beach. We were asked to present a wreath on behalf of our school. After the ceremony was nearly finished the public was asked to come and get a piece of rosemary and place it on the wall. When we arrived, we were greeted by the cold rain and strong winds but either way it was an amazing experience.
By Keira and Rebeka
From May 2024, our school, along with thousands of others across the country, will participate in the Australian Early Development Census (AEDC).
The AEDC is a teacher-completed census (similar to a questionnaire) which provides a comprehensive picture of how children have developed by the time they start their first year of full-time school.
The AEDC is an Australian Government Initiative and is completed nationally every three years.
Children don’t miss any class time while the AEDC is completed, and parents/carers don’t need to supply schools with any new information.
The data collected through the AEDC is used by schools, communities and governments to better understand children and families’ needs, and identify the services, resources and support they need.
AEDC data is reported at a school, community, state/territory and national level. AEDC results for individual children are not reported and the AEDC is not used as an individual diagnostic tool.
Some teachers have found that completing the AEDC made them more aware of the needs of individual children and their class, and that the data was useful for planning for transitions to Year 1 and developing programs.
Participation in the AEDC is voluntary, however the AEDC relies on all schools with children in their first year of full-time school participating in the collection. Parents/carers don’t need to take any action unless they choose not to include their children in the census.
To find out more about the AEDC and how it is being used to help children and families visit: www.aedc.gov.au.
If you have any questions, you can contact Robyn Physick on 8322 36 77 or on the school email dl.1053.info@schools.sa.edu.au
Welcome back to Term 2! We've hit the ground running and weekly Resilience Project lessons are in full swing, equipping students with valuable skills to navigate life's challenges. We're proud to continue our GEM (Gratitude, Empathy, and Mindfulness) awards, recognising and celebrating acts of kindness and compassion within our school community. Additionally, our wellbeing leaders are on the lookout for students demonstrating GEM qualities in the yard.
This week I would like to share with you some family resources from TRP-
The Resilience Project - Social Literacy
Working on our emotional literacy gives us opportunities to develop our ability to understand and express different emotions. When we improve our emotional literacy, we can work towards recognising our own feelings and our ability to manage them. This allows us to cope with different life situations, such as managing conflict, making friends, coping in difficult situations, and being resilient when dealing with change.
Whole Family Activity: Feelings CharadesAround the dinner table, ask everyone to share a feeling they felt during that day. Discuss how they dealt with that feeling and then discuss and share strategies you could use when faced with particular feelings.
Kind Regards,
Ellie Burford
We are excited to announce that Breakfast Club will continue in week 3.
Breakfast Club provides all students with a valuable opportunity to come together, socialise, and cultivate community bonds while enjoying a nutritious breakfast, setting them up for a successful day of learning.
We will be offering Breakfast Club for Receptions to year 3 on even weeks, and years 3 to 6 on odd weeks. This will ensure all students have to opportunity to sit down, enjoy their breakfast and socialise with peers before returning to class ready to learn.
We would like to thank Hallett Cove Bakery who provided the bread in Term 1 for our Breakfast Club.
We are continuing to provide the quality educational 2024 program planned for all students at Hallett Cove East Primary School. To allow our program to be sustained we ask families to support us by clearing outstanding accounts as soon as possible.
If you are yet to apply for School Card, please do so now.
If you are experiencing financial difficulties we ask you contact the Business Manager via email to dl.1053.finance@schools.sa.edu.au.
Imelda Jolly
Business Manager
Volunteers are important to our school community. Our canteen relies on help from volunteers to deliver a meal service to our pupils.
To enable us to provide a varied recess and lunch menu offer to our pupils we really do need your help.
If you have a spare hour or more we would welcome your support.
Not registered with the school as a volunteer? Volunteer application packs are available from the front office containing all the information you need to submit your registration as a volunteer...... WE NEED YOU
Open every Monday & Wednesday 8:30-9am and 3:00-3:30pm in House 1 - (music) closest to the drop off/pick up zone. Entrance faces Forresters Rd.
The shop is stocked with a variety of second hand uniform items. The money raised is given back to the school and utilised in fundraising projects.
Remember that if you have any unused uniform items in good clean condition, we'd love to receive them. They can be left at the office anytime. Thank you.
Hallett Cove East Primary School:
Our Mission is to ensure that our students are able to successfully interact and achieve within andbeyond their own community, now and in the future.
This may be evidenced by:
A Strong Sense of IdentityThe school Values identified by the school community are reflected in the everyday language atschool by staff, parents, students and community members. The Values are
Our ongoing commitment to our Values is reflected in our Student and Staff Wellbeing programs including the Year 7 Student Leaders program, Buddy and assembly programs.
Qkr App (pronounced quicker) is Hallett Cove East Primary School and Out of School Hours/Vacation Care preferred form of payment.
Please click for more details Qkr App
Download on the App Store or Get it on Google Play
