Jumbunna 18th August 2022



A Message from Ken and Lisa

Tutor Learning Initiative

Throughout this year, 75 students have participated in the tutor learning program with either Mrs Tisseverasinghe or Mr Akeroyd to improve their writing. Each student has been set an individual goal which they have focussed on during their tutoring sessions. It has been great to see the improvement in students’ confidence and abilities as a result of this initiative. Our tutors will continue to take some students for writing, however, we have now reduced the number of groups they will take in this area to allow them to work with students in the area of Mathematics as well. Students selected to participate in Mathematics tutoring will be based on assessment and achievement data for each area being taught in class eg. Place Value, Measurement, Data. Students participating in Maths Tutoring will receive tutoring 2 or 3 times a week focussing on the topic being taught in class for the duration of the topic. For example, the Year 1/2s are completing a three week focus on Place Value. Therefore, the students selected for Maths tutoring will participate in sessions 2 or 3 times a week in the area of Place Value for three weeks. Following this, their progress will be assessed, and another group of students will then participate in tutoring focussing on the next unit being taught. Students can participate in more than one Mathematics focus area.

Farmers’ Market

Despite the cold and windy weather on Sunday, it was great to see many people come along to the Farmers’ Market on Sunday. We had just over 60 stalls and 995 adults through the gates.

Thank you to our volunteers on the day: Neil E, Nick M, Adrian M, Glen J, Leigham R, Emma W, Nicole M, Robert D, Amy D, Megan K, Rebeca E, Tanya C, Brent P, Catherine S, Bree B, Andrew B, Fiona B, Tess S, Jon C, Jenna R, Belinda L, Courtney R, Claire D, Esther V, Adrian K, Anita P, Mrs Ballos, and students: Kye M, Reuben B, Charlotte S, Grace V.

Thank you to our volunteers. We could not run the market without you!

Our Farmers’ Market is a great fundraiser for the school. Fundraising money is currently paying for new lighting in the hall which will be ready to go for our Junior Production later in the term. We are currently fundraising to construct an additional bike shed as our current one is now at capacity each day. It is fantastic to see many students riding their bikes and scooters to school and an additional bike shed will help to encourage this, as well as provide a safe place for them to be stored during the day.

Our next Farmers’ market will be held on Sunday 11th September. Our Prep team are organising volunteers for set up, pack up and gate collection, and funds raised from the egg and bacon BBQ  will go towards supporting our Year 5/6 students competing in the Energy Breakthrough being held in Maryborough in November. If you are available to volunteer for the September market, please complete the Google form https://forms.gle/EnkRKcMaUbR6a1F58

Parent/Caregiver/Guardian Opinion Survey

The Parent/Caregiver/Guardian Opinion Survey is now open for families to complete until Friday 16th September.

The survey is conducted online, only takes 20 minutes to complete, and can be accessed at any convenient time within the fieldwork period on desktop computers, laptops, tablets or smartphones.

While previously a random sample of approximately 30 per cent of parents/caregivers/guardians have been selected to participate, this year, all families are invited to participate in the survey. Please note that the survey must only be complete once per family.

Details on how to access the survey have been posted to Compass.

Child Safe Standards

Included in this newsletter is a seperate page on Child Safe Standards 5 & 6: Diversity and Equity. Please take the time to read this update, to ensure you are aware of the school's policy.

Dogs at School

We have a therapy dog, Bodhi, at our school 3 days a week and he visits different grades and students as the need presents. He is fully trained and had to pass a rigorous temperament assessment before he was allowed at school.  We do have quite a few parents bringing their dogs into the school yard at drop off or pick up times.

We have had instances of dogs barking at each other frightening some students.

Therefore, we are not allowing dogs in the school yard between 8:45am and 3:45pm on school days.

If you do take the opportunity to exercise the dog whilst walking your child to school, please leave your dog at the gate.

Is your daughter a shark, turtle or an owl?

by Michael Grose

One of the big differences between girls and boys lies in how each gender handles conflict. Typically, boys are more likely to manage peer or sibling conflict physically (i.e with a push, a shove or a even a punch) while girls often get very personal or they avoid it altogether. We often feel uncomfortable with the physical side of boys’ conflict but generally the conflict finishes as quickly as it begins. Sworn enemies one minute, best mates the next. “What argument? We’re having fun,” they say.  As a parent you need to focus on getting your son to stopthink, find out and talk rather than react to conflict situations. Easier said than done, but it’s a simple goal for parents.

Helping girls manage conflict is more complex. Conflict with a peer or sibling tends to linger longer taking up unwanted mind space, wasting the emotional energy that should be put into having fun with your friends. “She’s so mean to me. I hate her,” say many girls.

Girls typically handle conflict in one of three ways – like a shark (aggressively), a turtle (passively) or an owl (assertively). Let’s take a look at each style:

  1. Shark (Aggressive). A shark is intent on winning. This style is aggressive and, like its namesake, relies on power and intimidation. Shark behaviours include a raised voice, shouting, physical contact, threats and name calling. Sharks often get what they want but often at the cost of meaningful close relationships. Shark behaviours are the domain of so-called ‘mean’ girls that we hear so much about.
  2. Turtle (Passive) A turtle pulls hides in its shell when conflict arises. Typically turtles don’t express their feelings or their needs, accommodating others rather than standing up for themselves. They express opinions apprehensively indicating by their body language or choice of words (‘maybe’, ‘perhaps’, ‘not sure but let’s see’) that they don’t expect others to take notice of their needs. When treated unfairly they retreat into themselves experiencing frustration, anxiety and even sadness. In extreme cases turtles become targets for “less than pleasant” girls who know they won’t retaliate.
  3. Owl (assertive) – An owl deals with conflict without avoiding the issues. An owl asserts her rights and needs in positive ways and does their utmost to resolve problems, rather than just gain a personal win. An owl uses strong body language; chooses her words wisely and remains in control when resolving conflict. The strength of owl behaviour is that girls are able to deal with an issue by honestly expressing how they feel and asking for what they want. They use assertive communication strategies rather than high power (aggression) and passive (acceptance) when they are in potentially conflict situation with peers and siblings.

Most girls use all three ways of managing conflict according to the situation and the people involved. A girl could be a shark to her younger sibling; a turtle with older girls at school and an owl with her mother (as she feels she can express herself comfortably with her mum). It’s important to recognise these differences but at the same time encourage your daughter to become more assertive (owl-like) over time in a variety of situations.

Here are two conflict resolution strategies that come from the Owl Handbook of Practical Communication that you may find useful to pass on to your daughters:

  1. Encourage girls to use I-statements:

Learning to use these statements empowers girls to take responsibility for communicating how they feel. I-statements help girls express their feelings appropriately without being aggressive or intimidating.

The script for I-statements is:

“When you …………. I feel/felt……………….because…………. . I would like ………………… .”


  • When you went to the movies with her I felt angry because I was left out of the group. I would like you to let me know next time, instead of keeping it a secret and going behind my back.
  1. Teach your daughter to shrug:

If your daughter wears her heart on her sleeve and reacts personally to the taunts of others encourage her to feign nonchalance – appearing not to care can take the wind out the sails of mean, unsociable girls and in-your-face brothers as well. There are four ingredients to a good shrug:

  1. a) A ‘whatever’ look.
  2. b) A shrug of the shoulders
  3. c) A simple, non-combative, non-sarcastic line such as, “You maybe right”, “Good point” or “I hadn’t thought of that.”
  4. d) A final break of eye contact that indicates that they are in control.

The best way to break the toxic cycle of taunt-react-taunt that girls can become involved in is for them to learn to change their typical reaction, and become more owl-like in their approach to conflict situations.


Ken & Lisa





Child Safe Standards

Child Safe Standard 5: Diversity and Equity

This standard focuses on creating environments where all children and young people feel welcome.

Equity is a state of fairness in which all children and young people can participate freely and equally in areas of life, regardless of their background, characteristics or beliefs. This means their safety is not dependent on their socio-economic, family or personal circumstances.

As part of this standard, schools must:

  • recognise and respond to students’ diverse circumstances
  • understand that some students are at higher risk of harm than others
  • provide easy access to information
  • adjust procedures to respond to different needs
  • make sure complaints processes are child-friendly, culturally safe and easy to understand.

As a child safe organisation, we celebrate the rich diversity of our students, families and community and promote respectful environments that are free from discrimination. Our focus is on wellbeing and growth for all.

We recognise that every child has unique skills, strengths and experiences to draw on.

We pay particular attention to individuals and groups of children and young people in our community with additional and specific needs. This includes tailoring our child safety strategies and supports to the needs of:

  • Aboriginal children and young people
  • children from culturally and linguistically diverse backgrounds
  • children and young people with disabilities
  • children unable to live at home or impacted by family violence
  • international students
  • children and young people who identify as LGBTIQ+.

Our Student Wellbeing and Engagement Policy provides more information about the measures we have in place to support diversity and equity.


Child Safe Standard 6: Suitable Staff and Volunteers

This standard focuses on ensuring that people who work with children and young people are suitable and supported to act in a child safe way. Schools should make child safety and wellbeing a key consideration when recruiting staff and volunteers.

At Bonbeach Primary School, we apply robust child safe recruitment, induction, training, and supervision practices to ensure that all staff, contractors, and volunteers are suitable to work with children.

We do this by:

  • Following the Department of Education and Training’s recruitment policies and guidelines.
  • collect and record:
    • proof of the person’s identity and any professional or other qualifications
    • the person’s history of working with children
    • references that address suitability for the job and working with children.
  • sight, verify and record the person’s Working with Children clearance or equivalent background check such as a Victorian teaching registration
  • Child Safe Induction for all new staff and annually for all existing staff.
  • Child Safe Induction for all visitors, volunteers and Casual Replacement staff.

Dates to remember

Click here to view the upcoming dates.

P&F Annual Fathers' Day Breakfast

Save the date:…………..Friday September 2      7:00am – 9:00am

At last we can finally celebrate our darling dads (Covid stopped last year’s breakfast)


You are invited to our B B Q breakfast for our fantastic fathers

…..bacon and egg rolls and sausage in bread.

We are also lucky to have the coffee van in attendance as well this time.

See you there!!!!

Student of the Week

PJCChristopher B
PKMAlexander H
PKSTyler P
JBTChristos P
MBJSummer S
MMGOllie G
MSMSpencer M
MEIXavier V
SCFGemma M
SJHTilli N
SMWLeo F, Leo G & Tigerlily W
SNMJordan P & Matthew C

Lost Property

A number of scooters have been left in the BER. If your child is missing one, please contact the school or see Liz in the BER.

Community Announcements