The Resilience Project Comes to Minimbah
As part of our commitment to fostering healthy wellbeing in our children, I am delighted to let you know that we have become a partner school with The Resilience Project.
Founded by Hugh van Cuylenburg, The Resilience Project is a program which supports schools and families so they can work together to maximise student resilience, empowerment and the ability to flourish.
In 2008, Hugh was fortunate enough to spend a few months living and volunteering in the far north of India. In this desert community, there was no running water, no electricity and no beds; everyone slept on the floor of their desert hut. Despite the fact these people had very little to call their own, Hugh was continually blown away by how happy they were.
It was this experience, and subsequent postgraduate studies, that led Hugh to some pretty simple conclusions about the things that we need to be doing here in Australia if we want to be happier. In a nutshell, Hugh learnt in this desert village that practising gratitude, empathy (compassion) and mindfulness leads us to a happier more fulfilling experience. Once Hugh discovered these three principles were also evidence-based, he thought it might be a good idea to turn this into a program for schools.
This afternoon, all Minimbah and Penbank staff will participate in a professional development session with The Resilience Project’s Martin Heppell. Tomorrow, all students from Foundation to Year 6 will participate in highly engaging presentations facilitated by Martin. Next month, Martin will also present an informative community presentation for parents and friends of the school.
I am very grateful to the Minimbah PFG whose generosity and support of The Resilience Project will see all F-6 students provided with journals and teaching materials.
Most importantly, being a partner school with The Resilience Project differentiates this program from many similar one-off experiences. The program is ongoing, and class teachers will be supported in conducting regular lessons which encourage the development of resilient children.
If you have any questions or queries about The Resilience Project, please do not hesitate to contact me. I look forward to welcoming you all to the Parent Information Evening on Thursday 15 March in the Woodleigh Hall at our Senior Campus.
Head of Minimbah Campus
At Minimbah, we have an expectation that all students will wear our school uniform correctly and with pride. The school uniform helps represent who we are here at school and out in the community.
- School uniform should be worn on all occasions.
- Uniforms should be worn with pride and when in uniform, students should behave in a way that positively reflects themselves, their family and their school.
- The wearing of the school uniform includes the wearing of the school hat (at recess, lunchtimes, at sport or other times when required) and black leather shoes.
- We adhere to a NO HAT NO PLAY policy.
- All items should be clearly marked with the student’s name.
- The wearing of jewellery (except ear studs and ear sleepers) or other adornments to school is not permitted as it often causes a distraction to learning and in other cases may be a cause for concern on health and safety grounds. Therefore, neck-chains, rings, anklets etc should not be worn.
- A watch may be worn; however, the student must take full responsibility for its safekeeping.
- Make-up is not appropriate at school. Sunscreens or protectors are actively encouraged.
- The school encourages children to be neat and tidy at all times and to take pride in their appearance. For example, tying back long hair in the interests of health and safety.
We ask all families to support us by ensuring the children are wearing correct uniform here at Minimbah.
Well done Year 6! Wonderful looking uniforms.
You made it a success! Thank you for coming along to Minimbah’s ‘family fun’ Movie Night!
A big set up takes a big heart! Thank you, Andy Hicks, for setting up M Rock so we had the pleasure of hearing the M Rock Crew in action.
The Coin Toss was a huge hit again! A big thank you to the Tserimetha family for organising the donation of the chocolates and the set up of the game.
A great turn out, a great vibe, and over $1000 raised! Great work team Minimbah! 😊 😊 😊
The Minimbah PFG
At the start of 2017, the school made a commitment to the strategic goal of becoming ‘A Global Leader in Personalised Learning’. In working towards the achievement of this vision, the School Leadership Team (SLT) initiated a review of the school’s approach to teaching and learning across all three campuses, in consultation with students, teachers, school leaders and parents.
The findings from this appreciative inquiry included a recommendation from stakeholders that the school explore the potential for the adoption of two of the programmes offered by the International Baccalaureate (IB). Towards the end of Term 1, the SLT requested a formal investigation of the programmes, with the conduct of the process being delegated to a cross-campus group of teachers and school leaders under the guidance of the school’s Executive Learning and Teaching Team (ELT).
The investigation focused on the IB’s Primary Years Programme (PYP), catering to students from 3–12 years of age, as well as its Middle Years Programme (MYP), catering for students from 12–16 years of age. It evaluated the quality of the programmes and their suitability for implementation at the school, as well as their alignment with the school’s new Learning and Teaching Policy. The investigation also included conclusions and recommendations drawn from document analysis, participation in workshops and lectures, and school visits. A final report on the investigation was completed by the group, with a clear recommendation to proceed with the next phase of the process for the adoption of both programmes. The recommendation highlighted the ability of the programmes to support alignment across all three campuses and the increased rigor offered for a holistic approach to student learning, as well as the structure and clarity the two programme frameworks provided for teacher collaboration, curriculum development and assessment.
After further review, the recommendation from the investigation was accepted by the SLT and presented to the School Board for its endorsement at the end of 2017. As a result, the School has made a formal decision to move into the consideration phase for candidacy for the PYP and MYP this year. This phase includes further investigation of the IB philosophy, the identification of resources required to support implementation, the further analysis of programme requirements and the development of a detailed action plan. The benefits associated with the move into the next phase include full access to IB school networks, professional learning, and formal partnerships with IB consultants and support staff. Further updates regarding these developments will be made available for parents throughout the year ahead.
Dr Richard Owens
Head of Teaching and Learning
At Woodleigh School we believe that the safety of children is dependent on the existence of a child safe culture within our school community. We have developed work systems, practices, policies and procedures designed to create a child safe culture.
Woodleigh School recognises the value of volunteers in contributing to the school community by giving their time and sharing their skills and expertise with others. Volunteers may have a wide range of interests, skills and abilities that are able to complement our programs, thus giving a wider range of interactions and experiences to our students.
At Woodleigh School, we have categorised volunteers as either Direct Contact Volunteers, Indirect Contact Volunteers or Extended Direct Contact Volunteers. The distinction between the types of volunteer activities is important as it determines the level of screening, induction and supervision that is required to be undertaken by the school.
Direct Contact Volunteers are those volunteers that are involved in providing support, guidance and supervision directly to students and could potentially have direct unsupervised contact with students during the normal course of providing the volunteer service. Examples of Direct Contact Volunteer activities may include volunteers involved in assisting in learning activities.
Indirect Contact Volunteers are those volunteers who are involved in providing support and services whilst not directly assisting a specific group of students. Indirect Contact Volunteers are not responsible for supervising students and would not have “unsupervised” contact with students during the normal course of providing the volunteer service. Examples of Indirect Contact Volunteer activities may include assisting with school functions or fundraising barbeques.
Extended Direct Contact Volunteers are those volunteers that are involved in providing support, guidance and supervision directly to students and could potentially have regular direct unsupervised contact with students during the normal course of providing the volunteer service over an extended period. Examples of Extended Direct Contact Volunteer activities may include volunteers involved in school camps or coaching sporting teams.
To support our Volunteers, we have developed a Woodleigh Volunteer Handbook to provide as much relevant information as possible to assist parents and friends volunteering at Woodleigh. We also require our Direct Contact Volunteers and Extended Direct Contact Volunteers to read our Volunteer Code of Conduct and sign a copy of the school’s Volunteer Agreement.
The new Volunteering documents are accessible at each campus and the Volunteer Management Policy is located on the school’s website. If you have any questions or concerns about Volunteering at Woodleigh, please contact the Heads of Campus – David Burton (Senior Campus), Rod Davies (Minimbah Campus) or Vivienne Wearne (Penbank Campus).
Human Resource Manager
Wednesday 21 February – The Resilience Project, student sessions
Thursday 22 February – Year 5 Assembly, 8.50am, Minimbah Hall
Friday 23 February – Year 4 and 5 Mangrove Planting Excursion
Saturday 24 February – 2019 Woodleigh Scholarship Testing
Thursday 1 March – Year 3 Assembly, 8.50am, Minimbah Hall
Friday 2 March – Bayside District Swimming Trials, The Pines pool, selected students
Thursday 8 March – Year 6 Assembly, 8.50am, Minimbah Hall
Thursday 8 March – Year 5 Point Nepean Excursion
Friday 9 March – Team Swimming Carnival, Mornington Secondary School pool
Monday 12 March – Labour Day holiday
Tuesday 13 March – Project Rockit
Thursday 15 March – Year 1 Assembly, 8.50am, Minimbah Hall
Thursday 15 March – The Resilience Project, Parent Evening, Woodleigh Hall, Senior Campus
Friday 16 March – Foundation – Year 6 School Photo Day
Sunday 18 March – Between the Bays music festival
Thursday 22 March – Minimbah Grandparents' Day
Thursday 29 March – Foundation Assembly, 8.50am, Minimbah Hall
Thursday 29 March – Penbank & Minimbah Picnic Sports Day
Thursday 29 March – Term 1 concludes at 3.20pm
Tony Birch is the author of Ghost River, which won the 2016 Victorian Premier’s Literary Award for Indigenous Writing, and Blood, which was shortlisted for the Miles Franklin Award. He is also the author of Shadowboxing, and three short story collections – Father’s Day, The Promise and Common People, and a book of poetry – Broken Teeth.
Tony is a frequent contributor to ABC local and national radio, and a regular guest at writers’ festivals. He lives in Melbourne and is a Senior Research Fellow at Victoria University.
Tony won the Patrick White award in 2017. He is the first Indigenous author to do so.
Join us at our Term 1 Words @ Woodleigh event. Books are available for signing on the night.BOOK TICKETS HERE