Junior School


Junior School

March 13, 2020

Foundation – Year 6 Learning Conversations

Thank you to those parents who took the time last week to come to school and speak with their child’s Class Teacher. I hope this was an excellent opportunity to share information about your child’s progress, interests and learning needs so far this year. Additionally, I hope this was a chance to foster a positive and respectful relationship between home and school. Also, I would like to remind parents that they are able to arrange meeting times with class teachers throughout the year via the Junior School Diary or email depending on your child’s Class Teacher. Before and after school are times when teachers are readily available.


Foundation – Year 6 Division Swim Carnival

Recently, the Boroondara Divisional Swimming Carnival was conducted at the Monash Aquatic and Recreation Pool Centre and as a Junior School, we had eight students perform. Congratulations to the following students:

Year 5 – Jasmine Li

Year 6 – Maddie Huynh

Year 6 – Angelique Quah

Year 6 – Anika Selvaratnam

Year 6 – Anneke Sinnappu

Year 6 – Maria Vais

Year 6 – Christina Weickhardt

Year 6 – Maddie Wood

Special congratulations must go to Jasmine Li of Year 5 who won her 50m backstroke race and qualified for the Eastern Regional Swimming Championships on Friday 13 March. At this event, there will be some of the best swimmers in the state competing against each other and we wish Jasmine all the best with her backstroke race.


International Women’s Day Assembly

On Wednesday we were lucky to welcome inspiring old grammarian, Dr Yvonne Mah, to speak at our Junior School Assembly to start our International Women’s Day celebrations. Yvonne spoke fondly to students about her love of learning at Camberwell Girls and the importance of her time here for developing her strong values, commitment to social justice and also her passion for STEM.  Yvonne has had an extensive career in different areas of STEM and is currently working in chemistry forBASF.

Dr Mah is a passionate advocate and supporter of women in STEM initiatives, and it was inspiring to hear how her work with producing different chemicals and working on innovations has had an impact on our day to day lives. The students were fascinated to learn that Yvonne has been involved with the production of chemicals that are used in hard hats, carpets and even clothing! We thank Yvonne for her encouragement to all of our students to harness the natural curiosity that is sparked by STEM challenges and experiments so they can work to help solve the problems of the future.

Emma Hinchliffe
Deputy Head of Junior School


Year 1 Wonder Walk

Last week as part of our Year 1 inquiry exploring how objects and places help to teach us about our past, students embarked on a short wonder walk around the local streets. The focus of the walk was to notice and reflect on the different types of buildings and architecture in our local streets and how and why houses may have changed over time. Students used the See-Think – Wonder thinking routine as they observed and recorded the features of houses from the 1800s, 1900s, 2000s, 2020s and even saw a house that has just started to be built. We looked carefully for changes to the sizes, shapes and uses of houses, and how different materials had been used for different purposes at different times. After our walk, students generated questions for further exploration.

Some things students are now wondering are:

> Why do some houses have flat roofs?

> What do the features of the houses look like inside the houses?

> Who has lived in these houses over the years?

> Why have some houses been changed over time?

> Why do people change houses?

Emma Hinchliffe
Deputy Head of Junior School


Early Learning Centre

At Camberwell Girls, we believe that in today’s contemporary, fast paced society, it is important for children to have an opportunity for relaxation or a time where they can ‘just be’ and learn techniques for relaxation.

In Early Learning, on a daily basis, the children have an opportunity to relax their body and mind and rest and rejuvenate. Relaxation can take a variety of forms:

> breathing exercises

> meditation

> listening to classical music

> participating in experiences conducive to relaxation

> resting or sleeping on a mattress in the afternoon

At different times throughout the day, aromatherapy, classical music or dimmed lighting is used to create an ambience conducive to relaxation.

The amount of relaxation or sleep that a child requires during the day is influenced by how active and energetic the child is throughout the day and the amount of sleep the child had during the previous night at home.

It is important that children have a sufficient amount of sleep each night to ensure healthy growth and development.A well-rested child arrives at school ready to concentrate, learn and actively engage and participate in play.

The Australian Government has worked with experts to develop guidelines to help parents create a healthy and safe bedtime routine for their child. It recommends that a child between 3-5 years of age requires 10-13 hours of good quality sleep (this total may include a sleep during the day) and consistent sleep and wake-up times.

At home, it is important that a consistent bedtime and wake up time is established and an overall calming bedtime routine is developed in the early years. A bedtime routine is considered to be the most important part of helping a child transition to bed and settle in bed ready to sleep.

A bedtime routine involves:

> doing the same things each night before bed

> avoiding loud or active play just before bedtime

> avoiding screen-based activities before bedtime – this includes watching television, playing computer games or using a tablet or other handheld devices

Paediatrician Marc Weissbluth believes that an early bedtime may have more benefits to a child than merely sleep duration. He advocates that whena child sleeps is probably as important or maybe more important than the length of time achild sleeps. This is because the sleep that happens earlier in the night tends to be deeper and more restorative than sleep that takes place later at night and in the early morning.

The Australian 24Hour Movement Guidelines (Department of Health) not only focuses on the importance of sleep but also the importance of a balance between physical activity, sedentary behaviour and sleep. The guidelines provides a picture of what a 24 hour period should look like for a child – this includes time for active play, time spent sitting and lying down and the ideal amount of sleep.

For children aged 3-5 years it suggests:

Physical activity: At least 180 minutes spent in a variety of physical activities, of which at least 60 minutes is energetic play, spread throughout the day; and more is considered to be better.

Sedentary behaviour: Children should not be restrained in a car seat or stroller for more than 1 hour at a time or sit for extended periods. Sedentary screen time should be no more than 1 hour and less is better. When a child is sedentary, the guidelines recommend the child should be engaging  in experiences with an adult such as reading, singing, puzzles and storytelling.

Sleep: 10 to 13 hours of good quality sleep, which may include a nap, with consistent sleep and wake‐up times.

As children are individuals and no one day will be the same, parents should use this as a guide to help shape their child’s daily activities to best support their healthy growth and development.

If you’re interested in reading about the link between sleep and learning then I recommend this brief but informative article. In the article, there are further links to explore related to sleep. http://raisingchildren.net.au/articles/sleep_and_learning.html/context/754

Angela Follacchio
Early Learning Team Leader & Teacher