We are approaching the time of year when we begin organising grade structures for 2026. Forming equitable and cohesive classes requires careful consideration to ensure every child is placed in the best possible learning environment. When creating grades, we take into account the following:

▪ A balanced range of academic abilities in each class.
▪ Thoughtful grouping of students with behavioural, social, emotional, or learning needs.
▪ Ensuring every child has at least one friend in their grade.
▪ Equitable gender distribution.

As part of this process, students will have the opportunity to list up to five friends they would like to be placed with. While we cannot guarantee all requests, each child will be placed with at least one of their chosen friends. This approach helps create balanced and supportive learning environments where every student feels comfortable and connected.

Throughout the year, information from parents and teachers is gathered and considered when forming grades. Our teachers and leadership team draw on their daily interactions and professional insight to make decisions that best support both individuals and the wider group. Once class lists are finalised, changes will only be made in the case of a school staff error, as even a single adjustment can affect the overall balance and cohesion of the group.

Transition
Our transition program for 2026 will begin on the 4^th of December with the first session, where students will spend time in their next year’s year level from 2:00 pm to 3:00 pm. The second session will be held on the 9^th of December from 8:45 am to 12:30 pm.  This session will provide our students with the opportunity to spend time with their 2026 teacher wherever possible. These sessions help students feel comfortable and confident as they prepare for the year ahead.

Cricket Workshops                                                        

Our cricket clinics for Years 2–6 students started yesterday and will continue for the next three weeks. Students are enjoying the opportunity to develop their skills, teamwork, and confidence through fun and engaging sessions. Meanwhile, Mr Leighton is leading the Prep and Year 1 cricket program, introducing our youngest students to the fundamentals of the game in an energetic and supportive environment. It is wonderful to see so many students participating and embracing the spirit of sport.

 

Australian Ballet Workshops

Beginning on the 10^th of November, our Yr1-5 students will take part in four sessions led by the Australian Ballet Company.  These sessions are designed to build our students skills, confidence, and passion for dance. The program will conclude with a special performance, which parents, extended family, and friends are invited to attend free of charge. We will let you know as soon as we can when this performance will take place.  At the same time, Ms Maykan will be running a dedicated program for our Fundation students alongside this initiative.

Cardinia Shire Carols by Candlelight

We are thrilled to be taking part in this year’s Cardinia Shire Carols by Candlelight on Saturday, 6 December, at Toomuc Reserve in Pakenham. The festivities will begin with pre-entertainment from 4:30 pm, followed by the main show at 6:30 pm. Ms. Maykan will be teaching all our students the song we have been assigned, “White Christmas.” We will share more details as we are sent them and the event approaches, but we would love to see as many of our students as possible join in and perform on the night. Students are encouraged to come dressed in Christmas-themed attire to help spread the festive cheer!


Upcoming Curriculum Day

A reminder that our final Curriculum Day for the year will be held on the 5^th of November. This will be a student free day.

Uniform policy

I would like to remind families that jewellery is not part of our school uniform policy for safety reasons.

 

World Teachers’ Day
On the 31st of October, we will celebrate World Teachers’ Day, a special occasion to acknowledge and thank our dedicated teaching staff for their hard work, passion, and commitment to our students’ learning and wellbeing. Our teachers play a vital role in shaping the growth, confidence, and curiosity of every child, and this day provides an opportunity for our school community to show appreciation for their efforts. We thank all our teachers for their ongoing dedication and the positive impact they have on our school each day.

Grandparents Day
It was wonderful to welcome so many grandparents and special friends to the school today. Their presence brought warmth and joy to our community, and it was a pleasure to see students sharing their school experiences with them. Unfortunately, I was unable to attend as Rachel Davis and I were at a Principal conference, but I know it was a memorable day for all involved.

Christmas Concert
Our inaugural Christmas Concert will be held on the 15^th of December from 4:00 pm to 5:00 pm. Each grade will present a special performance, and all students are expected to attend. Parents, extended family, and friends are warmly invited to join us for this festive celebration.

Dear Parents and Carers,

We are excited to announce that the inaugural Kuyim Primary School Yearbook is available for purchase.

The yearbook is a wonderful keepsake that captures the memories, achievements, and highlights of our students’ year at Kuyim Primary School. It includes class photos, special events, student work, and many of the fun and memorable moments we’ve shared throughout the year.

Details:

• Cost: $10 per book
• Orders close: 5^th November 2025
• Delivery: Yearbooks will be distributed in December.

To purchase a copy, please pay $10 via Sentral or Eftpos at the office. Please note that cash payment is not available.

Thank you for your support.

Fairytale Fun!

This term in Literacy, Foundation students have been exploring the wonderful world of fairytales! Through reading a range of stories, they identified key features that make a story a fairytale. These included:

• An old story that has been retold over time
• Beginning with ‘Once Upon a Time’ and often ending with ‘Happily Ever After’
• A magical element
• A prince or princess
• Talking animals

Students also explored different fairytale characters, discussing who might be considered ‘good’ or ‘bad’. There were some lively conversations about characters like Goldilocks and The Gingerbread Man, while they are the main characters, students noticed that they don’t always make good choices!

In addition, students investigated fairytale settings, creating their own imaginative scenes and learning about castles and forests that inspired some of our favourite tales. As the term progresses, students will have the opportunity to plan and create their very own version of a well-known fairytale.

Sorting books and deciding whether they are a fairytale or not.


Designing ‘good’ characters and describing them using adjectives.


Designing villains and describing them using adjectives.

Our Year 2A students have just completed an exciting inquiry: How can we protect marine environments? They explored the ocean’s layers, from the sunlight zone to the trenches and learned about the creatures and plants that live in each. We discussed threats like pollution, overfishing, and oil spills and students came up with thoughtful ways to help protect marine life.


Hands-on experiments, sea creature research and creative thinking sparked their curiosity and care for the environment.

2A’s Ocean Advice

‘Do not litter in the ocean because sea animals could eat it!’

‘Help the ocean because it is good for sea life.’

‘Stop overfishing.’

Don’t miss our amazing jellyfish crafts!

Teaching Children Problem-Solving Skills

During primary school, children go through many stages of forming friendships, and along the way, they will inevitably experience conflicts. This is completely normal, as conflict is part of how children learn what works in relationships and what doesn’t. In essence, these experiences help children develop their social and emotional skills.

Sometimes, children may feel confused when disagreements arise and may even label these situations as bullying. It’s important to understand that there is a significant difference between conflict and bullying. Here’s a simple way to distinguish between them:

• Misunderstanding – Usually arises from communication issues.
• Disagreement – Occurs when people have different opinions and both want their own way.
• Conflict – Involves situations where both parties usually want to solve the problem. If not resolved properly, it can continue over time.
• Bullying – Involves threatening, repetitive, targeted behaviour with the deliberate intention to harm. There is no effort to resolve the issue.

As children grow, especially in the upper primary years, they may begin to resolve conflicts independently. Younger children, however, often need guidance and, most importantly, emotional support.

We can help children develop problem-solving skills by providing opportunities to brainstorm solutions, allowing them to work through challenges without stepping in too early.

Believe it or not, harmless conflict teaches children:

• How to give and take
• How to reach agreements
• How to compromise
• How to solve problems
• How to build empathy
• How to understand others and their needs
• How to get along in a group
• How to develop successful, loving, and healthy relationships as adults

Restorative Practice – Building a Positive School Culture

At our school, we use a Restorative Practice approach to foster a positive school culture and support students’ social and emotional learning. Rather than focusing on punishment, our priority is repairing harm and rebuilding relationships. This approach encourages students to take responsibility for their actions, engage in meaningful conversations to reflect on their choices, and work to restore trust and connection with those affected.

Some of the ways we put this into practice include:

• Collaborating with students to achieve win-win outcomes, helping them grow socially and emotionally.
• Focusing on a positive process rather than being attached to a specific outcome, ensuring all involved feel heard and supported.
• Using authoritative practices instead of authoritarian approaches, addressing mistakes without defaulting to punishment.
• Considering each situation in context, understanding that every incident is unique and requires a tailored response.

With changes in weather, the risk of thunderstorm asthma may increase. This condition can occur when high grass pollen levels combine with certain types of thunderstorms, causing many people to experience asthma symptoms over a short period.

Those most at risk include:

• People with asthma or a past history of asthma
• Individuals with undiagnosed asthma (those who experience symptoms but have not yet been diagnosed)
• People with hay fever, with or without asthma

Having both asthma and hay fever, or poorly managed asthma, can further increase the risk.

If you have any concerns, please consult your doctor. If your child has asthma, even occasionally, ensure that the school has a current asthma plan and puffer in sick bay