We hope you enjoy catching up on all that’s been happening at Boronia K-12 College in the first edition of Term 2’s BK12 Buzz.
Lights, Camera, Action!
Boronia K-12 College proudly presents the 2025 Junior School Production:
Back to the Future… Again
Reconciliation Week at Boronia K-12 College
Tuesday 27 May to Tuesday 3 June
The theme for National reconciliation Week this year is “Bridging Now to Next”, which reflects the ongoing connection between past, present and future. National Reconciliation week begins with the anniversary of the 1967 referendum (27 May) and ends with the anniversary of the historic Mabo native title decision (3 June). It provides a dedicated time for all Australians to learn about, reflect on, and engage with the history, cultures and contributions of Aboriginal and Torres Strait Islander people.
Boronia K-12 College | Belong, Believe and Achieve
I hope this message finds you well. Firstly, I would like to extend my sincere thanks to Kathryn Middleton for her outstanding leadership as Acting Principal during my parental leave. Knowing the school was in such capable hands, supported by Cassandra Wright, the Office Team, and the broader leadership group, was truly reassuring.
Raising Expectations – Our 2025 Priority
This year, our top priority is raising expectations across our learning environment to ensure every student achieves their personal best. We know this can be a challenge, and adjusting to higher standards takes time for both students and staff. However, we are committed to supporting each student through this journey with clear expectations and robust support systems.
Our focus includes:
Compulsory school uniform
Punctuality and readiness to learn
Consistent effort in class
Upholding our school values
Positive Behaviour Expectations (PBE)
With the support of families, we aim to take our school from “Good to Great.” Together, we can foster a culture where students are encouraged and empowered to thrive.
We understand that higher expectations must be matched by high levels of support. Our college offers multiple avenues of assistance to families facing hardship, including help with uniforms and school materials. I also encourage you to utilise the $400 School Saving Bonus, which can cover the cost of essential items and activities such as excursions and instrumental music.
If you need assistance, please contact our Office Team or your child’s Sub-School team.
Annual Implementation Plan 2025
Our Annual Implementation Plan outlines key focus areas to improve student outcomes. We are on track with strategic actions that support these priorities, and we look forward to sharing our progress throughout the year.
New College Vision, Values, and Motto
This year we launched a refreshed set of College Values, Vision Statement, and Motto, reflecting our aspirations and growth. Our new College Values — Community, Aspiration, Respect, and Excellence — form the acronym CARE, reinforcing our commitment to ensuring no student is left behind.
Our updated Vision Statement aligns with the segments of our logo, now part of what we call the Boronia K-12 Way (BK12 Way).
Our new motto, Belong. Believe. Achieve., captures the heart of who we are and what we stand for.
Small School with Big School Benefits
I am continually amazed by how comprehensive our extra-curricular program is for a small school. Having worked in much larger schools, I can certainly say we offer a huge range of opportunities for students.
We have the best of what both small and big schools have to offer.
As we reach the halfway point of the term, I’d like to highlight the extracurricular events that have taken place so far to illustrate the point.
Wednesday, 23rd April – ANZAC Service and start of the Basketball Tip-Off Program
Thursday, 24th April – Outdoor Education Mornington Peninsula Day Trip and VCE Art Galleries Visit
Monday, 28th April – School for Student Leadership Snowy River Camp 2025
Wednesday, 30th April – Year 9 Camp Buttercup
Wednesday, 30th April – Year 3-6 District Athletics Carnival
Thursday, 1st May – Yarra Valley Student Championships Clay Shooting
Thursday, 1st May – Careers Expo
Friday, 2nd May – Year 11 & 12 Yakult Excursion and Year 1/2 Scouts Victoria Incursion
Monday, 5th May – Senior Soccer, Badminton and Girls Netball
Wednesday, 7th May – Basketball Tip-Off Program
Wednesday, 7th May – Yarning Circle with our Koori Students
Thursday, 8th May – Mother’s Day Stall – Junior School and Secondary Parent-Teacher Interviews
Monday, 12th May – Mother’s Day Breakfast & Open Classrooms – Junior School
Monday, 12th May – Road to Zero VCE HHD Immersion Program, KIOSC Discovery Year 7 3D Design & Merge Cube
Tuesday, 13th May – Year 7-12 Boys Netball
Thursday, 15th May – Intermediate Soccer, Badminton and Girls Netball
Friday, 16th May – Year 3-6 District Cross Country Carnival, Foundation to Year 2 Arboretum Walk
Monday, 19th May – Design Art & Technology Week – Whole School and KIOSC Year 10 Green Energy Revolution
Tuesday, 20th May – Secondary Knox Division Cross Country and Year 5/6 Drama Incursion
Wednesday, 21st May – KIOSC Year 8/9 Forensic Science
Thursday, 22nd May – Year 7 & 8 Soccer, Year 8 Badminton and Year 7 & 8 Girls Netball
Friday, 23rd May – KIOSC VCE Biology Masterclass
This sheer number of amazing extracurricular opportunities demonstrates how, as a small school, we really do offer so much for our students to get involved in. We have much more to come this term including Reconciliation Week.
Attendance Matters
We are increasingly concerned about the number of students missing school without valid reasons. Every student is expected to maintain over 90% attendance, as even a small number of missed days adds up.
1 day off a fortnight = 1.5 years lost over 13 years of schooling.
If your child must be absent:
Inform our Attendance Officer, Ms. Higgins
Contact teachers via Compass for catch-up work
Develop an Absence Learning Plan with the Sub-School Team
These are the main reasons for absence we regularly see:
Sickness – There are always times when students need to miss school, such as when they’re ill. It’s vital that they’re only away on the days they are genuinely sick, and setting good sleep patterns, eating well and exercising regularly can make a big difference.
Family holidays – We have noticed, many of our students are/have taken holidays during Term 2. It is advised by DET (Department of Education), that holidays are taken during school holidays and not during term time. Schools decide if it is okay for students to miss any school for a holiday. If the holiday is known in advance, we will meet with you to determine the reasoning and we might give your child work to do so their learning is not affected. If Schools do not approve the holiday and you decide to go, you might receive a warning or a fine and Senior Students (10-12), will be asked to redeem the hours they are absent, to ensure they catch up on all learning required.
“Day off” – Think twice before letting your teenager have a “day off” as they could fall behind their classmates. This includes inclement weather. We make our classroom as comfortable as possible and it’s not a valid reason to miss school because of the weather – in extreme weather situations, the Department and school will communicate if there was to be a school closure etc.
Truancy – This is when students choose not to go to school without their parent’s permission or skip out of school during the day. There can be many reasons for truancy; the best way to address this is for schools and parents to work together.
While all absences can affect academic performance, DET’s statistics show that unexcused absences are a much stronger indicator of lower reading and maths achievement.
School refusal – School refusing children experience significant emotional distress not only when going to school but also at the thought of going to school; they may be absent from school for weeks or even months at a time. School refusal differs from truancy as children generally stay home with the knowledge of the parents and despite their best efforts to encourage their child to go to school.
TOP ATTENDANCE TIPS FOR PARENTS
Schools want to work in partnership with parents – act early if you have any concerns by contacting your child’s school and asking for advice and support
Remember that everyday counts
There is no safe number of days for missing school – each day a student misses puts them behind, and can affect their educational outcomes and their social connectedness
Talk positively about school and the importance of attending every day
Open and prompt communication with your child’s school about all absences is a good idea
Avoid making routine medical and dental appointments during the school day or planning family holidays during the term
Seek help from your school if you are concerned about your child’s attendance and wellbeing. Schools want to work in partnership with parents to support student attendance and wellbeing.
FURTHER INFORMATION ABOUT ATTENDANCE
For more information and resources to help address attendance issues, visit:
Frequent lateness is also a concern. Arriving late disrupts learning and sets a poor tone for the day. We ask for your support in ensuring students arrive on time and ready to learn.
Parents and Friends of BK12
Thank you to those who attended our recent Parents & Friends Group meeting. These sessions are a great way to stay connected and informed. If you’re interested in joining, please contact the main office.
New Instructional Model: I LEARN
We’ve launched our new instructional framework, ‘I LEARN’, to bring consistency and clarity to how we deliver lessons. Backed by research, this model supports improved engagement and academic outcomes. Staff are participating in ongoing professional development to embed this approach effectively.
Positive Behaviour Expectations (PBE)
As part of our School-Wide Positive Behaviour Support program, we’ve updated our PBE Matrix to align with our new values. Notifications via Compass and SMS are part of our strategy to recognise and celebrate students who demonstrate positive behaviours and uphold school values.
Student Attitudes to School Survey
Recently, all students from Year 4 – 12 completed the annual Student Attitudes to School Survey. This survey provides a valuable opportunity for us to hear directly from our students about their experiences at school. While there are many things we can be proud of at our school – from academic achievement and inclusive culture to student leadership and engagement – we are committed to listening, learning and continuously improving.
Positive NAPLAN Results: Numeracy:
Year 9: 72% of students are at the Strong or Exceeding proficiency level.
Year 7: 57% are at the Strong or Exceeding proficiency level.
Year 5: 67% are at the Strong or Exceeding proficiency level.
Year 3: 88% are at the Strong or Exceeding proficiency level.
Reading:
Year 9: 68% of students are at the Strong or Exceeding proficiency level.
Year 7: 61% are at the Strong or Exceeding proficiency level.
Year 5: 75% are at the Strong or Exceeding proficiency level.
Year 3: 81% are at the Strong or Exceeding proficiency level.
Our spelling results were also strong, showing positive outcomes across all year levels. However, grammar and punctuation remain areas for improvement, which we are addressing. Writing results are not yet available.
Highlights and Partnerships
Here are some exciting updates and achievements:
Interact Club established with Boronia Rotary Club
$2,000 Rotary donation to enhance our garden program
Upcoming Battle of the Bands with local secondary colleges
Hands on Learning program launching next semester
Participation in the 2025 Hydrogen Car Grand Prix (H2GP)
Youth engagement through the Skills Shed initiative
Mt Buller Snow Trip planned for Years 9–11 (15th Aug)
Commencement of Knox Maternal Health Nurse every second Tuesday in our ELC and Playgroup every Wednesday morning.
Junior School Production: Back to the Future… Again
We’re thrilled to announce this year’s Junior School Production, led by Ms. Crawford, premiering in September. It’s sure to be a fantastic showcase of our students’ talent and creativity!
Thank You
As we move forward together, I want to express my gratitude for your continued support and partnership. Our shared efforts make a real difference in the lives of our students.
It’s hard to believe we’re already halfway through Term 2—and nearly halfway through the year! It’s been a term full of energy, learning, and achievement, made possible by the ongoing dedication of our staff. We extend our sincere thanks to all of you for your unwavering commitment. A special acknowledgment goes to our Education Support staff, who we celebrated on Education Support Day, 16 May—thank you for the invaluable support you provide to our school community.
We also want to commend our students, not only for their active involvement in the many opportunities available at the College, but also for consistently upholding our core values of Community, Achievement, Respect, and Aspiration.
ANZAC Day Commemoration
On 23 April 2025, the College held its annual ANZAC Day service. Students, staff, and special guests came together to remember and honour the service and sacrifice of Australian and New Zealand soldiers, marking the Gallipoli landings on 25 April 1915.
Special thanks to Mr Wayne Robinson and his team—Ms Adele Crawford, Mrs Bree Ibbotson, and Mr John Forbes, along with our student leaders, musicians, choir and sound technicians—for organising a respectful and memorable event. It was also heartening to have so many parents and carers join us for the occasion.
Term 2 Sports Events
Term 2 has been a vibrant time for sport, with students across all year levels representing the College in Badminton, Netball, and Soccer. For the first time in the College history, we have also had a student participate in a Clay Target shooting competition. The enthusiasm and sportsmanship of our students have been fantastic to see—well done to all involved for representing Boronia K-12 College with pride.
Attitudes to School Survey
Over the past fortnight, students have been completing the annual Attitudes to School Survey. This important initiative, run by the Department of Education, helps us gather feedback that informs future planning and improvement. We appreciate our students’ honesty and look forward to reviewing the insights once the results are available.
Teaching, Learning & Progress
Students are now engaged in completing Common Assessment Tasks (CATs) and other classroom activities to demonstrate the knowledge and skills developed throughout the year. Alongside informal teacher feedback provided in the classroom, we also have formal opportunities via Progress Reports (produced every 5 weeks). The recent Student/Parent/Teacher conferences also provide updates on performance and enable two-way conversations to assist your child’s educational growth and improvement. These conversations are vital in supporting student growth and achievement.
Positive Behaviour Expectations (PBE)
Our school-wide approach to behaviour, based on the School-Wide Positive Behaviour Support (SWPBS) framework, continues to shape a safe, respectful, and focused learning environment at Boronia K-12.
Over the coming weeks, our PBE focus is on being willing to learn and building resilience, closely linked to our core values of Aspiration and Excellence. Key expectations being taught include:
Recognising all activities as opportunities to learn
Opting in to learning and new challenges
Maintaining a growth mindset
Students demonstrating these behaviours receive green chronicle entries in Compass, earn house points, and may be recognised with merit certificates at Year Level Assemblies. So far, students have received an impressive 660 Positive PBE posts this term and a total of 3,080 for the year to date—a testament to their continued commitment to our shared values.
Mentor Program
This year, we implemented a new 20min Mentor class that runs each day after Period 2.
Our Mentor Program aims to provide support and connection for students, creating space for a dedicated check-in each day with a trusted adult. With a focus on wellbeing for learning, the Mentor Program looks at the development of the whole person, investigating attitudes and dispositions about learning while also explicitly teaching skills connected to our College Positive Behaviour Expectations (PBE) and Respectful Relationships curriculum. Throughout the year long program, students will explore topics under the pillars of Learning to Learn, Wellbeing and Connection and Careers and Pathways.
Topics Covered include:
Goal setting and career action planning
Problem solving and resourcefulness
Developing healthy Relationships
Citizenship and inclusivity
Positive coping strategies
Help seeking behaviours
Time management and organisational skills
Preparation for student led conferences
We’re proud of the accomplishments across the College so far and look forward to a strong finish to Term 2. Thank you for your ongoing support.
In primary schools, specialist subjects are designed to provide students with a well-rounded education by exposing them to areas beyond the core curriculum. At BK-12 we offer Spanish as our language as well as Physical Education (PE), Music and STEAM(Science, Technology, Engineering, Art and Mathematics). Specialist teachers, who have expertise in these areas, lead these classes, allowing students to develop specific skills and knowledge that complement their classroom learning. Introducing specialist subjects at an early age helps cultivate a diverse skill set, encourages exploration of interests, and supports the holistic development of children. These subjects also foster a sense of community and collaboration among students as they work together in various settings.
Physical Education with Mr. Stone and Mr. Keighley
We have had an exciting Semester in Junior School PE & Sport. During Term 1 our students worked on their Running, Jumping & Throwing skills leading up to our Whole College Athletics Carnival. During Term 1 we also held our Whole College Swimming Carnival.
Foundation to Year 2: Developing Fundamental Movement Skills
During Term 1, our Foundation to Year 2 students have been focusing on developing their Fundamental Movement Skills (FMS) and learning how these skills are applied in various collaborative team games. These foundational skills, including running, jumping, balancing, throwing, and catching, are essential for building physical literacy and confidence in young learners. Through engaging activities and structured play, students have been practicing these movements in a supportive environment. By participating in team games, they have not only enhanced their physical abilities but also learned the importance of teamwork, communication, and fair play. This approach aligns with the Victorian Curriculum’s emphasis on developing movement skills and social-emotional competencies through active play and physical education.
Year 3 to Year 6: Team Sports and Games
Throughout Term 1, our Year 3 to Year 6 students have been exploring team sports and games from around the world, focusing on how their existing knowledge and skills can be applied to new and diverse activities. This approach encourages students to recognize the transferable nature of their abilities, such as coordination, communication, and strategic thinking, across various sports. By engaging in international games, students not only enhance their physical competencies but also gain a broader understanding of global cultures and traditions. This exposure fosters an appreciation for diversity and promotes inclusivity within the school community. Through these experiences, students develop a well-rounded skill set that extends beyond the classroom, preparing them for collaborative and dynamic environments.
Across the 2 terms, students have also had the opportunity to work with students from other year levels in PMP programs and Year Level sport. Late in Term 1 we also had our new Gaga Pit installed which has been a huge hit throughout break times. Our Year 4 to Year 6 students learned how to play this game at recent School Camps and our Foundation to Year 3 students have been learning about the game, including rules and strategies, during PE lessons.
Spanish with Ms Fernandez
Exploring Spanish Through Nature-Inspired Art
In our recent Spanish lessons, students have been immersing themselves in the language by learning to identify and describe animals and elements of nature using basic Spanish vocabulary such as gato (cat), flor (flower), and árbol (tree). They applied this new knowledge creatively by drawing or painting nature-inspired scenes, incorporating the vocabulary into their artwork. To further enhance their language skills, students practiced describing their creations using simple Spanish phrases like “Hay un árbol” (There is a tree) and “Es un gato” (It is a cat). These hands-on activities were supported with visual aids, sentence frames, and guided practice, ensuring that all learners could engage meaningfully. Through this approach, students are building confidence in both spoken and written Spanish while expressing themselves creatively.
“El Retrato (The Portrait)” Project – Combining Spanish language and Visual Arts and learning about Frida Kahlo’s Art
In our Spanish lessons, students have also been delving into the vocabulary of facial features, learning words such as ojos (eyes), nariz (nose), and boca (mouth). To reinforce this new language, they applied their knowledge creatively by sculpting plasticine portraits in Art class. This hands-on activity involved crafting detailed facial features and composing short descriptions in Spanish, enhancing both their linguistic and artistic skills. To support their learning, we utilized a variety of resources, including instructional videos, flashcards, and sentence starters. This approach not only fostered creativity but also boosted students’ confidence in using new Spanish vocabulary.
Music with Ms Crawford
Foundation: Exploring Music and Storytelling
Foundation students embarked on a musical journey to discover how music and sound can enhance storytelling. A standout experience was learning about the kora, a traditional West African stringed instrument, with our percussion teacher, Rod. This hands-on session allowed students to explore the unique sounds of the kora, deepening their understanding of how different instruments can convey emotions and narratives. The activity not only introduced them to a new musical culture but also sparked their creativity and imagination.
Year 1 to Year 2: Discovering the Sounds of Australia
Year 1 and 2 students delved into the rich musical heritage of Australia, focusing on the sounds that define the nation’s landscape. A key highlight was an introduction to the yidaki, commonly known as the didgeridoo, a traditional instrument from Arnhem Land. Through this exploration, students learned about Indigenous Australian music and instruments, gaining a deeper appreciation for the cultural significance of sound in storytelling and ceremony. This experience enriched their understanding of Australia’s diverse cultural tapestry.
Year 3 to Year 4: Designing and Building Musical Instruments
In Years 3 and 4, students engaged in an inquiry-based project to investigate how different materials and elements influence the sounds instruments make. Utilizing the Inquiry Cycle—Think, Plan, Do, Reflect—they designed and built their own musical instrument inventions. This hands-on approach encouraged critical thinking and creativity, as students experimented with various materials to produce unique sounds. The project culminated in presentations where students shared their creations and reflections, showcasing their understanding of sound production and design.
Year 5: Exploring Rhythms from Around the World
Year 5 students embarked on a global musical exploration, discovering rhythms from various cultures and regions. They learned how music is shaped by different environments and traditions, gaining insight into the diversity of global musical expressions. The students enjoyed learning and performing traditional rhythmic patterns, enhancing their appreciation for world music and its cultural contexts. This experience broadened their musical horizons and fostered a sense of global connection through rhythm.
Year 6 to Year 9 Electives: Advancing Guitar and Keyboard Skills
Students in Year 6 through to Year 9 continued to develop their guitar and keyboard skills, focusing on performance, collaboration, and technical proficiency. Through elective courses, they honed their abilities in these instruments, participating in group music-making sessions that emphasized creativity and teamwork. Many students demonstrated significant growth in confidence and musical expression, showcasing their talents in various performances. These electives provided a platform for students to deepen their musical knowledge and skills in a supportive environment.
Choirs, Vocal Groups and Bands: Vibrant Performances
Our vocal and instrumental ensembles have had a vibrant start to the year, performing at a range of school and community events. Highlights include the ANZAC Day ceremony, Mother’s Day Breakfast, The Basin Music Festival, BK-12 Open Night, Arts Week Events, and regular assemblies. These performances have showcased students’ dedication, teamwork, and passion for music. The ensembles have become an integral part of our school community, bringing joy and a sense of unity through their musical expressions.
Instrumental Music Program: Weekly Skill Development
Across the college, instrumental music students have been working each week with our dedicated instructors—Rod, Dean, and Ms. Crawford—to develop their skills in drums, keyboard, bass, and voice. These lessons support individual growth and prepare students for their upcoming instrumental concert at the end of the term. The concert will serve as a platform for students to showcase their progress and performance abilities, highlighting the culmination of their hard work and dedication.
STEAM with Mrs Williamson
Throughout the term, year levels what been exploring different concepts through the science and design curriculum content areas.
States of Matter
Our students have been diving into the fascinating world of states of matter! They’ve been learning to identify solids, liquids, and gases, and have explored how matter changes from one state to another through processes like melting, freezing, evaporation, condensation, and sublimation. To bring their learning to life, students conducted a fun hands-on experiment—making their own slushies! By using ice and salt, they observed how a liquid can transform into a solid, deepening their understanding of phase changes in a deliciously memorable way.
Building Strong Structures
Students have been exploring the principles of design and engineering by learning how different shapes and angles contribute to the strength and stability of structures. Through hands-on activities, they investigated how geometric forms can be used to build sturdy towers, bridges, and buildings. By following the design and engineering process, students planned, tested, and refined their creations—gaining valuable problem-solving skills and a deeper understanding of the science behind structural strength.
Robotics in Action
Students have been diving into the exciting world of robotics by planning and designing their very own obstacle courses for nano bots. This hands-on project gave them the opportunity to bring their ideas to life and test their designs in real-time, while also sharing their creations with students from other year levels. As part of their ongoing exploration of robotics, students used both plugged-in and remote-controlled robots to investigate key questions like, “What is a robot?” and “How do robots move?” They also developed their own set of directional code cards, which helped them map out and navigate precise paths—building early coding and problem-solving skills in a fun and interactive way.
Science is Fun: Floating, Sinking and Chemical Reactions
Students have been actively engaged in exciting science experiments, exploring the concepts of density through floating and sinking investigations. They tested a variety of objects and materials to better understand why some float while others sink. In chemical science, students had a blast experimenting with acids, bases, and neutral substances—learning how to test and classify them through hands-on activities. One of the highlights was exploring polymers through a fun erupting snow experiment! This provided a great opportunity for students to learn what polymers are and to practise making observations, testing ideas, and refining their methods as real scientists do.
Doctors in Secondary Schools Program at Boronia K-12 College
Did you know there is a doctor at Boronia K-12 College if your child needs to see one?
Through the Department of Education’s Doctors in Secondary Schools Program, students at our school can see a doctor or nurse in a private consulting room here at school on Thursdays.
Who can see the doctor?
All students from Years 7 to 12 can see the doctor or nurse on their own.
If the doctor decides a student is not mature enough to consent to medical treatment, or if they think it’s best to involve parents or carers, they will first discuss this with the student.
The parent/carer information sheet available at Doctors in Secondary Schools | vic.gov.au has more information on student consent to medical treatment by the doctor.
What does it cost?
Seeing the doctor is free! Appointments are bulk billed through Medicare.
How can my child make an appointment to see the doctor?
To book an appointment with the doctor at Boronia K-12 College, you can:
See a member of the Wellbeing Team or speak to a trusted teacher
Yes. You can also make an appointment for your child.
What can my child see the doctor about?
Anything they would see their regular doctor about.
Who can I talk to if I have questions or want more information?
Nicole Costa, Director of Wellbeing.
Glasses for Kids
We are very excited to be lucky enough to have the team from Glasses for Kids visit our school in Term 3 to offer essential supports for our Foundation to Year 3 students.
Glasses for Kids provides free vision screening and, if needed, further testing and free glasses to participating Prep to Year 3 students.
Keep an eye out for the brochure and consent form sent home last week. Please make sure the form is filled out and returned to the college by Friday, June 20.
I remind families to make use of the Department’s $400 School Saving Bonus. Families can choose how they allocate and spend the School Saving Bonus funds using the online system.
The Bonus can be used at the school’s designated textbook or uniform suppliers in-store or online, or through State Schools’ Relief ONLY until 30 June 2025.
The Bonus can also be used towards 2025 school costs, by allocating some or all of the funds to School Activities through the online system. These School Activities include:
camps, trips, excursions and incursions
swimming and sporting events
outdoor education excursions/camps
graduations
school uniforms
textbooks
If any amount is unspent by 1 July 2025, it will automatically become a School Activities credit for you to use through the school. The credit will be available for you to use toward School Activities from August 2025. The delay is to allow for the processing of outstanding transactions and invoices with suppliers. If you will need to access the School Saving Bonus for school activities in July 2025, please access the online system before 30 June 2025 to manually allocate to school activities. This credit for school activities will help cover the cost of things like excursions and camps.
This is an informal group who meet at least once per term. Families are invited to attend meetings as frequently or infrequently as schedules allow. The meetings are attended by the Principal, Paul Broecker, his executive assistant Bree and myself. The Meeting Agenda always includes relevant and informative information for our families and is a great way to meet other families, staff and for families to be involved in their children’s education. Families have the opportunity to assist the school with special events such as the Junior School Production, School Fete and Open Nights.
We welcome any new members. If you are interested in joining, please contact either myself or Bree for further information.
With a focus on Numeracy in Term 2, we have been finding fun and challenging ways to incorporate play-based numeracy experiences into the program. After watching an episode of Number Blocks, we created our own number blocks using our coloured blocks. This provided the children with an opportunity to develop their fine motor skills and enhance their cognitive understanding of numbers, number concepts and colours. This is an example of learning through play where the children experience engaging hands-on activities for holistic and collaborative learning where they are encouraged to explore and learn together.
The Digger!
This Term the large digger has been a highlight. Through the physical actions of reaching, bending and pushing, the children are strengthening their balance, core muscles and coordination. The activity encourages the children to use their hands with more control, practicing and refining hand-eye coordination and fine motor skills. While playing together with the digger, we work as a team, cooperating and sharing, which helps us build our social and communication skills with each other.
Enjoying the Sunshine and Shadows
Making the most of the beautiful shining sun, we set up an outdoor activity using dinosaurs and sunlight to make art. The children placed the dinosaur figures on their paper so the sunlight would cast shadows. Carefully following the outlines, they traced around the dinosaur shadows, each creating a unique dinosaur drawing. The children were engaged in the process, focusing on holding the pencils to build those tiny muscles in their hands and fingers which are vital for tasks such a learning to write.
This Term, we have focused learning on the different ways children express themselves. We explored the story “The Rainbow Fish” by Marcus Pfister, discussing how the Rainbow Fish stood out because of the shiny scales and how happiness and friendship were found through sharing. Following our group discussion, everyone worked on painting a rainbow fish, each making their own which we then put together to create The Rainbow Fish scene.
Through our focus on “The Rainbow Fish,” we have observed children building an early understanding of sharing, friendship and empathy. These conversations and creative projects highlight children’s abilities to learn to interact with others with care, empathy and respect. The hands-on activity of making rainbow fish encourages self-expression and collaborative art.
Emotional Regulation Interactive Board
This Term, we have dived into exploring our feelings using Dawn’s new Emotional Regulation Interactive Board. Each child eagerly took a turn pressing their chosen button, lighting it up according to how they felt. The gentle glow brought big grins and allowed us a great launching point to talk about what emotions might land us in each zone. We encourage the children to reflect and communicate their emotions, respecting everyone’s right to express themselves, which ties into our centre’s philosophy and broader ECA Code of Ethics.
Personal Space and Social Story
We shared a social story about personal space, focusing on how to notice if someone’s a “space invader”, ways to communicate and kindly check-in with friends. During group movement, pizza parlour plays, and guided scenarios, we practiced balancing our need for closeness with others’ comfort, building skills in communication and respect.
Spontaneous Play and Gross Motor Development
The soft foam blocks and balance mats were a huge hit again with the Puggles (3-year-old group). A spontaneous twist saw children flip the ladybug mats, transforming them into rocking horses. This playful idea required careful movement, building balance and coordination as they rocked without toppling over.
Creating Poppies and Reflecting on ANZAC Day
We focused on making red poppy artworks to honour Remembrance and ANZAC Day. Using pool noodles, corks and sticks, and with some inspiration from a shared picture, the children created their own unique poppies. Watching a video together, we talked about the importance of ANZAC Day and the story behind the poppy. This activity encouraged respect for our shared history and offered a gentle introduction to collective memory and symbolism.
Morning Tea Outside
We had a lovely picnic lunch near the giant snake in the school yard. Before we left the room, children asked questions about sun safety and made sure they wore hats and brought their food. We watched a plane fly over and saw some birds while we sat together. After our picnic, everyone had a turn balancing on the giant snake, walking along it slowly and safely. Planning for sun safety, gathering their belongings, and balancing on the giant snake together helped foster independence, care for self and others, and added to a sense of belonging and connection to their environment.
From Wednesday 30 April to Friday 2 May, our Year 9 students took part in an unforgettable three-day adventure at Camp Buttercup in Merrijig.
The group set off bright and early at 7:00 am, heading straight to Bonnie Doon for a kayaking session — it was fantastic to see so many students embracing a new skill and showing a growth mindset (with the added entertainment of Mr Walker and Mr Groves capsizing!).
On Day 2, students tackled the tough Mt Stirling Summit hike, covering just over 10km and demonstrating great resilience to reach the top and enjoy the incredible views.
The final day was capped off with paintball, giving staff and students a fun chance to let off some steam before returning to school by 5:00 pm Friday.
Throughout the camp, students focused on developing self-sufficiency and problem-solving skills — setting up their own tents, cooking their own meals, managing their campsite (including keeping the fire going), and supporting one another across all activities.
A huge thank you to Mr Walker, Mrs McMillan, Mr Camille, Mr Collins, and Mrs Van De Ven for their hard work and commitment across the three days. We hope all students had an awesome time and made memories that will last!
Our Sustainability Club has been hard at work in the school garden – lots of veggies ready to be picked and eaten. We harvested fresh beans, curly and quirky carrots, and lots and lots of potatoes. The carrots may have looked a little unusual, but they were still delicious and edible!
After a good rinse, we couldn’t resist sampling the beans right away—they were delicious. To our delight, we also found four perfect strawberries, a sweet surprise thanks to the recent warm weather.
Inspired by our harvest, we decided to put our potatoes to good use. We used an air fryer, and with the help of the enthusiastic Year 3/4 students, we washed, peeled, and cooked up some warm, crispy chippies. While some students were a bit hesitant at first, once they tried them, they quickly came back for more!
It was a fun, hands-on experience that reminded us of the rewards of growing our own food and the importance of sustainability.
2025 National Simultaneous Storytime – The Truck Cat by Deborah Frenkel & Danny Snell
National Simultaneous Storytime took place on Wednesday 21 May 2025 at 12:00pm at various classroom locations around the ELC and Junior School. Staff and students enjoyed hearing the story together in their community groups, as well as participating in some activities organised by their teachers to celebrate this year’s National Simultaneous Storytime book The Truck Cat by Deborah Frenkel & Danny Snell.
About National Simultaneous Storytime:
“National Simultaneous Storytime (NSS) is held annually by the Australian Library and Information Association (ALIA). Every year a picture book, written and illustrated by an Australian author and illustrator, is read simultaneously in libraries, schools, pre-schools, family day cares, childcare centres, family homes, bookshops and many other places around the country. Now in its 25th successful year, it is a colourful, vibrant, fun event that aims to promote the value of reading and literacy, using an Australian children’s book that explores age-appropriate themes, and addresses key learning areas of the National Curriculum for Foundation to Year 6.”
ALIA Website 2025.
2025 Scholastic Book Club Catalogue – Term 2, Issue 4
During Terms 1, 2, and 3 a Scholastic Book Club catalogue with a different selection of books offered for all ages, will be sent home with each student from ELC to Year 6. In Term 4, we will be running our annual Lamont Book Fair.
You’ll find award winning books and bestsellers, as well as old and new favourites. The books span a wide range of children’s reading levels and interests, with many listed at a reasonable price.
Full details can also be found on your Compass Newsfeed by the time you are reading this newsletter.
Boronia K-12 College Library Student Borrowing Guidelines
For those of you who are new to BK12, my name is Mrs. Young, and the College Library is in the red brick building located at the Junior end of the College next to the Foundation – Year 1/2 building.
All primary and secondary classes will have opportunities to visit the College Library on a weekly basis to borrow books for their independent reading programs. While the ELC classes with Michelle and team will visit the College Library on a regular basis for a story and the occasional activity.
Library Bags
All Foundation to Year 6 students require a library bag to help protect their library books if they wish to take them home to read.
Number of books students can borrow:
Foundation
1 Book
Year 1 & Year 2
Up to 2 Books
Year 3 – Year 6
Up to 4 Books
Year 7 – Year 12
Up to 4 Books
Loan Period – 14 days
All students can borrow library books for up to 14 days. Students who require more time to finish reading books can renew books any time within the 14-day loan period.
Overdue library books
Students who have overdue library books will not be able to borrow until all overdue books have been cleared either by returning or renewing their books.
If you become aware that your student’s library book is lost or damaged, please let me know, as this will assist in avoiding students having unresolved overdue loans.
Please encourage your students to look after their library books and return or re-borrow their books on time as this will avoid disappointment.
Library Open Times
The College Library is open before and after school as well as lunchtimes for students at the following times.
Before school and after school for borrowing/returning library books:
Before School: 8:30am – 8:45am
After School: 3:00pm – 3:10pm
Recess: Library Closed
Lunchtimes: Foundation to Year 12
Monday to Friday: 1.30pm – 2pm.
Please note that no food or drink is to be brought into the library.
Boronia K-12 College School Uniform Policy Reminder
A reminder that our school uniform plays a vital role in creating an environment of consistency, pride, loyalty, and equity. When students wear the uniform, they enter the classroom on equal footing in terms of appearance. Their individuality is then reflected through their attitude, character, spirit, and involvement in the school community.
We encourage all students to wear their uniform with pride, recognising that they are ambassadors for Boronia K-12 College whenever they are in school uniform.
As the weather becomes colder, we have noticed an increase in the number of students not wearing the correct school uniform. We would like to take this opportunity to remind families of the correct uniform requirements and ask that parents/carers check that their child is wearing full and correct uniform each morning.
Over the coming weeks, Sub School Leaders and Mentor Group Teachers will be focusing on uniform compliance. The expectation is that all students wear the correct school uniform every day.
Students who do not follow the uniform policy may face consequences. Families will be contacted in cases where breaches are significant or repeated.
If you require support to ensure your child has the correct uniform, please reach out to the relevant staff member:
Middle School – Mr D’Rozario
Senior School – Mr Judge
Or contact me directly.
Together, we can develop a plan to ensure all students are equipped to attend school in full uniform.
Below is a link to our Uniform Policy, which outlines all required items and the steps to follow if an item cannot be worn on a particular day.
Please note that the following items are not permitted as they are not part of our official school uniform range:
Shorts that are not plain navy blue
Long-sleeved T-shirts worn under dresses or short-sleeved shirts
Hoodies
Grey or black tracksuit pants (instead of the college grey trousers or official blue track pants)
Jackets other than the official school spray jacket
Uniform Purchase Reminder:
The School Saver Bonus is still available and can be used to purchase uniform items through our supplier, Spartan, who has recently restocked winter uniform items, including the new school track pants with logo. Spartan School World is located at 1/210-214 Canterbury Road Bayswater North. Trading hours are Monday to Friday 9.00am- 5.00pm and 1st Saturday of the month 9.00am – 12.00pm. Phone 03 9070 8284.
On Thursday 1st May one of our Year 9 students made the difficult decision to forfeit his place on the Year 9 Camp to venture out to Yering to compete in the Yarra Valley School Student Clay Shooting Championship. The competition is only open to competent to advanced students and all participants must hold a current firearms permit.
Congratulations to Owen S. who came 1st in the Junior Boys section of the South Eastern Zone Clay Shooting competition. In his age section, Owen competed against 30 other students and showed incredible skill and accuracy to win the competition. Owen was 3rd overall from 106 boys and girls.
The event is a 30-target event:
10 shots DTL (Down the Line- Shooters compete from five shooting stations, each positioned 15 meters behind a single trap. The trap throws targets at a fixed distance and height, with the angle of release varying randomly for each target.
10 shots Skeet – Shooters move along a semi-circular course and shoot at targets thrown from two different houses.
10 shots at a 5 stand/sporting set up – Competitors shoot from five different stations or “stands,” each offering a distinct set of target presentations.
Owen is a member of Euroa Clay Target Club, and it was members of that club who recommended he enter the competition. The sport requires a combination of physical and mental skills. Fellow members of the club and Owen’s family could see that at a young age he was already advanced in the key skills needed for this sport including hand-eye coordination, timing, accuracy, concentration, and the ability to anticipate target movement.
We wish to thank Owens father, Mark, who assisted on the day and also provided photos of Owens success. For those not familiar with the sport, opening and raising an empty, unloaded shotgun above your head is a common and proper signal to indicate you’ve finished shooting, are safe, and are not a danger to anyone else.
