Today, we hear from one of our School Counsellors, Paula Kolivas, who explains how we implement Child Safety Standards at Camberwell Girls.
Our well-rounded Junior School co-curricular program gives students the opportunity to participate in an activity from Early Learning 4 to Year 6. Currently, Ormiston has 23 weekly co-curricular activities that students from numerous year levels can participate in. In addition to these activities each day, students can learn a musical instrument and/or participate in speech and drama lessons. Our co-curricular program is very popular among our students and many activities are currently fully booked. As a Junior School, we are always looking at implementing new co-curricular activities and our program provides many benefits for students in the areas of:
Overall, a balanced co-curricular program can provide immense benefits to students, fostering their growth academically, socially, and emotionally. I encourage our Ormiston families to read our Junior School Weekly to get an excellent understanding of the types of activities we provide to students throughout the year.
Congratulations to Claire Z of Year 6 who was selected in the Victorian State Swimming team. Last month Claire won the state title for the 50-metre backstroke event in a personal best time. With her selection, Claire will compete as part of the Vic Swimming 10 – 12 Years Team at the Mixed National Championships at Ballarat on Saturday 25 October. As a school community, we wish her all the best for this special event!
Recently, Yilliana S of Year 5 competed in the Eisteddfod by the Bay Speech and Drama Competition, participating in the following categories:
We are thrilled to share that Yilliana was awarded third place in the Prose Narrative/Drama Solo and received honourable mentions in both the Speech Championship and Poem Solo. Through her involvement in Speech and Drama, Yilliana is developing valuable critical thinking and communication skills, whilst nurturing her creativity and love for the performing arts. We congratulate her on these wonderful achievements.
Kate Savige
Director Music (Curriculum)
Estelle K of Year 5 achieved a wonderful result in a recent chess tournament outside of school. At the end of the competition, Estelle was awarded prize money for being the highest ranked female competitor in the tournament. Estelle’s efforts will prepare her very well for our upcoming All Girls’ Chess Tournament at Ormiston in Term 3.
Paul Donohue
Head of Junior School
In our program, we offer diverse materials and mediums through which children can explore and express their creativity, imagination, thinking and ideas. As curious learners and researchers, the children are engaging with wire, a pliable material, and exploring and experimenting with how it can be shaped and reshaped. The children are discovering how their hands can move and change the shape of the wire, how they can fold, twist, and bend it, and join pieces together; and how dowel and their fingers can be used to shape wire into coils, loops and spirals. After numerous encounters with the wire, the children are developing an understanding of its potentiality and as creative communicators, they are beginning to express their thinking and ideas through 2 and 3 dimensional structural forms and sculptures. As the children engage with the wire and create their own wire sculptures, they’re thinking flexibly, creatively, and innovatively and developing persistence, problem solving and critical thinking skills. The children are currently documenting, through dialogue, drawings, and photographs, their discoveries about wire. As curious learners and inquirers, we will also be researching, through factual text and photographs, the wire sculptures of the artists Alexander Calder and Ruth Asawa.
I stretched the wire, and it got long. My hands twisted it, and it stayed like a circle. Jeslyn
I twisted and I turned it. It scrunched like a ball. Anne
I bent it to the shape of a circle, and I twisted it, and I tried to make a circle. I made a circle. I twisted it around. I put one end in here and the other end in there and twisted and twisted and twisted it in that space until I finished. Evelyn
I can bend it up and down. Wire is so wiggly. I’ve done two ends. I tied a knot and made a circle, and I put the piece over the circle. Charlotte
I swirled it around with my fingers twirling, twirling and swirling. I made it so tiny. I twirled and twirled and twirled and twirled and twirled and twirled the wire. Tashi
Angela Follacchio
Early Learning 4 Class Teacher
During Reconciliation Week, we were privileged to deepen our understanding of Indigenous culture by continuing our education of Wurundjeri language and culture with Pallyan. Every class from Early Learning to Year 6 engaged in a Smoking Ceremony at our student designed Yarning Circle. Pallyan explained the significance of a Smoking Ceremony where students were welcomed to Wurundjeri country and presented with a ‘passport’ gumleaf that signified they had been formally welcomed onto the land of the Wurundjeri people.
Throughout the Wurundjeri Language Program students have been encouraged to make deep connections to the land by engaging in new vocabulary for greetings, native animals, family and experience traditional story, dance and song. Pallyan shared that Wurundjeri people recognise seven seasons that link to the natural cycles of the environment. He helped students to understand that seasons match the observations of nature’s rhythms including the behaviour of animals, the flowering plants, and changes in the weather. To mark the Waring (Wombat season). Pallyan taught the students the Buln Buln(Lyrebird) dance. With much delight, students mimicked the actions of the Buln Buln as they danced around the fire.
Several classes also had an opportunity to develop their Boomerang throwing skills. Despite windy conditions, several students in Year 2 managed to have their boomerang come back to them. This was not surprising following the expert teaching of Ngurungaeta (Head man) and Elder of the Wurundjeri tribe, Murrundindi.
These experiences highlight our commitment Reconciliation by offering students rich experiences that enable them to learn from the past and actively engage with their surroundings in the present. It is our hope that students will build lasting memories from these multisensory experiences that will enable them to use Wurundjeri language in their daily interactions and connect to Country in the future.
Nancy Robottom
Deputy Head of Junior School
Year 1 students have embraced this terms’ Unit of Inquiry, investigating living things and their features, coverings and habitats. The students have been fortunate to visit the Senior School science laboratories, where they explored the acronym MRS GREN, which explains the features of livings things. They used magnifying glasses, forceps and probes to dissect plants and viewed specimens of flowers and leaves under microscopes.
This week, Year 1 students demonstrated a growth mindset as they took part in an engaging incursion with Wild Action. They were introduced to classes of mammals, birds, marsupials, amphibians and reptiles and were able to view, touch or hold many of the animals, including green tree frog, boobook owl, gang-gang cockatoo, freshwater crocodile, shingle back lizard, lace monitor, mountain pygmy possum, eastern longneck turtle, fruit bat, black headed python and a baby western grey kangaroo. The students learnt about each animal’s habitat, diet, human impact, classification, coverings, and some adaptations. It was an enriching experience for all the students, and their curiosity was fabulous. It has been wonderful to see each student’s knowledge and skills develop this term as they have taken part in so many hands-on learning experiences.
Some of the students were keen to share their thoughts on the experience:
Jasmine: I loved the Boobook owl because it’s cute and fluffy because it was a baby. It has 14 bones in its neck.
Reece: I liked the mountain pygmy possum because it was so soft. It is critically endangered and there are 2000 left in the wild.
Sehej: I liked the Mountain Pigmy Possum because it was so soft. Its tail can curl around so it can hang on a branch.
Charlotte: I liked the lace Monitor because it looked beautiful. Its tongue is special because it’s shaped like a fork. They can use their tongue to smell things.
Olivia Z: Lots of reptiles lie on the road to get warm, so we need to be careful when we are driving.
Abigail: I liked the Mountain Pygmy Possum – it was so cute!
Georgia: I learnt that owls could turn their heads really far around because their eyes can’t roll around.
Sophie: I liked the snake around my neck because it felt nice.
Angela Columbine and Elizabeth Warren
Year 1 Class Teachers
It was wonderful to see so many enthusiastic participants from Foundation to Year 6 perform in the first Music Mountfield Maestro Concert for 2025. Accompanied by Mr Tim Mallis, Ormiston students celebrated the opportunity to share and showcase their performances to a very appreciative audience. From Vocals, Woodwind, Strings and Percussion; all instrumental families were represented by our talented students across all year levels. We congratulate the students on the courage and confidence they displayed in presenting their selected pieces and thank the Music Department; in particular Tim Mallis – accompanist for both concerts, Kate Savige and Rohan Mack – Directors of Music, and Bree Dokic our Performing Arts Administrator for all their hard work in organising this very special event.
Nichole Adams
Music Teacher
The Year 4 students stepped back in time with a fascinating excursion to the Polly Woodside, a historic tall ship docked at South Wharf. This immersive experience brought to life many of the concepts they have been exploring in their Inquiry Unit, offering valuable insights into life aboard a 19th-century vessel.
Students had the opportunity to take the helm, practise giving directions using nautical terms like starboard and port and explore key areas of the ship. From the cramped crew quarters to the original toilets and the storage areas below deck—where coal and other cargo would have been kept—every space helped them visualise what daily life might have been like for sailors on long voyages.
They were especially intrigued by the challenges of living and working at sea, and many reflected on how different life would have been compared to today. The visit provided a hands-on way to understand the conditions faced during the era of British exploration and settlement.
It was a day full of curiosity, learning, and excitement that will no doubt enrich the students’ ongoing Inquiry Unit and writing projects this term.
Anjali de Quadros
Year 4 Class Teacher
Year 6 students visited Parliament House Victoria to learn how laws are introduced, debated, and created in the Legislative Assembly and Council. They then participated in a parliamentary role play with staff members, experiencing the law-making process by acting as various parliamentary roles such as Speaker, Premier, and Leader of the Opposition. The role plays taught students how to debate issues respectfully and understand political party dynamics.
For our Term 2 inquiry focus, the Year 6 cohort went to Parliament House. We explored the two different houses, the lower house, the Legislative Assembly and the upper house, the Legislative Council. Both houses had real gold in the walls and roof, as they were built during the Gold Rush. We learnt how laws and bills were made in the lower house, then passed to the upper house. Both houses had to agree and have royal assent (from a governor-general representing the monarch) for the bill to become a law. Our host was James, who worked in the Legislative Assembly. He told us any ordinary person could join Parliament, as he himself had been a drama teacher. The following week, James together with Julia, came over to our school to conduct an incursion role play. Several of the students were made ministers and others were premiers, deputy ministers and the speaker. James and Julia brought robes and a gold mace, and we discovered what happens with Parliament in action. The overall experiences were both interesting and engaging. – Lucy W
During the Parliament House Excursion, we learnt about the system to introduce and publish new laws or amend current laws, and about Australia’s parliamentary history. We went on a tour to the Green Room – home of the Legislative Assembly, and the Red Room – where the Legislative Council worked. I was fascinated by the architecture, patterns and especially the roof, lined with pure gold from Ballarat, Bendigo and Castlemaine from the gold rush. The following week, two Members of Parliament came to our classrooms and led us through a role play, where we debated about passing a law to ban gambling ads. We learnt the official manner to agree or oppose statements and the roles of each political figure. – Audrey C
During the excursion to Parliament House and the incursion role play, I learnt lots of things about parliament and its history. For example, I leant how the people in the House of Representatives create laws and how they debate with each other. It was enjoyable because I got to participate in such a wonderful role play experience and I truly believe that this helped me a lot in understanding Australia’s history and the democratic process. – Wendy Z
The excursion to Parliament House was a breathtaking experience. When we first entered Parliament House, it was like a museum. The walls had real gold brushed multiple times and were beautifully sculpted in shapes of flowers and different shapes. The incursion from Parliament House was also extremely knowledgeable. We learnt about the different roles and how the seats of Parliament were chosen. Overall, it was an amazing experience, and I thoroughly enjoyed it. – Cecilia Y
Jasvindar Gill and Margaret Hall
Year 6 Class Teachers
On the 7th of May Year 5S and 5G attended an excursion to the State Library of Victoria. We walked from the Junior School to Bourke Road and from there, we travelled by tram to Camberwell Station. We hopped onto a train and arrived in the city.
Our first event in the Library was to observe two paintings that showed a comparison between Melbourne 200 years ago and Melbourne of today. We were given time to explore the other artworks that showed us what it was like in the past.
Later in the day we moved into the La Trobe Reading Room or Dome. This building was named after Charles La Trobe and has a shushing desk right at the centre of the room. We gathered at the shushing desk and took a class photo.
We had a wonderful experience at the State Library of Victoria. It was also especially enjoyable getting the opportunity to ride on public transport.
Written by Chloe D on behalf of the Year 5 students.
This term, our Foundation students have been learning about how they can keep themselves safe and healthy, including exploring different community helpers that keep us safe at home, and at school.
Over two Wednesday sessions our Foundation students were lucky to take part in an exciting firefighter incursion. The visit offered a hands-on learning experience that was very memorable, whilst sparking curiosity and building awareness around keeping safe in an emergency.
Throughout the sessions, students learnt about fire safety. One of the highlights of the incursion was learning to ‘Stop, Drop, Cover and Roll’. Our students practised this technique and quickly understood the importance of staying calm and acting fast in a fire emergency.
Each student also had the chance to climb inside a fire truck and even use a real fire hose! With big smiles, the children took turns spraying water, guided by the firefighters who explained how the equipment works and what their job involves daily.
We are very grateful to the firefighters for their time and care with our students. Their visit made a lasting impression on the Foundation students and reinforced the vital role that emergency services play in our community.
“We went in the fire truck and we also sprayed the hose! My favourite part was seeing what was inside the fire truck.” – Alyssa
“I liked spraying the hose.” – Jennifer
“My favourite part was spraying the hose because it was really fun.” – Irena
“We got to spray the fire hose. I learnt that the firefighters can do other things as well.” – Roma
Mikaela Stanaway
Foundation Teacher
Our main House Event, the 3-6 Athletics Carnival, took place on Thursday 22nd May at Doncaster Athletics Track. Students from Years 3-6 competed in various track and field events to earn points for their houses. The event allowed students to showcase the skills they practiced in P.E lessons. It was a great day, with many parents attending to support and cheer on the students.
The Athletics carnival is a day for students to compete and an opportunity for them to learn life skills and demonstrate school values. Participants were seen cheering, supporting, and offering feedback to their peers. The event included the House Chants led by House Leaders, contributing to the atmosphere of the day. Singleton House received the Spirit Stick Award for their encouragement, sportsmanship, team spirit, and leadership. Congratulations to Singleton House.
All our students should be extremely proud of their performance and later this year many of them will move on to compete in the District Athletics and GSV Track and Field competitions that are being held in Term 3. The winning house on the day was LAWRENCE, second was SINGLETON, third TAYLOR and forth SCHOFIELD. Congratulations to LAWRENCE!
Kim James
Head of Health, Physical Education and Sport
Today, we hear from one of our School Counsellors, Paula Kolivas, who explains how we implement Child Safety Standards at Camberwell Girls.
There’s plenty to celebrate at the Secondary School - Reconciliation Week, sporting achievements, language masterclasses, and public speaking awards.
It has been a busy fortnight at Junior School with incursions, excursions and a number of student achievements.
The PFA was proud to host the annual Trivia Night in the Brooksbank Library last Friday evening.
