Rolling Hills Rock Stars win the G.A.T.E.WAYS Challenge

On 30th October 2014, four of our Rolling Hills Girls, Ashleigh, Emma, Jemma and Kaitlin competed against schools from all over our region.

The competition was fierce and the challenges were based on Maths, Science and English. All the teams worked hard throughout the whole day, working in teams to solve puzzles and find answers.

As the day ended and all the schools came together, it was announced that the highest scoring team of the day was also the highest scoring team ever for the Gateways Challenge and the winners were The Rolling Hills Rock Stars!

Well done girls to have achieved such an amazing result. We are all very proud of you.


You are welcome to discuss your child’s progress any time at Rolling Hills Primary School.  The Getting to Know You interview, early in Term 1, is a wonderful opportunity for you to share information about your child's strengths and specific interests, so that teachers can pass on relevant enrichment programs as they become available.

Rolling Hills Primary School acknowledges that each student is unique and possesses unique characteristics. Within the broad aim of the school is the inherent philosophy that students should be encouraged to reach and stretch their potential. This philosophy recognises that different students may need different resourcing to enable them to reach their full

Personalised learning at Rolling Hills is developed through literacy, numeracy and concept investigations.
Concepts being studied include Identity, Sustainability, Social Justice and Discovery.
Individual learning takes the form of:
  • Investigations in I-Time for students from Foundation and Level 1
  • Personal Inquiries for students from Levels 2 - 6


Term 3 in Foundation



Our topic this term is:  Fairness, Family, Friends

Social Justice: How can we develop equality in our community?


















Other Learning Areas

The Arts



  • Explore ideas for characters and situations through dramatic play
  • Use voice, facial expression, movement and space to imagine and improvise characters and situations
  • Present drama that communicates ideas and stories
  • Respond to drama, expressing what they enjoy and why 


The Humanities




  • Sequence significant events about personal and family history to create a chronological narrative
  • Identify the content features of primary sources when describing the significance of people, places or events
  • Identify examples of continuity and change in family life and in the local area by comparing past and present
  • Who the people in their family are, describe where they were born and raised and how they are related to each other and how their stories are communicated and shared



Personal and Social Capabilities


Self-Awareness and Management


  • Identify their likes and dislikes, needs and wants, abilities and strengths
  • Recognise that problems or challenges are a normal part of life and that there are actions that can be undertaken to manage problems


Social Awareness and Management


  • Identify a range of groups to which they, their family and members of their class belong
  • Practise the skills required to include others and make friends with peers, teachers and other adults




  • Explore needs or opportunities for designing, and the technologies needed to realise designed solutions
  • Visualise, generate, and communicate design ideas through describing, drawing and modelling
  • Use materials, components, tools, equipment and techniques to produce designed solutions safely
  • Sequence steps for making designed solutions
  • Identify and explore digital systems (hardware and software components) for a purpose



Term 3 in Levels 1 and 2?



Same but different, hooray!

Social Justice: How can we develop equality in our community?

Students are investigating similarities and differences of the various countries from around the world. They are exploring the reasons why people from different cultures have other ways of living. They are learning about equality and celebrating the multi-cultural groups and indigenous communities that make up Australia.



Through an immersion into a range of cultural experiences, the Level 1/2 students are developing an understanding of multicultural Australia. They are exploring different foods and traditions from cultures other than their own. They are learning to show respect for those who sound, look and act differently to themselves. They are developing an understanding that although we are all different, we all hold very similar values; love, friendship and care for our family.  Students will learn that in multicultural societies, we are more likely to be fair when we understand and value the similarities and differences between cultures.

Guiding/ essential questions:

What do different cultural groups contribute to Australia?

How can we appreciate and get the most out of living in a multicultural society?

In what ways can we treat all people fairly and with respect?       

Expected knowledge/understandings:

Students will learn about the traditions, celebrations, music and cuisine of groups that make up multicultural Australia.

They consider the importance of acceptance, understanding, respect and fairness

Students understand and value similarities and differences between cultures.

They will embrace the different foods and traditions from cultures other than their own.

Expected skills:

Research how people are connected to different places

Identify, describe and use different kinds of question stems to gather information and ideas


Other Learning Areas

The Humanities /



Geographical Concepts and Skills


  • Identify how people are connected to different places(Geographical Knowledge)
  • Aboriginal and Torres Strait Islander Country/Place on which the school is located and why Country/Place is important to Aboriginal and Torres Strait Islander peoples, and the ways in which they maintain special connections to particular Country/Place
  • Definition of places as parts of the Earth’s surface that have been given meaning by people, and how places can be defined at a variety of scales
  • Representation of the location of places and their features on maps and models, including a globe, and the location of the major geographical divisions of the world in relation to Australia






Historical Concepts and Skills


  • Sequence significant events about personal and family history to create a chronological narrative



Historical Knowledge


  • How they, their family, friends and communities commemorate past events that are important to them

  • How the present, past and future are signified by terms indicating and describing time



Critical and Creative Thinking





  • Investigate ways to problem-solve, using egocentric and experiential language

  • Consider ways to express and describe thinking activity, including the expression of feelings about learning, both to others and self (Questions and Possibilities)

  • Make simple modifications to known ideas and routine solutions to generate some different ideas and possibilities

  • Identify, describe and use different kinds of question stems to gather information and ideas



Ethical Capability


Decision Making and Actions


  • Explore the type of acts often considered right and those often considered wrong and the reasons why they are considered so



Intercultural Capability


Cultural Diversity


  • Identify and discuss cultural diversity in the school and/or community

  • Imagine and explain what their responses might be if they were placed in a different cultural situation or setting



Cultural Practices


  • Describe their experiences of intercultural encounters in which they have been involved

  • Identify what is familiar and what is different in the ways culturally diverse individuals and families live



Personal and Social Capability


  • Social Awareness and Management

  • Recognise that conflict occurs and distinguish between appropriate and inappropriate ways to deal with conflict



Term 3 in Levels 3 & 4



Social Justice:  In their Shoes


Students will learn empathy for those less fortunate than themselves. They will learn about being proactive when addressing injustice, where and when they see it occurring. Students research an area in our community where support is needed. They will research a charity that supports this need. Students will develop a product and work in teams to sell this product at a mini-market. All proceeds from the sales of their product will be donated to the charity of their choice.

Guiding/ essential questions:

    • How do we as a society show fairness to the disadvantaged?
    • How can I show that I believe in social justice?

Expected knowledge/understandings:

·         There are many charities which help the less fortunate and disadvantaged in the community

·         The community can assist charities to do their work by volunteering and donating

·         We can all make a difference to those who need the most assistance in our community

Expected skills:

·         Researching charities in the community

·         Identify challenges others faced in our community

·         Research and record data to establish needs for support in our community

·         Developa plan to make/find a product to sell

·         Use ICT to research, create and present information

·         Be able to discuss ways in which we are fair and unfair in our society

·         Describe factors that can positively influence relationships and personal wellbeing


Other Learning Areas



Health & Physical Education

Personal, Social and Community Health


Describe factors that can positively influence relationships and personal wellbeing



The Humanities /


Civics and Citizenship


Government and Democracy


  • Identify how and why decisions are made democratically in communities
  • Explain the roles of local government and some familiar services provided at the local level
  • Identify features of government and law and describe key democratic values



Laws and Citizens


  • Distinguish between rules and laws and discuss why rules and laws are important
  • Explain how and why people make rules



Capabilities / Critical and Creative Thinking




  • Investigate a range of problem-solving strategies, including brainstorming, identifying, comparing and selecting options, and developing and testing hypotheses
  • Consider concrete and pictorial models to facilitate thinking, including a range of visualisation strategies
  • Examine an increased range of learning strategies, including visualisation, note-taking, peer instruction and incubation, and reflect on how these can be applied to different tasks to reach a goal



Questions and Possibilities


  • Investigate different techniques to sort facts and extend known ideas to generate novel and imaginative ideas
  • Construct and use open and closed questions for different purposes





  • Explore distinctions when organising and sorting information and ideas from a range of sources
  • Distinguish between main and peripheral ideas in own and others information and points of view
  • Investigate why and when the consequences of a point of view should be considered
  • Examine and use the structure of a basic argument, with an aim, reasons and conclusion to present a point of view



Capabilities / Ethical Capability


Decision Making and Actions


  • Discuss the role of personal values and dispositions in ethical decision-making and actions



Understanding Concepts


  • Discuss the ways to identify ethical considerations in a range of problems



Capabilities / Personal and Social Capability


Self-Awareness and Management


  • Identify how persistence and adaptability can be used when faced with challenging situations and change
  • Identify personal strengths and select personal qualities that could be further developed




Social Awareness and Management


  • Identify the importance of including others in activities, groups and games
  • Demonstrate skills for effective participation in group tasks and use criteria provided to reflect on the effectiveness of the teams in which they participate


Term 3 in Levels 5 & 6



 Humanities/English: Social Justice

The RIGHT Fight



Students will investigate human rights, social justice and social justice advocates through examining examples from around the world. They will select a person who has contributed to the fight for social justice and conduct research about their notable person's life and work.

Guiding/ essential questions:

In a Social Justice context, who have been agents of change?

What were the personal character strengths that enabled them to make significant change?

How can I support their legacy?

Expected knowledge/understandings:

Different cultural groups work together to achieve their goals

Students will to respect their own and others’ cultures

Students will learn how to understand the concept of global citizenship

Students will learn how significant people have advanced social justice causes

Expected skills:

Pose questions and find relevant resources

Summarise information

Write a biography

Make a timeline

Prepare and present information in a speech


Other Learning Areas




  • Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
  • Plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
  • Participate in formal and informal debates and plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis



The Humanities / Civics and Citizenship, Diversity and Identity


  • Examine the concept of global citizenship
  • Investigate how people with shared beliefs and values work together to achieve their goals and plan for action

Visual Art is where students are given the opportunity to express themselves visually in a range of media including; drawing, painting, modeling, sewing, construction, collage and textiles.

We use a range of materials, tools, techniques and understandings to develop our own art works. We also explore art works by specific artists or art periods and recreate our own versions of these.

Students have one hour of Visual Art every week and where possible are given the opportunity to have their art work displayed in the community through competitions, shows and displays.

The focus of the Physical Education Program at Rolling Hills Primary School is to deliver a program of sequential skill development, promoting fun, fitness and a positive attitude to participation.  Students in all year levels participate in one hour Physical Education lessons each week, with an additional hour of Level Sport for Levels 3 - 6.  Students in Foundation participate in the Perceptual Motor Program, through their Phys Ed lesson and I-Time.

Chinese (Mandarin) at RHPS is about learning communicative skills through fun, engaging and challenging activities.  Understanding Chinese culture and cultural diversity is also valued as an important part of our class learning.

We have a large, bright Chinese room. We have been developing learning spaces and a variety of learning resources including those to enhance ICT skills.  As part of our sister school relationship, we introduced a program called "Air Time" for students at Level 3 to Skype their Level 3 peers at Kunshan Experimental Primary School in China.  Our first communications were simple introductions and greetings.

The focus of the Performing Arts Program at Rolling Hills Primary School is to promote a passion for and enjoyment of and skill in the areas of drama, dance, singing and music. Students in all year levels participate in one hour Performing Arts sessions each week. Students also have the opportunity to participate in numerous extra-curricular programs and performance opportunities including:

Musical Productions

We hold a bi-annual music program.  In the odd year, students from Levels 3-6 present a major Musical Production and our Foundation - 2 students participate in a junior concert, which is in the theme of the musical being presented.  In the even year, we present a whole school concert.



Excursions and visting arts programs are offered 3-4 times per year to support the curriculum program at the time.  The curriculum foci alternates every second year and classroom teachers ensure that the excursions are relevent to the learning concepts.  Programs which have been successful at each level and are all-time favourites include:


Melbourne Zoo, Emergency Services

Levels 1/2

Healesville Sanctuary, Creativity in a Healthy Kitchen, Just Like Me (Social Justice)

Level 3/4

Taskworks, Fizzics, Cosmodome, AFL 9s

Level 5/6

Scienceworks, Professor Maths, Team Building/Orienteering

A number of whole school programs are offered in conjunction with Inquiries and Investigations such as Starlab and Hands on Science.



Camping is considered to be a valuable part of Rolling Hills Primary School’s program. It is valued as an end in itself as it provides a certain unique set of values and opportunities that justify its inclusion in the curriculum. Camping provides each child with the opportunity to gain knowledge, experience and a sense of achievement through a variety of challenging situations in a non-school setting, while at the same time developing social skills, a sense of responsibility and independence.

Our program is progressive, allowing children to build confidence in their ability to be independent.

Level 1

Dinner and games at school.

Level 2

Combined dinner and designated activities with an overnight sleep at school on the same night as Level 1

Level 3 and Level 4

Camp or Tour of 1 or 2 nights - Adanac, CYC Camp Melbourne

Level 5 and Level 6

Camp or Tour of 4 nights - Sovereign Hill, Coonawarra







Camps for 2017:


Levels 3 & 4 - City Experience

Wednesday, 16th - Friday 18th August


Levels 5 & 6 - Coonawarra

Monday, 24th - Friday, 28th July




Tracking ID: UA-59210082-1