You may have already seen this video doing the rounds via the online news platforms but I am sharing just in case you have not seen it.

It shows the top 15 companies (based on value) and how they change from 2001 to 2018.  Fascinating, well to me anyway,  to see which companies quickly rise to the top and which ones drop down during the 5 minute video covering 17 years (2001-2018)

 The video highlights the change in society and how in 17 years (less than a generation) things change so quickly.
I wonder which companies will be on the list in 17 years time and how many of those are yet to start up.
It is very likely that our children will end up working for/leading companies that are yet to exist or are not on the list (yet).


If your child is in Year 6 you will recall at the beginning of the year, during the first unit of inquiry on digital citizenship, that the school shared clear views around children accessing social media sites such as instagram and Whatsapp.  Our view was and still is that children should not have access and if they do, they need to be closely supervised by an adult.
You may also remember, if you attended any of our Digital Citizenship workshops, that I shared stories about children, from Peak School, being suspended from school in previous years for their inappropriate actions on social media and that I would not hesitate to do this again should it impact on us as a school.
I am very pleased to report that we have not had to get involved this year in any social media issues between our children.  We did however want to send a timely reminder to ensure you are fully aware of what access, if any, your child has to social media so you are confident your child is safe and making appropriate decisions online.
In our experience Term 2 and 3 are the terms that the children start to really explore social media sites and start to test just how well supervised their actions will be at home.
Our concern is that we are starting to see evidence of our children accessing social media, with what would appear to be very little supervision from home.  This is frustrating for us as we know you care deeply for your child but this is an area where children of this age still need your close support/supervision.
We have been shocked to learn from a recent survey of our Year 4-6 children just how many have access to Instagram, Whatsapp and other forms of social media.
We are starting to see/hear reports of Year 5-6 children on Instagram and our real concern is that in one case a quarter of followers, for one of our girls, were adult men whom she did not know.  This is not uncommon and we see this every year.  Our frustration is that it would appear our message is not getting through to our parent body in regards to how imperative is is to support/supervise their child/ren online assuming you have made the choice to give them access.
If you have made the decision to allow your child to have access to certain social media sites, please provide the necessary support and supervision so that you are confident that your child is safe and making appropriate decisions around what to post.  Without this support, it has been our experience that children of this age simply do not have the maturity or awareness to use the sites appropriately and safely.
Ultimately it is your decision what access, if any, your child has to their own device and social media sites.  If you have any concerns or questions about your child’s online activity or how you can best support them, please do not hesitate to contact us for support.


The school has been working on a definition of quality learning as part of the Learning and Teaching Policy and we would now like to share this with you for feedback.

The teaching staff and the School Council have provided input and we now seek input from our parent body.

The Learning and Teaching Policy brings together all the elements including our philosophy, our approaches to learning and teaching and all the other procedures and policies that link to this.

Below is the first page of our new draft Learning and Teaching policy and we would really appreciate any feedback especially regarding the section highlighted in BLUE below.

This policy outlines the philosophy and approach to learning and teaching at Peak School.  It is consistent with the school’s mission statement and values which are as follows:

Mission Statement – At Peak School we aim to become effective communicators, confident critical thinkers and enthusiastic life-long learners.  In partnership with our community, we strive to have integrity and be socially responsible global citizens.

Core School Values/Attributes:

Balanced, Caring, Principled, Thinkers, Communicators, knowledgeable, inquirers, risk-taker, reflective and open-minded.


As a school we understand that the world is changing and there is a movement away from simply acquiring knowledge to the importance of skills.  

High quality learning is relevant, challenging, significant and engaging.  It is most effective and meaningful when there is an environment that challenges, provokes, stimulates and celebrates learning.  High quality learning focuses on what the learner can do rather than simply on what the learner knows.

Learning environments that allow student agency, with positive relationships between all learners are crucial to the successful learning at Peak School.

At Peak School, we believe in teaching and learning to respect, celebrate and recognise the normality of commonalities and diversity in all areas of life.  We strive to become global citizens through a curriculum based on respect, critical and creative thinking, and informed/reflective action.

Through our commitment to international and intercultural education, as global citizens we respect, think and take action.

Respect ourselves so we can respect others wherever they live or come from

Think deeply and critically about what is fair and what will help our planet

Take action to make a positive impact.

As an IB and CIS school we actively develop internationalism through our program. Within this framework, teaching and learning is underpinned by the IB Learner Profile Attributes (see above).

You can view the full Learning and Teaching policy by clicking HERE.



Last term we updated our Assessment policy.  It was only a light review as the IB has recently launched the Enhanced PYP which will require us to make a number of changes to this policy moving forward.

We wanted to work through the Enhanced PYP changes for at least a couple of terms before completely revamp the Assessment Policy.  To this point the updated policy probably does not look that different to you than the assessment policy I shared back in 2018, and in previous years.

We are also working closely with Michael Fullan et al on a “Deep Learning” project.  Although we are in the early stages of understanding how the Deep Learning project could benefit Peak School, it has helped us develop a framework for the Learning and Teaching policy which has been very helpful.

You can view the updated Assessment Policy HERE.  It outlines our philosophy, our approaches as well as the different roles we all play in terms of assessment, reporting and recording.  It also provides an overview of what you can expect throughout the year in terms of reporting to parents.