- A Message from the Head of Campus
- What's food got to do with flourishing?
- Busy as Bees in a Hive!
- Finding Treasure in the Cocoon
- Meeting community needs in Foundation
- Organising Nature Play Day in Years 1 & 2
- How we role in Year 3
- Experiential Learning in Year 4
- Unpacking our Year 5 Study Tour
- Let's Hear it From Year 6
- Father's Day Breakfast - Wednesday 31 August
- Join us for the Minimbah's The Little Mermaid
A Message from the Head of Campus
Dear Parents,
Last week Minimbah hosted the first of three presentations for our community in launching the School’s Strategic Direction 2022 to 2030: ‘Learning to Thrive’. It was wonderful to welcome parents and friends to the evening and share the mission, values and strategic direction of the School as we look forward to supporting our community to thrive in the years ahead.
As we are currently immersed in our whole school production, I have been reflecting on our mission and values and have been proud to see them represented through the experience of bringing The Little Mermaid to life. Our students have been given the opportunity to solve problems, to collaborate with one another, and with staff in the creative development of the show. Costumes have been designed and made, scenery and props created, and a Director’s vision has become reality with the support of student commitment and enthusiasm. The nurturing encouragement of our Year 6 students has been exceptional as they have supported younger students to bring ensemble scenes together. Working with mind, heart, and hand has been paramount for all students as the production emerges, from its parts into a whole.
We are very much looking forward to presenting The Little Mermaid to audiences next week. This week we brought together the Year 6 cast for the first time with each class, and we worked on the whole school medley items. It was very exciting too, for the children to try their costumes on for the first time. If you haven’t secured tickets, please do so via the link here.
Rehearsals this coming week
We have a very full schedule next week with final rehearsals before our three performances. All students from Foundation to Year 6 will travel across to the Senior Campus on Monday and Tuesday for technical and dress rehearsals, and on Wednesday for the Matinee performance.
Please note, the canteen will not be open on Tuesday or Wednesday as we will not be on site for lunch (the canteen does not operate on Mondays). Please send along a packed morning tea, lunch, and drink bottle.
Make-up and Hair Requirements
Every student is going to wear make-up so that their facial features stand out under the theatre lights. Students should come to the theatre with their make-up on, but should bring their make-up kits with them every day next week.
Each student must have their own personal make-up kit (use a named make-up purse or strong zip-lock bag) which contains the following items:
- Foundation – a couple of shades darker than their natural skin tone
- Sponge to apply foundation
- Black eyeliner pencil
- Black mascara
- Red lipstick
- A packet of travel tissues
- Make-up remover wipes (you cannot have too many!)
Any additional make-up items will be provided by the School. Please reach out if you need any help or advice organising make-up supplies.
Hairstyles should be as follows:
Long hair should be tied back in a low ponytail with a thin band that matches the natural hair colour. Use hair products to make sure hair is tidy and off the face.
Short hair should be gelled and/or sprayed so that it stays off the face.
It is a good idea to include hair products and a hairbrush or comb with the make-up kit.
Arrangements for the evening performances – timing and locations for drop off and pick up:
Year 6 students should arrive at 5.00 pm on Wednesday and Thursday evenings. They should be dropped off at the Green Room which is located next to the Senior Campus Hall.
Foundation to Year 5 students should arrive no later than 6.00pm on Wednesday and Thursday evenings.
Class teachers will check students into each room on arrival.
- F -2 students should be dropped off in the Drama Studio in The Jago Centre
- Year 3 and 4 students should be dropped off in J2
- Year 5 students should be dropped off in J4.
J2 and J4 are rooms inside The Jago Centre (please refer to floorplan below for locations).
- The collection of students following each performance will be from the same locations. Class teachers will check students out on collection.
Father’s Day Breakfast
We also look forward to welcoming family and friends to the PFG Father’s Day Breakfast on Wednesday morning from 7.30am – 9.00am. There will be fresh barista coffee and a delicious egg and bacon roll to kick-start your day.
So we can accurately cater, please let us know you are coming via the link here.
Grandparents' Day
Our annual Grandparents Day is scheduled for Tuesday 13 September from 9.30 am to midday. We will welcome grandparents and special friends to our classrooms for activities with the children followed by a special concert and delicious high tea in our grand marquee on the oval.
RSVPs are essential. Please book in now via the link here.
Learning By Doing
I recently had the privilege of spending a couple of nights away on Study Tour with our Year 5 students at Sovereign Hill in Ballarat. The students were transported back to the 1800s to experience school life on the goldfields. This immersive study tour provided the children with a real-world experience of living history. Decked out in period costumes, the children practiced their best copperplate handwriting using nib and ink, recited standard behaviour and values maxim,s and ensured Ma’am and Sir were well pleased with their efforts!
Year 3 and 4 Camp
I wish our Year 3 and 4 all the best as they head off to camp in the final week of term. They too will be immersed in learning by doing: helping, collaborating, supporting, being challenged, and having a lot of fun in their first primary school camp. Great times ahead!
Term’s Notice
Just a reminder that as per the School Terms of Business, any withdrawals from the School must be confirmed with a term’s notice. School fees will be charged in lieu of notice.
I look forward to welcoming you all to the events coming up over the coming weeks,
Kind regards,
ROD
Head of Campus
What's food got to do with flourishing?
In our most recent Student Flourishing at School Survey (which all students in years 7-12 complete twice a year to provide us with a snapshot of their general wellbeing), nutrition and sleep were highlighted as areas for attention. It may or may not be a behavioural hangover from lockdown life, but the fact is the food we put into our body can have a huge impact on how our brain works and our overall feeling of positive wellbeing. From a physiological point of view, food can improve working memory, concentration, and focus, support problem-solving functioning, sustain physical energy, and influence the quality of sleep.
Fuel for thought
Our brain is the most complex part of our bodies. Like a computer, it runs millions of processes every day. It never stops working, so it needs constant topping up with the fuel it operates on – glucose - which is a type of sugar. Our body obtains glucose from our food, and it’s delivered to the brain through the bloodstream. The problem is, our brain can’t store glucose, so we need to top up our levels throughout the day.
Which foods are the best fuel?
Healthy brain foods include:
Protein — meat, fish, eggs, poultry, legumes, nuts and seeds, dried beans and lentils, dairy products, and soy products. Protein helps your brain send messages to the rest of your body, and helps create brain chemicals that improve your mood.
Antioxidants — fruits and veggies, including berries, and pomegranate juice. Antioxidants can help delay or even prevent certain effects of aging on the brain.
Omega-3 — oily fish, flax seeds and flax oil, and eggs, chicken and beef. Omega-3s have been found to help your brain work harder and improve your mental health.
Dietary cholesterol — dairy and egg yolks. Your brain relies on cholesterol to create the cells that send messages to the rest of the body.
Monounsaturated fats — avocados, nuts, olive oil, canola oil and peanut oil. Food that contains monounsaturated fats can improve your memory and help your brain work harder, better, faster, stronger.
Caffeine (moderate amounts) — tea, coffee and dark chocolate. In small doses, caffeine can help you feel refreshed and more focused.
Water - Your brain is 73% water, and water is vital to keeping your body (and brain) in tip-top shape.
What we eat affects how we sleep
Sleep research suggests that a teenager needs between 8 and 10 hours of sleep every night. However, most teenagers only get about 6.5 to 7.5 hours sleep per night.
Chronic sleep deprivation can have dramatic effects on a teenager’s life, including affecting their mental well-being and reducing their academic performance at school.
A balanced, nutritious, and healthy diet contributes to better, more restful sleep while a poor diet contributes to poor sleep quality and short sleep duration. The right foods can encourage better sleep efficiency, healthier sleep onset latency— the time it takes you to fall asleep— and may even contribute to more restorative, deep sleep. Therefore, the foods we eat during the day are not only vital to our physical health, but they’re key to our sleep health as well.
In an article published in Sleep Review Magazine, Dr. Jose Colon shares the following links between nutrition and sleep:
1. There’s No “One Size Fits All”
There is no single “best” diet for a good night’s sleep. Diet, nutrition, and sleep intersect in complex ways that differ from one person to the next depending on factors like age, lifestyle and activity levels, health, and genetics.
2. Nutrition’s Impact on Sleep Quality and Sleep Quantity
Broadly speaking, diets filled with fibre, moderate amounts of complex carbohydrates, plenty of high-quality protein, and healthy fats are associated with more deeply restful, restorative, and plentiful sleep.
3. Consistency is Key
It’s important to maintain a consistent sleep-wake routine each and every day. A consistent sleep schedule also helps regulate your appetite and reduce cravings for the foods that disrupt sleep.
4. Timing of Eating Effects Gut Health
Establishing a consistent eating schedule, optimizing those times to align with your circadian biology, and allowing sufficient time for the body to fast overnight may help you keep your gut stocked with more health-promoting bacteria. This is significant given the composition of the gut microbiome directly affects our mental and physical health. The gut microbiome is often referred to as our body’s 'second brain'. It influences our mood, metabolism, cardiovascular and circulatory health, as well as our immune system and risk for chronic disease. The microbiome is also responsible for producing some of the body’s melatonin supply, as well as other hormones and neurotransmitters involved with sleep.
5. Short Sleepers Have Distinct Eating Patterns
Short sleepers are often defined as those persons getting less than 7 hours a night. Not getting enough sleep alters the hormones that regulate appetite; this increases cravings for salty, fatty, and sugary foods, and increases overall daily calorie intake.
Food for Thought
A healthy and nutritious diet isn’t just vital for your overall health and brain functioning; it’s important for your sleep health, and vice-versa. If we want to focus on what’s in our control to support ourselves and our children, to function at their best, to thrive and to flourish, then food has everything to do with it.
Bon appetite & sweet dreams,
DONNA NAIRN
Director of Counselling
Acknowledgements & further reading:
Foods that help our brain study
Sleep Doctor Nutrition
The awful spike in Eating Disorders during Lockdown
Teenagers and Sleep
Busy as Bees in a Hive!
The past month in the Hive has been full of inquiry! The children have been learning through play and experiential learning around their areas of interest. Two significant lines of investigation have come from their play. These include 'Space' and 'manipulation of materials to create change' (clay, box construction, and colour mixing).
We have worked through problems as they arise in real-life situations. For example, when working with clay to replicate planets in space, the children had to find materials and tools that they could manipulate to create the space scene they planned.
“This box won’t go round,” Oscar.
“How will we make the Saturn ring?” Tom.
“It won’t stick, so we need something stronger,” Arlo.
“We could use playdough,” Amelie.
“Or clay,” Aaren.
“Let’s try clay,” Tom.
“It works,” Aaren.
“You can roll it,” Mila.
“And push bits in,” Noah.
“It dries out if you leave it,” Oscar.
The process of exploration and collaboration in the program was essential as all educators allowed the children time to work it out for themselves rather than just asking them to carry out the task using specific materials.
Time to explore and experiment and work with others was vital as they could experience ‘failure’ and use it to try new ways, be creative, and feel a strong sense of pride when they eventually worked out how to do something.
Manipulating Objects to create change
Box construction and construction
“My robot now stands up. It needed tape at the bottom,” Oscar.
“This tower has a strong base and a small top. It’s not heavy up there,” Zahli.
Is it strong? “Yes, because it’s not too heavy now.” Zahli.
Sticky Slime
“It’s sticky and lumpy”, Alice.
“Gooey”, Amelie.
“It mixes up”, Walter.
“We wanted rainbow”, Mila
“It’s just brown”, Rafi.
“And purple”, Cassie.
“All the colours make it brown. Some bits are white still” Tom.
“Let’s add blue”, Oscar.
“It doesn’t work”, Aaren.
“Maybe just two colours”, Aaren.
The children predicted that adding all the colours together would make rainbow slime! They naturally discovered through independent inquiry that it made the colour brown. The children acquired this knowledge by ‘doing’. This activity was carefully planned with educators after the children had a theory that they could make rainbow-coloured slime. Journaling this process in our Morning Meeting book allowed us to chart our discussions and allowed educators to plan for further learning.
Bubble play
“The long one makes bigger bubbles,” Seb.
“Wow, this one is sooo little,” Walter.
“I can make so many bubbles by pushing hard," Noah.
“If you add water, it won’t work," Mila.
“How is that one orange?” Seb.
“Awwww WOW," Spencer.
“That one is ginormous,” Tom.
“Hey, it works. It’s not even a bubble wand,” Arlo. (We hand-made some different bubble wands ourselves. Arlo uses the cotton wheel with wire).
“The wind moves it," Alice.
Art and manipulation for cause and effect
“It’s still got colour all over it”, Rafi.
“The water moves off the colour”, Aaren.
“If you put too much (watercolour), it’s just wet”, Seb.
“It goes light red when you mix the white and red”, Luca.
“It will make a rainbow when we add all the colours”, Tom.
“I made green. It’s blue and yellow,” Maisie.
“Mine is blue. It made bubbles,” Cassie.
Experiential learning in the Hive allows children to collaborate with others and work out their own strategy with support, rather than follow instructions or formulas to arrive at an answer. Throughout this reflection, you will note that the children’s conversations with one another provide time for them to observe, explore and notice. Educators do not tell them how things should be done; we listen to them and question when the time is right.
This year our education team has been working with consultant Kirsty Liljedren to do some action research. We have all noted that listening deeply to the children has enabled us to see their creative thinking and that they are learning that there are multiple ways we can arrive at solutions.
LISA COXON
Head of Early Childhood
Finding Treasure in the Cocoon
Cocoon Group Art Exhibition
In valuing a strong image of children as artists, we explored the concept of Being and becoming an artist and invited the children to think about what an artist is.
“Somebody who does beautiful pictures.” Remi
“You do paintings and colouring.” Gemma
“Paintings are art and they put them in a museum.” Huxley
“It’s a teacher that learns how to draw and paint and shows others.” Austin
“You really think about what you’re going to paint.” Stevie
Following on from this discussion, and drawing from our current unit of inquiry, How the world works, we playfully explored different materials from the earth - clay, charcoal, wire, and paint - to transform them into something else. This process of exploration led the children to design and create meaningful pieces of artwork that represented their individual memory of the creek and other places. The children watched as wood was transformed by fire into charcoal, which can then be used to make marks. Some children rolled the charcoal on the side to make shade within their drawings. Using a firm grip, the children pressed the charcoal onto the paper.This experience allowed the children to draw anything that was important to them or anything that they simply liked using a different medium. The words of each child were captured around their drawings.
If I Could Paint the World Collaborative art piece
Our Art Teacher, Mrs Pilgrim, set up a collaborative class masterpiece based on the storybook If I could paint the world by Sarah Massini. This book prompts questions regarding change, thinking, and imagination. What colour would the world be? The main character’s imagination has no limits, but how much does she really want to change the world?
The collaborative art experience allowed the children to explore skills using patterns, colours, and shapes. Using their creativity, the children were able to colour mix, and see change while developing their fine-motor skills using paint sticks. Colour recognition and different shades were also evident. Working alongside each other, the children were able to show awareness and give each other enough space to be creative. Some children used the white paint sticks to notice shades of colour. The children explored by adding colourful and patterned textural paper. Exploring with glue sticks and scissors, the children cut and pasted a range of coloured paper onto the collage. This piece allowed the children to be aware of space and surroundings, as they worked alongside each other to form a collaborative collage masterpiece.
The Cocoon children invited the parents, family members or a special friend to the Pop-Up Art Exhibition in the ECC. It was so special for the children to show their artwork to others. The Art Exhibition allowed the children to communicate about their artwork to their family members or special friends. All children were open-minded when creating their art pieces. A range of key concepts such as form, change and connection were shown.
Inspiration can come from the everyday: flowers, the weather, a favourite item, music, or even other pieces of artwork. Listening to music while painting can influence an artist as the rhythms and tones of genres like classical, pop music, or rap inspire varying brush strokes, gestures of dots and splashes, or themes for colour palettes, and opportunities for discussion and extended insight. Paints can be combined with other mediums like markers. Some questions to encourage further exploration could be: what happens when the edge of one colour runs into another colour? Try using only a little water on your paintbrush, what do you notice about the colour? What happens to the colour when you add more water? What happens when you wet your paper first with a spray bottle or a sponge? How many different greens can you invent? What would you name your greens? Add white and one colour to the easel, how many different tints can the children make? Add black and one colour to the easel. How many different shades can the children make?
Treasure Map Adventures
Treasure maps and finding treasure has been a strong interest amongst the children. We have noticed ‘treasure’ being hidden in the sandpit under the sand which led into an inquiry to extend this interest by offering the children a provocation of a treasure map of the creek. The children discovered a piece of the map in their letterbox and together in Morning Meeting we wondered, 'what it could mean?' The pieces were put together and the children discovered that the puzzle was the creek, noticing the steps, the climbing trees, the creek, the stick home, and the shelter where we hang our bags. The most exciting discovery was an x on the map which the children explained was where the 'treasure' was.
At the creek, the treasure map was placed on the ground to discuss, to recognise the features of the creek, and orientate the direction to find the treasure. The children set off to find the treasure and discover with much joy and anticipation that the treasure was a beautiful gift from Veronica to express her gratitude and thanks to everyone during her time with us. Veronica has gifted the ECC a beautiful book titled Maybe by Kobi Yamada to treasure forever.
Thank you, Veronica, for this rich and rewarding inquiry, and also for your time with us. We aim to explore and research the concept of maps further with the children.
We look forward to many rich playful learning opportunities and inquiries to come.
Warm Regards,
COCOON TEACHERS
Meeting community needs in Foundation
Dear Foundation Families,
This term, the children have enjoyed exploring our central idea 'Products and services are created to meet the needs of a community'. It has been wonderful to see the children starting to think about roles and responsibilities, occupations, and different products and services. They have been encouraged to explore these ideas, engage in the design process, and be creative and critical in their thinking.
We love opportunities to take our learning beyond our classroom so the children can apply their understanding in meaningful, real-life contexts. The Foundation students have taken the lead to perform a service and collect goods for the local community by organising Pyjama Day on Friday 2 September. We are asking all Minimbah children from ECC to Year 6 to wear their Pyjamas to school and donate some new pj's, socks, or jocks to charity Mothers Supporting Families in Need (MSFIN) so that they can be given to local families who are vulnerable. The Foundation students have created posters, delivered collection baskets, and confidently explained the day to all the other classes in our school community. I am sure their efforts will be greatly appreciated by the volunteers at MSFIN.
We also like to connect our learning to our play and discovery at the creek each Wednesday. The children have enjoyed being inventors, engineers, and even meteorologists during our time at the creek this term. I have been very impressed by their ingenuity and resourcefulness, creating bridges for humans and frogs, clay shops, museums, bush tools, rain gauges, weaving schools, and mini animal habitats.
It has been great to make literacy connections with our current unit of inquiry so that the children can listen and respond to fiction and non-fiction texts that help them explore roles and responsibilities. The children have really enjoyed Andrea Beaty's picture story books, such as Rosie Revere, Engineer, Ada Twist, Scientist, and Iggy Peck, Architect. These books not only focus on roles and responsibilities but also encourage many of the attributes of the IB learner profile, such as being a risk-taker, an inquirer, and a thinker.
In Maths this term, we have continued to consolidate our place value understanding and moved to numbers beyond 20 and skip counting. Our 100th day of school was an excellent opportunity to practice counting by 10s and visualising what ten groups of ten looks like. We have also begun to explore patterns and will introduce money and time before the end of term.
I hope you are all having a relaxing weekend as we have a very busy, exciting week ahead. We look forward to seeing you all at The Little Mermaid on Wednesday and Thursday evening.
PJ day on Friday 2 September should be lots of fun and a great way to relax after our final show on Thursday night.
Thank you for your continued support,
JACQUI
Foundation Teacher
Organising Nature Play Day in Years 1 & 2
Our focus on Discovery Day is always on using practical, real-life experiences to help students grasp important concepts and develop the skills that will serve them in life. Discovery Day allows children to engage directly with their world and apply their skills and understanding. During these days we access the local community and the resources available within it. The outdoor experiences allow for community connections to be fostered and encouraged. They are days that are purposefully planned and explored.
In Year 1 and 2 our current unit of inquiry explores 'How we organise ourselves’ and we are focussing on the central idea Organising events requires people to develop systems and processes. On a recent Discovery Day, the children organised a ‘Nature Play Day’ event. The children planned, created, implemented, and actively participated.
Curriculum areas included:
Literacy: writing (brainstorming, planning, reflection, and advertising posters), reading (instructions), speaking and listening (communicating what activity had been set up, collaborating, sharing ideas, and explaining their activity to participants)
Numeracy: time (how long will the event run for, timekeeping), number (quantities of materials required)
Inquiry: exploring systems and processes required for an event
Learner Profile Attributes: Communicators, Thinkers, Open Minded, Reflection, Risk Takers and Inquirers.
For the event to be successful the children also needed to use past knowledge when choosing and setting up the event. The children discussed what they loved doing out in nature and used these experiences to determine the activities. Activities included whittling, boat making, gravity glue, stick creations, and potion making. With a small group of peers, the children brainstormed, collected materials, chose a site, set up their stall and ran their activity.
The event was a great success. The Foundation children were able to experience the ‘Nature Play Day’ and the Year 1 & 2 children gained great insight into what is required to run an event.
The experiential learning that occurs in our outdoor classrooms contributes to the children’s overall development, by giving them opportunities to be more creative and reflect on abstract concepts, which in turn helps them make stronger connections to the information. Learning by doing allows students to grasp new concepts more easily, strengthens their problem-solving skills and the children realise that there’s more than one way to solve challenges. It also transforms mistakes into valuable learning opportunities, with more of a focus on experimentation and discovery, and creates a lifelong love of learning.
LIANE CLEMENTS and ALEXIS TAME
Year 1 and Year 2 Teachers
How we role in Year 3
I am incredibly impressed by this Year 3 group's ability to pivot, bend and remain positive to ensure the learning continues in this winter term.
Upcoming dates:
Inquiry – Who We Are
The students enjoyed our Unit of Inquiry - Who We Are as they learned about positive role models, how to influence others and how they can be positive role models too. At the start of the unit, the students identified role models who were pop stars and YouTubers. At this point, those famous people still rate very highly, but the students have expanded their list to include some famous names including Mahatma Ghandi, Julia Gillard, Nikola Tesla, and many more. They have also identified some local heroes that include family members, coaches and school staff.
The exciting part is that the students discovered they can be role models too! It gets real as the students step into leadership roles and take action by seeking to continuously improve our approach to sustainability across the school. In an ongoing manner, the students will be managing the bins, collecting soft plastics, recycling old stationery, reusing materials, and running the compost systems. A key aspect will be collaborating with the Year 4s to show the younger and older students how to support their initiative.
I have heard that the students once again represented themselves incredibly well at assembly: no easy feat when your teacher is in isolation! It would not have been unusual to completely cancel given the circumstances, given there were also so many students in isolation leading up to the assembly! I am terribly proud of the students for having the bravery and enthusiasm to perform and make it all come together. Thank you also to Mr Clapham, for helping to make it happen on the day!
Inquiry
Unit of Inquiry: How The World Works - (One of the six trans-disciplinary themes that we use to structure Inquiry each year) | Learner profile attributes/dispositions: Balanced, Caring
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Central Idea: Systems within the human body support it to function effectively | Lines of inquiry: An inquiry into… What the human body needs to function How systems in the human body work How we can support our body systems to function effectively
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We will now start preparing for our next unit about the Human Body which will include some provocations before camp and then continue into the start of Term 4.
Production
The Year 3 students are beyond excited about Production and have been rehearsing their parts in preparation for their big performances. I am impressed with students who have joined in after absences and worked hard to learn the lyrics and routines.
Please see below for newly released details about make-up.
CRAIG KENNER
Year 3 Teacher
Experiential Learning in Year 4
Experiential Learning:
When it’s real, it means something.
When it means something, it sticks!
At the beginning of this year, for our very first unit of inquiry (which has now stretched across the year), the students in Year 4 decided that they’d like to start a business. Two terms later, it is off the ground. Seeds for Needs, a charity to support the animals at Edgar’s Mission, turned a profit this week and is a wonderful example of how our experiential learning program supports rich learning opportunities across the curriculum.
Each student had the opportunity to explore a role of interest to them, and each of them has taken on the responsibility for a different part of the business. We have students:
- Growing and ordering the seeds
- Managing the finances including keeping track of expenses and profits
- Deciding on pricing and managing stock
- Designing logos and slogans
- Developing advertising campaigns
- Managing and organising the teams
- Writing emails and developing cookbooks
- Designing and building display shelving
Each of these is an opportunity for deep learning, learning that sticks because it means something. Through our language and mathematics programs we are able to explicitly teach the skills which support the creation of the business. Check out the amazing advertisements created after our language unit, ‘Visual texts influence thinking and behaviour’.
In each of our units of inquiry, our experiential learning program provides a different lens through which to look at the concepts we are learning about. In the unit we have just finished, we inquired into the central idea that people’s choice of role models influences their actions and behaviours. Take the concept of influence, for example. We looked at the influence role models can have, and then, through our language unit, looked at how advertisements can influence our behaviour. Well, what about in the garden? The garden provided an amazing opportunity to think differently about this – how do the greenhouse and other growing conditions influence the way plants grow? By looking at concepts from a broad range of lenses, we deepen students conceptual understanding and provide them with a large array of experiences from which to hang their growing understanding on. By the way… check out how the produce growing in the greenhouse, in hand-made wicking beds built by our students, is going below!
Before we finish, I would love to congratulate the students on what I hear was a magnificent assembly. Unfortunately, illness struck me down and I couldn’t attend, but the students’ resilience and care for each other ensured that it was a roaring success. Their singing and dancing is progressing magnificently for our whole school production of The Little Mermaid and we can’t wait to see you there on Wednesday 31 August or Thursday 1 September.
JAMES CLAPHAM
Year 4 Teacher
Unpacking our Year 5 Study Tour
We're delighted to report that the Sovereign Hill Study Tour 2022 was a huge success. We were thrilled with the way the students conducted themselves over the 3 days. They all fully immersed themselves in the program, co-operated, and involved themselves in every aspect. We actively received compliments and positive feedback from various staff and interactions throughout the tour. We are proud of the year 5 children; they are a credit to you all.
We departed swiftly on Wednesday 10 August with happy students waving off their parents. A quick stop for morning tea and to welcome Mr Davies aboard, then we were off on our final leg to Sovereign Hill. Without wasting a minute, the children were out exploring the town in their small groups and feeling the vibe of the 1850s. During the afternoon, we descended into the labyrinth mine for a guided tour. The students were fascinated and captivated as they learned about the mining practices. After a little more exploring and then we headed back to our accommodation, freshened up for dinner and the AURA sound and light show.
Day two saw us up early and off to breakfast before our first day at the Sovereign Hill Costume School. The students were thrilled to be placed in their schools and were briefed on the expected behaviours of the 1850s classroom. With a wink of an eye, they were transported back in time and into the individual characters that they had created prior to the tour. We commend each student for their outstanding performance throughout the costume school experience as they really made the most of every day.
After school, we rushed to the creek and tried our luck at panning for gold. Eagerly we panned and sifted in hope of striking gold. As the sun set, we made our way to dinner, an early story, and bed ahead of another big day at school in the 1850s.
After a solid night's sleep, we were back behind our wooden desks with quill in hand for our final handwriting lesson. A highlight of the day was the gold pour demonstration where two lucky students were able to hold the 3kg bar of solid gold.
Following a quick bite to eat and a gratitude circle, our cups were full. We boarded the bus homeward bound. It was lovely to see smiling faces reunite with families after a successful couple of nights away.
The study tour was a huge success as many children conquered fears when they stepped out of their comfort zones and tried new experiences.
Since returning from the study tour, the students have been fine-tuning their motor skills by personalising their costumes for The Little Mermaid musical performances on Wednesday 31 August and Thursday 1 September. Each student sewed on the buttons on their chef shirts and worked together in our activity sessions to create, paint, cut, glue and stitch together props and costumes for the whole school scene.
Friday 2 September we will have a whole school Pyjama Day to unwind after a busy production week. Please remember any donations of socks, jocks or PJs to assist our Foundation class in their support for local charity MSFIN which performs amazing work supporting vulnerable children and families.
ZARA LOVE-DAVEY and NICCI MURDOCH
Year 5 Teachers
Let's Hear it From Year 6
Dear Year 6 families,
This term in Year 6 has been all about learning through doing. During our current unit of inquiry, we have focused on the concept of ‘perspective’ and trying to understand what compels someone to migrate and begin a new life in a new land. We have endeavoured to put ourselves in the shoes of another, to try to learn what life would be like for someone who had to or chose to leave their birthplace. Our writing leans into the idea of telling a story from a particular perspective.
In Mathematics, through our Minimbah Maths Talent Quest, we are discovering that maths is everywhere! There are mathematical elements to all our interests and the students are abuzz with finding maths, testing their hypotheses, and thinking creatively about how to present their findings. The connection with real-life experiences underpins much of how we learn.
The students have had many new experiences this term. Each of them has been challenged to try a new skill or pushed to extend themselves and cement or explain what they know. We asked the students to reflect on how they have developed skills or understandings through their experiences. Their voices can be heard below.
We excitedly look forward to next week and bringing The Little Mermaid to life on stage. What an amazing, team-bonding, confidence-building, and tremendously fun experience it is going to be! See you there!
Chookas!
The production has been a new thing in my life.
I have never done any type of production. At my old school the closest thing to any production was a show we did every two years where every year level did some type of dance, and it never had any storyline. Worst of all the students had no say in what changes we wanted for the dance as it was all organised by the music teacher.
But at Minimbah everything is more open-minded, and we all get a say. There is a story that we play, and we get our own character. There is so much work put in and everybody works as a team. There are people helping to work on the props and you get to design your very own scarf to decorate. I am so happy to be a part of this production even if there is a lot to remember. I'm so grateful for all the people in it.
JOEY
I have found out that I am good at using the sewing machine and sewing when I was making my sailor scarf and making props.
JORDAN
Being part of the production, I learned that being ready to help everyone get their props on and off is important. Learning to keep track of all the scenes, even if they weren’t mine, was good because I didn’t have to worry about mistakes. I’ve learnt that everything that you think will be easy, doesn’t always turn out to be easy. But, if you work with your team, you can accomplish anything.
MICHAEL
Something that I've learned a lot from is the production. I've got four costumes to put on so that means I have to multitask and be organised. I also have some props, so I need to stay on top of those and not lose them. The production is really soon so I have to work really hard. When we still had a couple of weeks for the production you had to bring your book every day and if you didn't you would be frowned upon by all the teachers working with you.
LENNY
While I was making the trident, I learned how to use a jigsaw. I went through quite a bit of wood and learned not to rush things and not to push through things and just take it slow.
LUCA
I have learned from my experience to stand up and sing in front of the grade. I feel more confident to sing and act in front of people. The production has helped me. I can express myself by acting and singing. I am proud of how I have been doing.
MADDIE
When I was making my sailor scarf it was my first time using a sewing machine, it was really cool using the machine for the first time. After I had sewn the fabric together, I added my own little patches to it to make it look different. When I was making my steering wheel for the boat, I got to connect it to the stand so it could spin. I drilled a hole in the stand and put a nut, bolt and steering wheel on so it could spin.
CHARLIE
This term a lot of my learning time has been spent working on the production. I learned a lot of new skills including improving my acting skills, memory, accents, body language, facial expression, dancing, and singing skills. The production needs everyone to put in effort and determination. It is one of the best things we have done this year. The skill I have developed the most during production is my body language and facial expressions because that helps you to really become your character. The way I did it was by looking at the script and thinking of the actions I need to express what’s happening. Now I can read people’s emotions better. Another skill was getting into the flow of things more easily. That will help my schoolwork become better because I’m more focused.
CLAUDIA
Before the production, I wasn't confident enough to speak in front of people, but through the production, and reading lines out loud in front of the whole class, I feel like I have gotten a bit better with public speaking. Another thing I learned is how to use a sewing machine! I was quite bad with sewing and anything to do with sewing before we made the scarves, and now I like to think I'm close to being a pro! (Or at least somewhat good at it 😂) I have also gotten a bit better at dancing. With all the rehearsals, I have gotten so many more ideas for dance moves!!
SIERRA
I learned that sitting around waiting for something to happen gets you nowhere. I learned to act and dance in The Little Mermaid.
OSCAR
This term has been packed with production, and when I think about experiential learning, that is exactly what I think of. One of the biggest things I have learnt in the process of production and rehearsal is how to respectfully watch your classmates and wait for your own turn whilst being quiet. I've also learned little tips and tricks to keep calm and be mindful if you are ever feeling stressed or scared during the production process, like deep breathing and meditation.
I've also been open-minded during the singing part of my role which was something I thought that I could never do. By being persistent and taking risks I'm slowly getting better.
NATE
This term I have experienced experiential learning in the form of my production work. When this term began, I knew that my roles would require powerful dialogue in the style of my characters, convincing acting, knowing my lines off by heart, and feeling like I am becoming my characters. Now, 6 weeks later, I feel I have nearly accomplished everything I need to for this production to be awesome.
JOSEPH
This term I have experienced experiential learning through making props with Mr Crouch and designing sets. I painted a swan ice sculpture. This has helped a lot. I feel more independent. I feel like I have helped with the actual sets rather than just singing and doing dialogue.
LILY
This term I started a Maths Talent Quest and began to explore all the steps I would need to take to create a profitable children’s maths drawing and colouring book. I am investigating every question I have about this process and diving into deep pools of curiosity. I have also been working on writing a historical fiction narrative from the perspective of an immigrant to bring different emotions to people. In production, I have been very patient with the people I have worked with and not given them the reaction they were looking for because that would just make the situation worse.
GIGI
Something I have learned while doing The Little Mermaid has been props and costumes.
I have enjoyed putting together ideas to create the production and using lots of hands-on learning like sewing, woodwork and lots of other skills that will help me in future places.
I think during this term I have learned more than in any other term, and I hope to have more experience with things like this.
MILLA
This term I have learnt to sing in front of people, and it has made me more confident. Now I am confident to sing into a microphone. While singing I have been a risk-taker because I have put myself out there; if I make a mistake, that’s ok. I have learnt to always listen to the music for your timing for when to sing. I have given myself an opportunity to show my skills.
RUBY F.
Production is one of the best school experiences. It has helped me learn dialogue, songs and to sing confidently by myself in front of people. The auditions required me to sing in front of the teachers, so if I wanted a good part, I’d have to face my fear. I auditioned for most parts, so I was able to practice and get better at singing in front of people. Now I have a great role as a Mersister in the production. I’m with 5 other girls and some of them were in the same boat as me, so we helped each other get better at singing in front of people.
GABBY
Learning about something new!
I learned something new with production. I’ve never done an actual play with a story and costumes, so it's been a new experience for me. I now can engage more and get into the character, which is really fun!
I’ve never been to a school that does a full story production, so it’s amazing, I feel more connected to people because we are all in the play and we all have to work together to make a show. I like my role too which is an eel. I like how the teachers don't push you too far out of the acting comfort zone, since I get stage fright, I’m glad I on have a small role but I must make the most of it.
MOLLY
Something I have learned this term is how hard it is to get ready for a show. You get to do costumes and props and rehearse non-stop. I've had so much fun doing production, I get to hang out with all my friends and be creative 24-7. I've shown the skills of kindness, effort, and creativity. I love everything about The Little Mermaid and can't wait to see how it turns out!
POPPY W.
I've learned a new skill with the production, which is dialogue and facial expressions. I'm Ariel and I have a lot of lines so just about every day, I practice. It is hard keeping all the lines inside my head. Also, as Ariel, you need a lot of facial expressions because Ariel gives her voice away. With the Year 6 students and teachers' support, I felt more comfortable and braver singing and acting. I'm not afraid to be Ariel.
ASHANAH
This term has been full of production and with that comes costumes.
To make my costume I had to make a scarf. Making a scarf meant I had to sew, and I haven't sewn in my life. This meant I had to learn to sew. When I started, I didn't understand a single thing and it was very complicated. Then it started to get easier, and I knew what to do. Before I knew it, I had sewn my scarf. Now I have the skill I won't have to worry about next time I have to sew.
RUBEN
I was involved in helping to create some of the props for the school play. In this experience, I learned to be more creative and to keep my mind on the task at hand. In my MTQ, I have learned to listen to the teacher more, so I don't miss anything.
PATRICK
This term I have learned to be able to sing louder in bigger spaces so that others can hear me better. I have learnt how to remember all my lines for the production and to never forget what I have learned for choreography because Mrs Wong has a lot of other dances on her mind. I have learned how to act clueless and clumsy when I am being Adella, but also how to have a sweet and soft voice for when I'm being Belle.
LIVIA
This term I have experienced experiential learning in the form of being an Aussie Seagull (SHAZZA).
I have learned how to do an Aussie ancient and be a bird. I have to be funny and make the audience laugh. One of my favourite lines is “Time for an upgrade, I reckon calamari is on me.” I’m being open-minded with every single line I’m given, and I try to be the funniest I can be.
SOFIA
This term I have experienced experiential learning in the form of being a part of our whole school production and learning about all the different things that make a production come to life. I have been using the skill of self-management to help me stay organised and manage my tasks and goals.
POPPY R.
This term I have experienced experiential learning as I learned to use the sewing machine and how to stitch. We sewed two red square pieces of fabric together and then stitched some shaped pieces of fabric onto it. Now I know how to sew, I hope that I will be able to sew when I get the chance to.
COOPER
This term was great because I got to write a synopsis about The Little Mermaid, which is the production we are doing this year. At the assembly in week 2, I performed the synopsis in front of the school. It was great to be able to practice public speaking, and writing to a deadline. The synopsis went great and so did the whole assembly!
JAMES
At lunch, while I’ve been helping make scenery for production, I learned how to hammer a nail straight on the clamshell that goes behind King Triton’s throne. I was persistent and determined to make the nail go in straight, so I kept on trying.
I also learnt how to use the sewing machine when I had to sew my red scarf for the Fathoms Below scene. I was able to make a buttonhole and sew on a button with the help of Mrs Stocker, something I had never done before.
MARGARET
This term I have been involved in so much experiential learning, such as production. Production can be stressful, but also exhilarating and exciting. You couldn’t say production is easy, but it brings us together. The support from the teachers is incredible, even though it can be difficult dancing and singing at the same time. Learning through production has made me a risk-taker and I know I will benefit from this experience.
Getting up in front of the class to share my maths isn’t my biggest strength but it has challenged me and put me out of my comfort zone. Showing what I have learned has helped my communication skills and my thinking skills, by being ready to share my findings through Maths.
RUBY M.
This term I have been busy with production. I have learned a lot about music and drama and the importance of listening and focusing. Without attention to your communication skills, you might not feel like you're in a safe space.
JAMPA
This term I learnt how to convert most fractions into percentages, mixed to improper, the other way around, and more! Unlike my last school, my teacher (Mr Crouch) sat with me and taught me how to do it in a way I could understand! I used to hate fractions, but now that I’m ok with them, I love them!
ELISE
Thank you, as always, for your support of the students and of us.
JACQUI and JONNO
Year 6 Teachers
Father's Day Breakfast - Wednesday 31 August
Dads, nonnos, pops, grandads, yeyes and special blokes!
No matter your title, the Minimbah PFG want to treat you to a hearty brekky in the lead up to Father's Day on Wednesday 31 August from 8am.
Come on down with the kids, enjoy a relaxing breakfast and a catch up with other Minimbah menfolk before you head off on your day.
For catering purposes, please let us know who's coming by registering at the link below.
Join us for the Minimbah's The Little Mermaid
Minimbah School is proud to present its whole school production of Disney's The Little Mermaid Jr.
The story takes place in a magical kingdom beneath the sea, where a beautiful young mermaid named Ariel longs to leave her ocean home to live in the world above. But first, she’ll have to defy her father, the king of the sea, escape the clutches of an evil sea witch and convince a prince that she’s the girl with the perfect voice.
This classic Disney title contains all of the songs from the Academy Award® winning animated feature film as well as three new songs from the Broadway show.
Please consider other families when booking your tickets, as each performance is limited to 260 seats.
Wednesday 31 August (2 shows)
12.30 to 2pm & 7 to 8.30pm
Thursday 1 September
7 to 8.30pm
BOOK NOW
In our most recent Student Flourishing at School Survey (which all students in years 7-12 complete twice a year to provide us with a snapshot of their general wellbeing), nutrition and sleep were highlighted as areas for attention. It may or may not be a behavioural hangover from lockdown life, but the fact is the food we put into our body can have a huge impact on how our brain works and our overall feeling of positive wellbeing. From a physiological point of view, food can improve working memory, concentration, and focus, support problem-solving functioning, sustain physical energy, and influence the quality of sleep.
Fuel for thought
Our brain is the most complex part of our bodies. Like a computer, it runs millions of processes every day. It never stops working, so it needs constant topping up with the fuel it operates on – glucose - which is a type of sugar. Our body obtains glucose from our food, and it’s delivered to the brain through the bloodstream. The problem is, our brain can’t store glucose, so we need to top up our levels throughout the day.
Which foods are the best fuel?
Healthy brain foods include:
Protein — meat, fish, eggs, poultry, legumes, nuts and seeds, dried beans and lentils, dairy products, and soy products. Protein helps your brain send messages to the rest of your body, and helps create brain chemicals that improve your mood.
Antioxidants — fruits and veggies, including berries, and pomegranate juice. Antioxidants can help delay or even prevent certain effects of aging on the brain.
Omega-3 — oily fish, flax seeds and flax oil, and eggs, chicken and beef. Omega-3s have been found to help your brain work harder and improve your mental health.
Dietary cholesterol — dairy and egg yolks. Your brain relies on cholesterol to create the cells that send messages to the rest of the body.
Monounsaturated fats — avocados, nuts, olive oil, canola oil and peanut oil. Food that contains monounsaturated fats can improve your memory and help your brain work harder, better, faster, stronger.
Caffeine (moderate amounts) — tea, coffee and dark chocolate. In small doses, caffeine can help you feel refreshed and more focused.
Water - Your brain is 73% water, and water is vital to keeping your body (and brain) in tip-top shape.
What we eat affects how we sleep
Sleep research suggests that a teenager needs between 8 and 10 hours of sleep every night. However, most teenagers only get about 6.5 to 7.5 hours sleep per night.
Chronic sleep deprivation can have dramatic effects on a teenager’s life, including affecting their mental well-being and reducing their academic performance at school.
A balanced, nutritious, and healthy diet contributes to better, more restful sleep while a poor diet contributes to poor sleep quality and short sleep duration. The right foods can encourage better sleep efficiency, healthier sleep onset latency— the time it takes you to fall asleep— and may even contribute to more restorative, deep sleep. Therefore, the foods we eat during the day are not only vital to our physical health, but they’re key to our sleep health as well.
In an article published in Sleep Review Magazine, Dr. Jose Colon shares the following links between nutrition and sleep:
1. There’s No “One Size Fits All”
There is no single “best” diet for a good night’s sleep. Diet, nutrition, and sleep intersect in complex ways that differ from one person to the next depending on factors like age, lifestyle and activity levels, health, and genetics.
2. Nutrition’s Impact on Sleep Quality and Sleep Quantity
Broadly speaking, diets filled with fibre, moderate amounts of complex carbohydrates, plenty of high-quality protein, and healthy fats are associated with more deeply restful, restorative, and plentiful sleep.
3. Consistency is Key
It’s important to maintain a consistent sleep-wake routine each and every day. A consistent sleep schedule also helps regulate your appetite and reduce cravings for the foods that disrupt sleep.
4. Timing of Eating Effects Gut Health
Establishing a consistent eating schedule, optimizing those times to align with your circadian biology, and allowing sufficient time for the body to fast overnight may help you keep your gut stocked with more health-promoting bacteria. This is significant given the composition of the gut microbiome directly affects our mental and physical health. The gut microbiome is often referred to as our body’s 'second brain'. It influences our mood, metabolism, cardiovascular and circulatory health, as well as our immune system and risk for chronic disease. The microbiome is also responsible for producing some of the body’s melatonin supply, as well as other hormones and neurotransmitters involved with sleep.
5. Short Sleepers Have Distinct Eating Patterns
Short sleepers are often defined as those persons getting less than 7 hours a night. Not getting enough sleep alters the hormones that regulate appetite; this increases cravings for salty, fatty, and sugary foods, and increases overall daily calorie intake.
Food for Thought
A healthy and nutritious diet isn’t just vital for your overall health and brain functioning; it’s important for your sleep health, and vice-versa. If we want to focus on what’s in our control to support ourselves and our children, to function at their best, to thrive and to flourish, then food has everything to do with it.
Bon appetite & sweet dreams,
DONNA NAIRN
Director of Counselling
Acknowledgements & further reading:
Foods that help our brain study
Sleep Doctor Nutrition
The awful spike in Eating Disorders during Lockdown
Teenagers and Sleep
The past month in the Hive has been full of inquiry! The children have been learning through play and experiential learning around their areas of interest. Two significant lines of investigation have come from their play. These include 'Space' and 'manipulation of materials to create change' (clay, box construction, and colour mixing).
We have worked through problems as they arise in real-life situations. For example, when working with clay to replicate planets in space, the children had to find materials and tools that they could manipulate to create the space scene they planned.
“This box won’t go round,” Oscar.
“How will we make the Saturn ring?” Tom.
“It won’t stick, so we need something stronger,” Arlo.
“We could use playdough,” Amelie.
“Or clay,” Aaren.
“Let’s try clay,” Tom.
“It works,” Aaren.
“You can roll it,” Mila.
“And push bits in,” Noah.
“It dries out if you leave it,” Oscar.
The process of exploration and collaboration in the program was essential as all educators allowed the children time to work it out for themselves rather than just asking them to carry out the task using specific materials.
Time to explore and experiment and work with others was vital as they could experience ‘failure’ and use it to try new ways, be creative, and feel a strong sense of pride when they eventually worked out how to do something.
Manipulating Objects to create change
Box construction and construction
“My robot now stands up. It needed tape at the bottom,” Oscar.
“This tower has a strong base and a small top. It’s not heavy up there,” Zahli.
Is it strong? “Yes, because it’s not too heavy now.” Zahli.
Sticky Slime
“It’s sticky and lumpy”, Alice.
“Gooey”, Amelie.
“It mixes up”, Walter.
“We wanted rainbow”, Mila
“It’s just brown”, Rafi.
“And purple”, Cassie.
“All the colours make it brown. Some bits are white still” Tom.
“Let’s add blue”, Oscar.
“It doesn’t work”, Aaren.
“Maybe just two colours”, Aaren.
The children predicted that adding all the colours together would make rainbow slime! They naturally discovered through independent inquiry that it made the colour brown. The children acquired this knowledge by ‘doing’. This activity was carefully planned with educators after the children had a theory that they could make rainbow-coloured slime. Journaling this process in our Morning Meeting book allowed us to chart our discussions and allowed educators to plan for further learning.
Bubble play
“The long one makes bigger bubbles,” Seb.
“Wow, this one is sooo little,” Walter.
“I can make so many bubbles by pushing hard," Noah.
“If you add water, it won’t work," Mila.
“How is that one orange?” Seb.
“Awwww WOW," Spencer.
“That one is ginormous,” Tom.
“Hey, it works. It’s not even a bubble wand,” Arlo. (We hand-made some different bubble wands ourselves. Arlo uses the cotton wheel with wire).
“The wind moves it," Alice.
Art and manipulation for cause and effect
“It’s still got colour all over it”, Rafi.
“The water moves off the colour”, Aaren.
“If you put too much (watercolour), it’s just wet”, Seb.
“It goes light red when you mix the white and red”, Luca.
“It will make a rainbow when we add all the colours”, Tom.
“I made green. It’s blue and yellow,” Maisie.
“Mine is blue. It made bubbles,” Cassie.
Experiential learning in the Hive allows children to collaborate with others and work out their own strategy with support, rather than follow instructions or formulas to arrive at an answer. Throughout this reflection, you will note that the children’s conversations with one another provide time for them to observe, explore and notice. Educators do not tell them how things should be done; we listen to them and question when the time is right.
This year our education team has been working with consultant Kirsty Liljedren to do some action research. We have all noted that listening deeply to the children has enabled us to see their creative thinking and that they are learning that there are multiple ways we can arrive at solutions.
LISA COXON
Head of Early Childhood
Cocoon Group Art Exhibition
In valuing a strong image of children as artists, we explored the concept of Being and becoming an artist and invited the children to think about what an artist is.
“Somebody who does beautiful pictures.” Remi
“You do paintings and colouring.” Gemma
“Paintings are art and they put them in a museum.” Huxley
“It’s a teacher that learns how to draw and paint and shows others.” Austin
“You really think about what you’re going to paint.” Stevie
Following on from this discussion, and drawing from our current unit of inquiry, How the world works, we playfully explored different materials from the earth - clay, charcoal, wire, and paint - to transform them into something else. This process of exploration led the children to design and create meaningful pieces of artwork that represented their individual memory of the creek and other places. The children watched as wood was transformed by fire into charcoal, which can then be used to make marks. Some children rolled the charcoal on the side to make shade within their drawings. Using a firm grip, the children pressed the charcoal onto the paper.This experience allowed the children to draw anything that was important to them or anything that they simply liked using a different medium. The words of each child were captured around their drawings.
If I Could Paint the World Collaborative art piece
Our Art Teacher, Mrs Pilgrim, set up a collaborative class masterpiece based on the storybook If I could paint the world by Sarah Massini. This book prompts questions regarding change, thinking, and imagination. What colour would the world be? The main character’s imagination has no limits, but how much does she really want to change the world?
The collaborative art experience allowed the children to explore skills using patterns, colours, and shapes. Using their creativity, the children were able to colour mix, and see change while developing their fine-motor skills using paint sticks. Colour recognition and different shades were also evident. Working alongside each other, the children were able to show awareness and give each other enough space to be creative. Some children used the white paint sticks to notice shades of colour. The children explored by adding colourful and patterned textural paper. Exploring with glue sticks and scissors, the children cut and pasted a range of coloured paper onto the collage. This piece allowed the children to be aware of space and surroundings, as they worked alongside each other to form a collaborative collage masterpiece.
The Cocoon children invited the parents, family members or a special friend to the Pop-Up Art Exhibition in the ECC. It was so special for the children to show their artwork to others. The Art Exhibition allowed the children to communicate about their artwork to their family members or special friends. All children were open-minded when creating their art pieces. A range of key concepts such as form, change and connection were shown.
Inspiration can come from the everyday: flowers, the weather, a favourite item, music, or even other pieces of artwork. Listening to music while painting can influence an artist as the rhythms and tones of genres like classical, pop music, or rap inspire varying brush strokes, gestures of dots and splashes, or themes for colour palettes, and opportunities for discussion and extended insight. Paints can be combined with other mediums like markers. Some questions to encourage further exploration could be: what happens when the edge of one colour runs into another colour? Try using only a little water on your paintbrush, what do you notice about the colour? What happens to the colour when you add more water? What happens when you wet your paper first with a spray bottle or a sponge? How many different greens can you invent? What would you name your greens? Add white and one colour to the easel, how many different tints can the children make? Add black and one colour to the easel. How many different shades can the children make?
Treasure Map Adventures
Treasure maps and finding treasure has been a strong interest amongst the children. We have noticed ‘treasure’ being hidden in the sandpit under the sand which led into an inquiry to extend this interest by offering the children a provocation of a treasure map of the creek. The children discovered a piece of the map in their letterbox and together in Morning Meeting we wondered, 'what it could mean?' The pieces were put together and the children discovered that the puzzle was the creek, noticing the steps, the climbing trees, the creek, the stick home, and the shelter where we hang our bags. The most exciting discovery was an x on the map which the children explained was where the 'treasure' was.
At the creek, the treasure map was placed on the ground to discuss, to recognise the features of the creek, and orientate the direction to find the treasure. The children set off to find the treasure and discover with much joy and anticipation that the treasure was a beautiful gift from Veronica to express her gratitude and thanks to everyone during her time with us. Veronica has gifted the ECC a beautiful book titled Maybe by Kobi Yamada to treasure forever.
Thank you, Veronica, for this rich and rewarding inquiry, and also for your time with us. We aim to explore and research the concept of maps further with the children.
We look forward to many rich playful learning opportunities and inquiries to come.
Warm Regards,
COCOON TEACHERS
Dear Foundation Families,
This term, the children have enjoyed exploring our central idea 'Products and services are created to meet the needs of a community'. It has been wonderful to see the children starting to think about roles and responsibilities, occupations, and different products and services. They have been encouraged to explore these ideas, engage in the design process, and be creative and critical in their thinking.
We love opportunities to take our learning beyond our classroom so the children can apply their understanding in meaningful, real-life contexts. The Foundation students have taken the lead to perform a service and collect goods for the local community by organising Pyjama Day on Friday 2 September. We are asking all Minimbah children from ECC to Year 6 to wear their Pyjamas to school and donate some new pj's, socks, or jocks to charity Mothers Supporting Families in Need (MSFIN) so that they can be given to local families who are vulnerable. The Foundation students have created posters, delivered collection baskets, and confidently explained the day to all the other classes in our school community. I am sure their efforts will be greatly appreciated by the volunteers at MSFIN.
We also like to connect our learning to our play and discovery at the creek each Wednesday. The children have enjoyed being inventors, engineers, and even meteorologists during our time at the creek this term. I have been very impressed by their ingenuity and resourcefulness, creating bridges for humans and frogs, clay shops, museums, bush tools, rain gauges, weaving schools, and mini animal habitats.
It has been great to make literacy connections with our current unit of inquiry so that the children can listen and respond to fiction and non-fiction texts that help them explore roles and responsibilities. The children have really enjoyed Andrea Beaty's picture story books, such as Rosie Revere, Engineer, Ada Twist, Scientist, and Iggy Peck, Architect. These books not only focus on roles and responsibilities but also encourage many of the attributes of the IB learner profile, such as being a risk-taker, an inquirer, and a thinker.
In Maths this term, we have continued to consolidate our place value understanding and moved to numbers beyond 20 and skip counting. Our 100th day of school was an excellent opportunity to practice counting by 10s and visualising what ten groups of ten looks like. We have also begun to explore patterns and will introduce money and time before the end of term.
I hope you are all having a relaxing weekend as we have a very busy, exciting week ahead. We look forward to seeing you all at The Little Mermaid on Wednesday and Thursday evening.
PJ day on Friday 2 September should be lots of fun and a great way to relax after our final show on Thursday night.
Thank you for your continued support,
JACQUI
Foundation Teacher
Our focus on Discovery Day is always on using practical, real-life experiences to help students grasp important concepts and develop the skills that will serve them in life. Discovery Day allows children to engage directly with their world and apply their skills and understanding. During these days we access the local community and the resources available within it. The outdoor experiences allow for community connections to be fostered and encouraged. They are days that are purposefully planned and explored.
In Year 1 and 2 our current unit of inquiry explores 'How we organise ourselves’ and we are focussing on the central idea Organising events requires people to develop systems and processes. On a recent Discovery Day, the children organised a ‘Nature Play Day’ event. The children planned, created, implemented, and actively participated.
Curriculum areas included:
Literacy: writing (brainstorming, planning, reflection, and advertising posters), reading (instructions), speaking and listening (communicating what activity had been set up, collaborating, sharing ideas, and explaining their activity to participants)
Numeracy: time (how long will the event run for, timekeeping), number (quantities of materials required)
Inquiry: exploring systems and processes required for an event
Learner Profile Attributes: Communicators, Thinkers, Open Minded, Reflection, Risk Takers and Inquirers.
For the event to be successful the children also needed to use past knowledge when choosing and setting up the event. The children discussed what they loved doing out in nature and used these experiences to determine the activities. Activities included whittling, boat making, gravity glue, stick creations, and potion making. With a small group of peers, the children brainstormed, collected materials, chose a site, set up their stall and ran their activity.
The event was a great success. The Foundation children were able to experience the ‘Nature Play Day’ and the Year 1 & 2 children gained great insight into what is required to run an event.
The experiential learning that occurs in our outdoor classrooms contributes to the children’s overall development, by giving them opportunities to be more creative and reflect on abstract concepts, which in turn helps them make stronger connections to the information. Learning by doing allows students to grasp new concepts more easily, strengthens their problem-solving skills and the children realise that there’s more than one way to solve challenges. It also transforms mistakes into valuable learning opportunities, with more of a focus on experimentation and discovery, and creates a lifelong love of learning.
LIANE CLEMENTS and ALEXIS TAME
Year 1 and Year 2 Teachers
I am incredibly impressed by this Year 3 group's ability to pivot, bend and remain positive to ensure the learning continues in this winter term.
Upcoming dates:
Inquiry – Who We Are
The students enjoyed our Unit of Inquiry - Who We Are as they learned about positive role models, how to influence others and how they can be positive role models too. At the start of the unit, the students identified role models who were pop stars and YouTubers. At this point, those famous people still rate very highly, but the students have expanded their list to include some famous names including Mahatma Ghandi, Julia Gillard, Nikola Tesla, and many more. They have also identified some local heroes that include family members, coaches and school staff.
The exciting part is that the students discovered they can be role models too! It gets real as the students step into leadership roles and take action by seeking to continuously improve our approach to sustainability across the school. In an ongoing manner, the students will be managing the bins, collecting soft plastics, recycling old stationery, reusing materials, and running the compost systems. A key aspect will be collaborating with the Year 4s to show the younger and older students how to support their initiative.
I have heard that the students once again represented themselves incredibly well at assembly: no easy feat when your teacher is in isolation! It would not have been unusual to completely cancel given the circumstances, given there were also so many students in isolation leading up to the assembly! I am terribly proud of the students for having the bravery and enthusiasm to perform and make it all come together. Thank you also to Mr Clapham, for helping to make it happen on the day!
Inquiry
Unit of Inquiry: How The World Works - (One of the six trans-disciplinary themes that we use to structure Inquiry each year) | Learner profile attributes/dispositions: Balanced, Caring
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Central Idea: Systems within the human body support it to function effectively | Lines of inquiry: An inquiry into… What the human body needs to function How systems in the human body work How we can support our body systems to function effectively
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We will now start preparing for our next unit about the Human Body which will include some provocations before camp and then continue into the start of Term 4.
Production
The Year 3 students are beyond excited about Production and have been rehearsing their parts in preparation for their big performances. I am impressed with students who have joined in after absences and worked hard to learn the lyrics and routines.
Please see below for newly released details about make-up.
CRAIG KENNER
Year 3 Teacher
Experiential Learning:
When it’s real, it means something.
When it means something, it sticks!
At the beginning of this year, for our very first unit of inquiry (which has now stretched across the year), the students in Year 4 decided that they’d like to start a business. Two terms later, it is off the ground. Seeds for Needs, a charity to support the animals at Edgar’s Mission, turned a profit this week and is a wonderful example of how our experiential learning program supports rich learning opportunities across the curriculum.
Each student had the opportunity to explore a role of interest to them, and each of them has taken on the responsibility for a different part of the business. We have students:
- Growing and ordering the seeds
- Managing the finances including keeping track of expenses and profits
- Deciding on pricing and managing stock
- Designing logos and slogans
- Developing advertising campaigns
- Managing and organising the teams
- Writing emails and developing cookbooks
- Designing and building display shelving
Each of these is an opportunity for deep learning, learning that sticks because it means something. Through our language and mathematics programs we are able to explicitly teach the skills which support the creation of the business. Check out the amazing advertisements created after our language unit, ‘Visual texts influence thinking and behaviour’.
In each of our units of inquiry, our experiential learning program provides a different lens through which to look at the concepts we are learning about. In the unit we have just finished, we inquired into the central idea that people’s choice of role models influences their actions and behaviours. Take the concept of influence, for example. We looked at the influence role models can have, and then, through our language unit, looked at how advertisements can influence our behaviour. Well, what about in the garden? The garden provided an amazing opportunity to think differently about this – how do the greenhouse and other growing conditions influence the way plants grow? By looking at concepts from a broad range of lenses, we deepen students conceptual understanding and provide them with a large array of experiences from which to hang their growing understanding on. By the way… check out how the produce growing in the greenhouse, in hand-made wicking beds built by our students, is going below!
Before we finish, I would love to congratulate the students on what I hear was a magnificent assembly. Unfortunately, illness struck me down and I couldn’t attend, but the students’ resilience and care for each other ensured that it was a roaring success. Their singing and dancing is progressing magnificently for our whole school production of The Little Mermaid and we can’t wait to see you there on Wednesday 31 August or Thursday 1 September.
JAMES CLAPHAM
Year 4 Teacher
We're delighted to report that the Sovereign Hill Study Tour 2022 was a huge success. We were thrilled with the way the students conducted themselves over the 3 days. They all fully immersed themselves in the program, co-operated, and involved themselves in every aspect. We actively received compliments and positive feedback from various staff and interactions throughout the tour. We are proud of the year 5 children; they are a credit to you all.
We departed swiftly on Wednesday 10 August with happy students waving off their parents. A quick stop for morning tea and to welcome Mr Davies aboard, then we were off on our final leg to Sovereign Hill. Without wasting a minute, the children were out exploring the town in their small groups and feeling the vibe of the 1850s. During the afternoon, we descended into the labyrinth mine for a guided tour. The students were fascinated and captivated as they learned about the mining practices. After a little more exploring and then we headed back to our accommodation, freshened up for dinner and the AURA sound and light show.
Day two saw us up early and off to breakfast before our first day at the Sovereign Hill Costume School. The students were thrilled to be placed in their schools and were briefed on the expected behaviours of the 1850s classroom. With a wink of an eye, they were transported back in time and into the individual characters that they had created prior to the tour. We commend each student for their outstanding performance throughout the costume school experience as they really made the most of every day.
After school, we rushed to the creek and tried our luck at panning for gold. Eagerly we panned and sifted in hope of striking gold. As the sun set, we made our way to dinner, an early story, and bed ahead of another big day at school in the 1850s.
After a solid night's sleep, we were back behind our wooden desks with quill in hand for our final handwriting lesson. A highlight of the day was the gold pour demonstration where two lucky students were able to hold the 3kg bar of solid gold.
Following a quick bite to eat and a gratitude circle, our cups were full. We boarded the bus homeward bound. It was lovely to see smiling faces reunite with families after a successful couple of nights away.
The study tour was a huge success as many children conquered fears when they stepped out of their comfort zones and tried new experiences.
Since returning from the study tour, the students have been fine-tuning their motor skills by personalising their costumes for The Little Mermaid musical performances on Wednesday 31 August and Thursday 1 September. Each student sewed on the buttons on their chef shirts and worked together in our activity sessions to create, paint, cut, glue and stitch together props and costumes for the whole school scene.
Friday 2 September we will have a whole school Pyjama Day to unwind after a busy production week. Please remember any donations of socks, jocks or PJs to assist our Foundation class in their support for local charity MSFIN which performs amazing work supporting vulnerable children and families.
ZARA LOVE-DAVEY and NICCI MURDOCH
Year 5 Teachers
Dear Year 6 families,
This term in Year 6 has been all about learning through doing. During our current unit of inquiry, we have focused on the concept of ‘perspective’ and trying to understand what compels someone to migrate and begin a new life in a new land. We have endeavoured to put ourselves in the shoes of another, to try to learn what life would be like for someone who had to or chose to leave their birthplace. Our writing leans into the idea of telling a story from a particular perspective.
In Mathematics, through our Minimbah Maths Talent Quest, we are discovering that maths is everywhere! There are mathematical elements to all our interests and the students are abuzz with finding maths, testing their hypotheses, and thinking creatively about how to present their findings. The connection with real-life experiences underpins much of how we learn.
The students have had many new experiences this term. Each of them has been challenged to try a new skill or pushed to extend themselves and cement or explain what they know. We asked the students to reflect on how they have developed skills or understandings through their experiences. Their voices can be heard below.
We excitedly look forward to next week and bringing The Little Mermaid to life on stage. What an amazing, team-bonding, confidence-building, and tremendously fun experience it is going to be! See you there!
Chookas!
The production has been a new thing in my life.
I have never done any type of production. At my old school the closest thing to any production was a show we did every two years where every year level did some type of dance, and it never had any storyline. Worst of all the students had no say in what changes we wanted for the dance as it was all organised by the music teacher.
But at Minimbah everything is more open-minded, and we all get a say. There is a story that we play, and we get our own character. There is so much work put in and everybody works as a team. There are people helping to work on the props and you get to design your very own scarf to decorate. I am so happy to be a part of this production even if there is a lot to remember. I'm so grateful for all the people in it.
JOEY
I have found out that I am good at using the sewing machine and sewing when I was making my sailor scarf and making props.
JORDAN
Being part of the production, I learned that being ready to help everyone get their props on and off is important. Learning to keep track of all the scenes, even if they weren’t mine, was good because I didn’t have to worry about mistakes. I’ve learnt that everything that you think will be easy, doesn’t always turn out to be easy. But, if you work with your team, you can accomplish anything.
MICHAEL
Something that I've learned a lot from is the production. I've got four costumes to put on so that means I have to multitask and be organised. I also have some props, so I need to stay on top of those and not lose them. The production is really soon so I have to work really hard. When we still had a couple of weeks for the production you had to bring your book every day and if you didn't you would be frowned upon by all the teachers working with you.
LENNY
While I was making the trident, I learned how to use a jigsaw. I went through quite a bit of wood and learned not to rush things and not to push through things and just take it slow.
LUCA
I have learned from my experience to stand up and sing in front of the grade. I feel more confident to sing and act in front of people. The production has helped me. I can express myself by acting and singing. I am proud of how I have been doing.
MADDIE
When I was making my sailor scarf it was my first time using a sewing machine, it was really cool using the machine for the first time. After I had sewn the fabric together, I added my own little patches to it to make it look different. When I was making my steering wheel for the boat, I got to connect it to the stand so it could spin. I drilled a hole in the stand and put a nut, bolt and steering wheel on so it could spin.
CHARLIE
This term a lot of my learning time has been spent working on the production. I learned a lot of new skills including improving my acting skills, memory, accents, body language, facial expression, dancing, and singing skills. The production needs everyone to put in effort and determination. It is one of the best things we have done this year. The skill I have developed the most during production is my body language and facial expressions because that helps you to really become your character. The way I did it was by looking at the script and thinking of the actions I need to express what’s happening. Now I can read people’s emotions better. Another skill was getting into the flow of things more easily. That will help my schoolwork become better because I’m more focused.
CLAUDIA
Before the production, I wasn't confident enough to speak in front of people, but through the production, and reading lines out loud in front of the whole class, I feel like I have gotten a bit better with public speaking. Another thing I learned is how to use a sewing machine! I was quite bad with sewing and anything to do with sewing before we made the scarves, and now I like to think I'm close to being a pro! (Or at least somewhat good at it 😂) I have also gotten a bit better at dancing. With all the rehearsals, I have gotten so many more ideas for dance moves!!
SIERRA
I learned that sitting around waiting for something to happen gets you nowhere. I learned to act and dance in The Little Mermaid.
OSCAR
This term has been packed with production, and when I think about experiential learning, that is exactly what I think of. One of the biggest things I have learnt in the process of production and rehearsal is how to respectfully watch your classmates and wait for your own turn whilst being quiet. I've also learned little tips and tricks to keep calm and be mindful if you are ever feeling stressed or scared during the production process, like deep breathing and meditation.
I've also been open-minded during the singing part of my role which was something I thought that I could never do. By being persistent and taking risks I'm slowly getting better.
NATE
This term I have experienced experiential learning in the form of my production work. When this term began, I knew that my roles would require powerful dialogue in the style of my characters, convincing acting, knowing my lines off by heart, and feeling like I am becoming my characters. Now, 6 weeks later, I feel I have nearly accomplished everything I need to for this production to be awesome.
JOSEPH
This term I have experienced experiential learning through making props with Mr Crouch and designing sets. I painted a swan ice sculpture. This has helped a lot. I feel more independent. I feel like I have helped with the actual sets rather than just singing and doing dialogue.
LILY
This term I started a Maths Talent Quest and began to explore all the steps I would need to take to create a profitable children’s maths drawing and colouring book. I am investigating every question I have about this process and diving into deep pools of curiosity. I have also been working on writing a historical fiction narrative from the perspective of an immigrant to bring different emotions to people. In production, I have been very patient with the people I have worked with and not given them the reaction they were looking for because that would just make the situation worse.
GIGI
Something I have learned while doing The Little Mermaid has been props and costumes.
I have enjoyed putting together ideas to create the production and using lots of hands-on learning like sewing, woodwork and lots of other skills that will help me in future places.
I think during this term I have learned more than in any other term, and I hope to have more experience with things like this.
MILLA
This term I have learnt to sing in front of people, and it has made me more confident. Now I am confident to sing into a microphone. While singing I have been a risk-taker because I have put myself out there; if I make a mistake, that’s ok. I have learnt to always listen to the music for your timing for when to sing. I have given myself an opportunity to show my skills.
RUBY F.
Production is one of the best school experiences. It has helped me learn dialogue, songs and to sing confidently by myself in front of people. The auditions required me to sing in front of the teachers, so if I wanted a good part, I’d have to face my fear. I auditioned for most parts, so I was able to practice and get better at singing in front of people. Now I have a great role as a Mersister in the production. I’m with 5 other girls and some of them were in the same boat as me, so we helped each other get better at singing in front of people.
GABBY
Learning about something new!
I learned something new with production. I’ve never done an actual play with a story and costumes, so it's been a new experience for me. I now can engage more and get into the character, which is really fun!
I’ve never been to a school that does a full story production, so it’s amazing, I feel more connected to people because we are all in the play and we all have to work together to make a show. I like my role too which is an eel. I like how the teachers don't push you too far out of the acting comfort zone, since I get stage fright, I’m glad I on have a small role but I must make the most of it.
MOLLY
Something I have learned this term is how hard it is to get ready for a show. You get to do costumes and props and rehearse non-stop. I've had so much fun doing production, I get to hang out with all my friends and be creative 24-7. I've shown the skills of kindness, effort, and creativity. I love everything about The Little Mermaid and can't wait to see how it turns out!
POPPY W.
I've learned a new skill with the production, which is dialogue and facial expressions. I'm Ariel and I have a lot of lines so just about every day, I practice. It is hard keeping all the lines inside my head. Also, as Ariel, you need a lot of facial expressions because Ariel gives her voice away. With the Year 6 students and teachers' support, I felt more comfortable and braver singing and acting. I'm not afraid to be Ariel.
ASHANAH
This term has been full of production and with that comes costumes.
To make my costume I had to make a scarf. Making a scarf meant I had to sew, and I haven't sewn in my life. This meant I had to learn to sew. When I started, I didn't understand a single thing and it was very complicated. Then it started to get easier, and I knew what to do. Before I knew it, I had sewn my scarf. Now I have the skill I won't have to worry about next time I have to sew.
RUBEN
I was involved in helping to create some of the props for the school play. In this experience, I learned to be more creative and to keep my mind on the task at hand. In my MTQ, I have learned to listen to the teacher more, so I don't miss anything.
PATRICK
This term I have learned to be able to sing louder in bigger spaces so that others can hear me better. I have learnt how to remember all my lines for the production and to never forget what I have learned for choreography because Mrs Wong has a lot of other dances on her mind. I have learned how to act clueless and clumsy when I am being Adella, but also how to have a sweet and soft voice for when I'm being Belle.
LIVIA
This term I have experienced experiential learning in the form of being an Aussie Seagull (SHAZZA).
I have learned how to do an Aussie ancient and be a bird. I have to be funny and make the audience laugh. One of my favourite lines is “Time for an upgrade, I reckon calamari is on me.” I’m being open-minded with every single line I’m given, and I try to be the funniest I can be.
SOFIA
This term I have experienced experiential learning in the form of being a part of our whole school production and learning about all the different things that make a production come to life. I have been using the skill of self-management to help me stay organised and manage my tasks and goals.
POPPY R.
This term I have experienced experiential learning as I learned to use the sewing machine and how to stitch. We sewed two red square pieces of fabric together and then stitched some shaped pieces of fabric onto it. Now I know how to sew, I hope that I will be able to sew when I get the chance to.
COOPER
This term was great because I got to write a synopsis about The Little Mermaid, which is the production we are doing this year. At the assembly in week 2, I performed the synopsis in front of the school. It was great to be able to practice public speaking, and writing to a deadline. The synopsis went great and so did the whole assembly!
JAMES
At lunch, while I’ve been helping make scenery for production, I learned how to hammer a nail straight on the clamshell that goes behind King Triton’s throne. I was persistent and determined to make the nail go in straight, so I kept on trying.
I also learnt how to use the sewing machine when I had to sew my red scarf for the Fathoms Below scene. I was able to make a buttonhole and sew on a button with the help of Mrs Stocker, something I had never done before.
MARGARET
This term I have been involved in so much experiential learning, such as production. Production can be stressful, but also exhilarating and exciting. You couldn’t say production is easy, but it brings us together. The support from the teachers is incredible, even though it can be difficult dancing and singing at the same time. Learning through production has made me a risk-taker and I know I will benefit from this experience.
Getting up in front of the class to share my maths isn’t my biggest strength but it has challenged me and put me out of my comfort zone. Showing what I have learned has helped my communication skills and my thinking skills, by being ready to share my findings through Maths.
RUBY M.
This term I have been busy with production. I have learned a lot about music and drama and the importance of listening and focusing. Without attention to your communication skills, you might not feel like you're in a safe space.
JAMPA
This term I learnt how to convert most fractions into percentages, mixed to improper, the other way around, and more! Unlike my last school, my teacher (Mr Crouch) sat with me and taught me how to do it in a way I could understand! I used to hate fractions, but now that I’m ok with them, I love them!
ELISE
Thank you, as always, for your support of the students and of us.
JACQUI and JONNO
Year 6 Teachers
Dads, nonnos, pops, grandads, yeyes and special blokes!
No matter your title, the Minimbah PFG want to treat you to a hearty brekky in the lead up to Father's Day on Wednesday 31 August from 8am.
Come on down with the kids, enjoy a relaxing breakfast and a catch up with other Minimbah menfolk before you head off on your day.
For catering purposes, please let us know who's coming by registering at the link below.
Minimbah School is proud to present its whole school production of Disney's The Little Mermaid Jr.
The story takes place in a magical kingdom beneath the sea, where a beautiful young mermaid named Ariel longs to leave her ocean home to live in the world above. But first, she’ll have to defy her father, the king of the sea, escape the clutches of an evil sea witch and convince a prince that she’s the girl with the perfect voice.
This classic Disney title contains all of the songs from the Academy Award® winning animated feature film as well as three new songs from the Broadway show.
Please consider other families when booking your tickets, as each performance is limited to 260 seats.