Minimbah Update
- Message from Rod
- The Hive Learning Community
- The Cocoon Classroom Agreement
- Growing confidence in Foundation
- Systems and Services in Years 1 & 2
- Harmony in Year 3
- Harmonious communities in Year 4
- All the latest from the 5 / 6 Homestead
- Join us at the Harmony Day Picnic!
- Join us for Grandparents and Special Friends Day
- Reunion: Classes of 2003, 2011, and 2013
Message from Rod
Dear Minimbah Families,
Many thanks for all your support of the PFG and their endeavours in reimagining and pulling together the Festivale du Minimbah a few weeks back. I am so appreciative and grateful for your efforts. In the weeks and days leading up to the Fair, the energy on campus was palpable, and seeing the myriad of smiling faces on the children throughout the afternoon and evening was proof the hard work was all worth it!!
International Baccalaureate Global Conference
Last weekend and earlier this week, I was fortunate to attend the International Baccalaureate Global Conference held in Adelaide. The theme of the 2023 conference, the first face-to-face conference in our region for 4 years, was ‘Education for an Inclusive Future’. Being able to hear from educational experts and practitioners was very inspiring. We are indeed fortunate to be a member school of the International Baccalaureate whose global aims include making a positive impact on education globally, inquiring and adapting to the best practice from around the world, and building trust in supporting schools and educational communities. Being a Primary Years Program School (PYP), our staff and students have access to support and resources from across the globe.
Woodleigh School was proudly represented across the conference through program sharing and student engagement. Before an audience of 1500 delegates Woodleigh’s very own Char Palmer (now in Year 10) demonstrated extraordinary confidence, risk-taking and positivity as they joined a youth panel to share their hopes and dreams for inclusive education both within our school and more broadly within the IB community of schools.
The opportunity to learn together with Vivienne Wearne, Andy Khoza, and Kate Bird as we map and continue our PYP journey was immensely rewarding. We had a little bit of fun too!
Harmony Picnic – Thursday 30 March
We look forward to the next few events on the Woodleigh Calendar. This coming week we join with our Penbank campus friends in celebrating ‘togetherness’ at the Harmony Picnic on Thursday 30 March. All our children from Foundation to Year 6 are invited to attend and be part of the performances including singing and vocal ensemble items as well as presenting their hip hop, they will learn from the Indigenous Outreach Project during Wednesday’s incursion. Children participating do not require a ticket. Other family members can purchase tickets here.
Grandparent’s and Special Friends Day – Tuesday 4 April
We are very much looking forward to welcoming our Grandparents and Special Friends on Tuesday 4 April. Please remember, it’s great for the children to have a visitor at school for the morning, so special friends are very welcome!!! This year we have extended the time in classrooms a little so the children can share their work and the campus with their visitors. All children from Foundation to year 6 will also perform in the concert in the marquee following the service of High Tea. Please ensure all grandparents, visitors and special friends have registered their attendance, especially for the morning tea, to ensure we can cater and seat everyone. We will also have a shuttle bus running from Overport Park to ease parking in and around Minimbah. Full details, bookings and bus requests can be made at the following link.
Year 6 Parent and Student Briefing – Canberra and Bali
On Wednesday 5 April we invite all Year 6 students and parents to a special briefing for both forthcoming study tours: Canberra in Week 3 of Term 2 and the Bali Green School Camp at the end of Term 3. We will outline each program and update you on requirements. Representatives from the Green School in Bali will also be attending (via Zoom) as well as representatives from SOS Australia, our local and international support personnel.
School Photos – Tuesday 28 March
Don’t forget Foundation to Year 6 School Photos will be taken on Tuesday this week (28 March). You should have received information about registering for photo day and how to order school photos. Please reach out if you need any further information. Regardless of PE classes on Tuesday, all children need to wear their full school uniform on Tuesday (black school shoes, correct socks, and clean neat uniform please, no sports gear or production hoodies).
Support your PFG – Volunteer at GPs Day or help out in the Uniform Shop
The Parents and Friends Group (PFG) are looking for volunteers to assist with the upcoming Grandparents Day on April 4, and helpers for the Second Hand Uniform Shop each Thursday.
The Grandparents Day is working with about 10 other helpers, to serve tea and coffee: https://volunteersignup.org/ETDMF
The Uniform Shop is open for 30 minutes before assembly - choose the Thursday when your child's class is hosting the assembly: https://volunteersignup.org/D9D34 (term 2 volunteer sheet to be issued shortly).
These are both fantastic opportunities to meet other parents and get to know members of the PFG. Thanks so much for your help in advance, and for helping foster the warm Woodleigh sense of community!
Emotional Literacy
Emotional Literacy is being able to recognise and name our emotions. If we can label our emotions, then we can start to understand the why and begin to problem solve to work through what it is that we’re going through. The attached flyer has some helpful hints and links to support emotional literacy in the home.
Thanks
As we head toward the end of the Term, I extend my thanks to you all for your continued kindness and support and wish you all the best for the Easter period and forthcoming holidays.
Take care everyone,
ROD DAVIES
Head of Minimbah Campus
The Hive Learning Community
As part of our Unit of Inquiry 'Who We Are', we are learning about ourselves and others as part of a learning community.
For many of the children, The Hive is their first experience in a learning community outside of the home and family. Over the past few years, this has been compounded by circumstances that have restricted them and their families from many community activities. Being their first experiences, we had predicted that it might take some time for the children to transition into the program and feel a sense of belonging. Our predictions so far have been wrong! The Hive children are thriving and demonstrating their amazing capabilities despite COVID restrictions.
If anything, they are relishing the opportunity to be with others, and we are observing the children’s active participation in collaborative play, demonstrating their developing social skills.
They share, take turns, and communicate with one another in all program areas. Whether in the sandpit discovering our new dinosaurs, taking turns with the glue as we created family portraits, or learning how to communicate to our peers that we are still using materials. The children constantly show us how to contribute to our learning community.
Our morning meetings have been filled with rich discussions about how we can care for ourselves, care for the environment and care for others.
“We need love and a hug.” William
“I take care of myself with a nap …” Maisie
“… that’s why we have rest time.” Charlie.
“We eat to grow.” Issy
“Get energy from eating too.” Bertie
“We can ask a teacher to care and sometimes get us a band-aid.” Fleur
“If you have a giant worry, you can tell a grown-up.” Maisie
“We can share our toys.” Dorothy
“And say please,” Charlie
“Taking turns” Atticus
“We can all help one another.” Charlie
“We need to put the lids back on the textas, or then they have to go in the bin.” Iris
“Outside, we water the plants.” Tom
“We take care of the trees.” Dorothy
“The water tanks spray the water out.” Charlie
“The water comes from the rain.” Raffi
“With pipes, the water comes down of Raffi’s roof.” Jack
“We can put the water we have finished with on the garden.” Zoe
“We could cuddle the land if we had ginormous long arms!” Charlie
Exploring local Bunurong, Boonwurrung culture and learning the laws of Bunjil and Waa have further supported our learning on caring.
“Bunjil is here to look after the school and us.’ Bertie
“Waa looks after the waves.” Raffi
“And the creek” Iris
“And Mud!” Jack
From these discussions, we have started to explore who else helps care for us in our community.
“Grown-ups, like teachers and grandparents, also look after us.” Bertie
“Even Dentists, I’ve been there before.” Charlie
“My mum is a dentist.” Dorothy.
“Emergency services look after us when there is a big flood.” Raffi
This interest links with our “How The World Works” inquiry, where we use play to make and explore theories on how the world works. We look forward to further investigating other community members who care for us and have even invited some special visitors to The Hive to share their expertise with us.
THE HIVE
The Cocoon Classroom Agreement
The Cocoon group acknowledge that we work and play on Boonwurrung, Bunurong Country. We acknowledge the traditional custodians of the land, skies, and waterways, and we pay our respects to the Elders, past and present, and all First Nations Peoples. We thank Bundjil for looking after the Bubups (children).
“It means only take what you need.” Tom
“Respect.” Mila
“Give back to the land.” Elle
As we inquired into the question “Who is Bundjil?” the children identified the Woodleigh leaf as a symbol of respect. They took this knowledge and extended it further by making connections to their understanding of Respect and Bundjil’s laws.
“Bundjil also means respect.” Amelie
“And we respect.” Indiana
This connection has enabled the children to explore the concept of respect and consider how we can use it to ensure we have happy days together in the Cocoon.
“It means sharing.” Amelie
“Love. Show love.” Indiana
“Care.” Arlo
“Respect the elders.” Elijah
“Respect is putting away.” Oscar
We hope you enjoy our creative pictures and clay designs. The children were presented with a range of loose parts and offered the time to explore different materials and ways of representing their thoughts.
“Bundjil has really big wings.” Luca
“He has a lot of feathers.” Noah
“Birds need to drink. I am doing a waterhole” Walter.
“We see lots of Waa birds here” Walter
“I found a Woodleigh leaf for Bundjil.” Aaren
“Bundjil is an eagle. He lives in a tree.” Seb
“Let’s make him a tree to live in.” Mila
“There is a Bundjil nest here you know.” Noah
“Where?” Tom
“I have seen Bundjil flying in Mount Eliza once you know.” Tom
“This is the land and Bundjil and the people on the land.”
Rachelle provoked the children to deepen their thinking further by asking
“If we don’t have pencils, paints, clay and paper what else could we make Bundjil with?”.
“Leaves and sticks” Oscar
“Maybe bark” Tom
“Lots of things” Amelie
“Could we try make a Bundjil from nature at the Reserve today?” Rachelle
“Yes” Frankie
Our circle of friend’s song is a reminder about how we can care for one another, and it includes words from our agreement including:
“Show everyone some love,”
“Care and share together.”
“Sharing is caring” Noah
“Offer a hug. Don’t grab” Frankie
Our classroom agreement is a living document, throughout this year, we will continue to refer to it during our conversations and morning meeting. As interests and challenges arise, we will draw on the ideas and rules already developed, and add more reflections to support the children’s social thinking.
THE COCOON
Growing confidence in Foundation
What a busy first term we have had so far in Foundation! The past eight weeks have flown by, and the children have grown and learned so much. They are becoming very independent and confident at school now.
Maths
This term, our focus has been on developing number concepts and number sense. We have worked on the number sequence, one-to-one correspondence, cardinality, and subitizing. We have learned how to measure time using a visual schedule to organise our day and week. We will begin to explore the relationships that connect numbers using language such as more than, less than, and the same or equal next term. We will also explore shapes and learn to describe different shapes based on their properties.
Literacy
The children are doing so well with the sounds during 'Read Write Inc' sessions. They are becoming competent at recognising and recalling the sounds we have learned, forming them correctly, and beginning to blend sounds to read words, or as we call it, 'Fred Talk.' We have played a game called 'Write My Word' in class where I 'sound out' a three-letter word with the letters we know so far, i.e., b-e-d, and the children write a sound at a time to make the word. Your child might like to play this at home with you. Many of the children have also loved making their own mini books at school either independently or with their Year 6 buddies. This has given them a chance to practice their letter formation and fine motor skills. Any opportunities that you can find at home for your child to write with an authentic purpose are really valuable. They could help you write a shopping list, a birthday card, or a note to a friend.
Unit of Inquiry
This term, we have focused on sharing our own identities and building relationships with others. We read a beautiful story called "Our Class is a Family" by Shannon Olsen, and we will be using this as part of our assembly next week. We have also worked on our essential agreements as a class. Thinking about how respecting ourselves and others looks, sounds, and feels. You might like to talk about what respect looks like as a family. How do you show respect to each other at home? Next term, we will begin a new unit of inquiry about living things.
Discovery Day
Thank you to our wonderful Discovery Volunteers this term. It has been fantastic to have your support. We will not go off-site for the final two weeks of the term. I will email a new google doc asking for volunteers at the start of next term. If you know a date that would suit you to volunteer, you can email me or add your name to the doc.
The first term of Foundation is always exhausting for both the children and families. Thank you so much for your support and partnership this term. We hope to see you on Thursday morning at 8.50 am in the Hall for our first Foundation Assembly.
Kind regards,
JACQUI, JASMINE and RACHEL
Foundation Educators
Systems and Services in Years 1 & 2
What a whirlwind of a term we have had! It's hard to believe we are already in Week 9 of Term 1! The kids have adjusted well and truly to the routine in Years 1 and 2. Every day, the air is buzzing with excitement for a new day of learning. But the term is still going strong as we look ahead to Harmony Day next week, Grandparents Day, and Cross Campus sports morning in week 10.
Literacy
We have commenced our Read Write Inc (RWI) program after testing, and the children are working in their new groups and should be bringing home their readers to show their reading at home. Remember, the RWI readers have been ones they have practiced in class, and they should be extremely fluent and expressive when they read them.
Maths
During maths sessions, they have been looking at number knowledge, with a special focus on place value. The children have been doing a lot of work recognising counting patterns and sequences and using their prior knowledge to find numbers in sequence. The class has also been discussing expanding numbers to understand their place value 387 = 300+80+7 and different ways that they can show this.
Unit of Inquiry
We have officially started our unit of inquiry in the transdisciplinary theme of 'How We Organise Ourselves'. The central idea for the unit is –
'Communities develop systems and services to function effectively'.
Our lines of inquiry are:
- Systems & services in our community
- How systems & services help communities function
- How we can develop services & systems to meet the needs of our community.
The children have been exploring the systems we use on a day-to-day basis at school. They have looked at the many systems on Discovery Day and looked at the reasons for them and how the systems help our days to run smoothly.
They identified a whole range of systems around our school as we went for a 'systems hunt' and identified the services we have (canteen) and the systems that make it run effectively (lining up, having money ready, etc.).
Year 1 has been working with David Booth, also known as Ghost Patrol, to create a mural on the bounce wall near the basketball court. This too, has involved a system. We designed, planned, and we collaborated to create the finished product.
Here's to a great last few weeks of Term 1!
LIANE and LEXI
Year 1 and 2 Teachers
Harmony in Year 3
Units of Inquiry
Our current inquiry unit focuses on the concept of ‘Harmony’. Students have been engaging with a variety of provocations to deepen their understanding of what a harmonious community entails. They are also reflecting on their responsibilities in fostering a harmonious environment within their school and home, considering how their actions, attitudes, and behaviours can impact others.
Our next unit of inquiry commencing next week and continuing into Term 2 is a scientific-centred unit around materials, how they can be changed, their properties, and their innovative use. If you have a suggestion or connection to this concept that you think would be valuable for the students, please let me know.
Mathematics
Collaboration and teamwork are at the heart of mathematics, a subject that requires deep thinking and complex problem-solving skills. Recently, the Year 3s have displayed remarkable teamwork while investigating 'exploding dots'. This task presented a real challenge and required a lot of concentration, but the students collaborated seamlessly in groups and shifted between them as they worked on the challenges presented.
The benefits of this collaborative effort extended beyond just solving the problems at hand. The students learned from each other, shared ideas, and techniques, and built a sense of camaraderie and support. The group dynamics fostered in this collaborative learning environment will have a lasting impact on the students' educational experiences. It is heartening to see the students working together in such a positive and productive way, and this spirit of collaboration and teamwork is a testament to the importance of fostering a collaborative learning environment. Through teamwork, students can push beyond their individual limits and achieve success together.
English
To foster strong writing skills, the class has been focusing on the essential processes of brainstorming, planning, and generating ideas. Through these techniques, students are encouraged to explore a range of perspectives and develop their ability to articulate complex ideas in a clear and concise manner.
Our spelling focus has been on syllabification and related rules, including those involving vowels at the end of syllables. The class is also enjoying their new class novel, The Magician's Elephant by Kate DiCamillo. The story follows a young, orphaned boy named Peter, who embarks on a mysterious and magical journey with the help of an elephant. I have been informed it has recently been adapted into a film for Netflix. Could you please support me to AVOID watching the film at this time? I would like the students to enjoy the book first on this occasion! Thanks!
Spotlight Explore
Watching the Year 3 students step up as leaders is truly rewarding. During the recent Explore session, they took on the role of hosts for the Foundation students, teaching them how to code and operate the Dash Robots. The students also delighted everyone with impressive music displays and an exciting 'robot wars' event. However, what stood out the most was how the Year 3s welcomed their younger peers with open arms.
Witnessing the Year 3 students embrace their leadership role and show such warmth and kindness towards their younger schoolmates was the highlight.
CRAIG KENNER
Year 3 Teacher
Harmonious communities in Year 4
Unit of Inquiry
We’re nearing the end of our current unit of inquiry, and I thought it would be best if some of our students shared their understanding of two compassionate systems thinking tools we have used routinely in our space to develop an understanding of our central idea: People’s responses to the actions of others can influence the harmony of a community.
Artie
In Year 4, we use many, many thinking tools to inquire about our unit of inquiry, Sharing the Planet, and one of our focuses is the features of a harmonious community. One of the thinking tools we use is the Ladder of Inference.
We, everyday, climb the ladder regularly. The Ladder of Inference has 4 steps, pretty fitting for grade 4.
Those steps are:
1: Receive Information.
2: Add Meaning.
3: Make a Conclusion.
4: Take Action.
An example would be;
1. Sees rubbish.
2. People are littering.
3. People don’t care for the environment.
4: Shout at people.
These are the thing that prevent a harmonious community. However, climbing the ladder isn’t always bad.
For example;
1. Someone’s kind to you.
2. They are doing this because they care.
3. They care about me.
4. Say thank you.
See? Sometimes climbing the ladder is good, too! Why? Because the conclusion, saying thank you, actually is one of the fundamental features of a harmonious community. But back to the bad ways. Sometimes you just need to go back to the bottom and see what is actually happening and why they did what they did to sustain the harmony of the community.
Max
In Year 4 we have been learning about our unit Sharing the Planet, this is the central idea: People’s responses to the actions of others can influence the harmony of a community. We have used a LOT of thinking tools, for example: The Iceberg.
The iceberg shows a little on the top but there’s much deeper down at the bottom. For example, say you saw a harmonious community. BUT that’s not all, you need to look under, the bottom of the iceberg. Under the iceberg, you see more than just a harmonious community you see forgiveness and loads of other things. The patterns of behaviour are helping, trust, friendliness, peace, kindness, including people, sharing, respect and teamwork. That’s just the start, there are LOADS more.
If you go down right to the very, very, very bottom you will see the mental models and the artifacts. Let’s start with artifacts. Artifacts are what else might cause the behaviours above, for example, agreements and laws. If you switch over to the other side of the iceberg you will find Mental models. Mental models are … say someone hit you accidentally; you have to keep your mental control, you shouldn’t take it too seriously, you should trust people that it was an accident to keep the harmony of the community.
Thanks Artie and Max, I couldn’t have said it better myself!
JAMES CLAPHAM
Teacher
All the latest from the 5 / 6 Homestead
Dear Year 5/6 Homestead Families: This edition of Messenger features a podcast created by students that highlights all the things we have been doing in our classrooms and across the school. We thank Finlay, Millie, Jack and Amy for producing the show and providing their insights.
Please also enjoy a selection of photos from the last few weeks in and around the Homestead.
ZARA, ANDY, JONNO & JACQUI
Year 5 & 6 Teachers
Join us at the Harmony Day Picnic!
In cultural respect for everyone who calls Australia home, please join us for the 2023 Harmony Day Picnic at the Penbank Campus on Thursday 30 March from 4.45 to 8pm!
Featuring music and dance by:
- Sambado – Spontaneous swinging Brazilian samba
- Asanti Beats – the spirit and joy of West African music and acrobatics
- Indigenous Outreach Project – Hip Hop
All proceeds on the night go towards Woodleigh School’s Indigenous Scholarship Fund.
Join us for Grandparents and Special Friends Day
The students of Minimbah invite all Grandparents and Special Friends to our Grandparents' Day and High Tea on Tuesday 4 April, from 9.30.
We would love to show them all the interesting things we do and to treat them to a delicious high tea and concert in our special marquee, so pass on the message, and please rsvp for catering purposes below.
The morning will begin at 9.30am with visits to classrooms. At 11.00am Grandparents and special guests will be invited to join one another in our marquee for our world famous high tea. All students from Foundation to Year 6 will perform in a special concert. The festivities will conclude at approximately 1.00pm.
Guests are invited to park their cars at Overport Park (please park in the main car park, enter from Somerset Rd), and we'll transfer them via our buses to and from our Minimbah Campus.
I look forward to seeing our Grandparents and Special Friends there! Please book tickets below to let us know you're coming.
ROD DAVIES
Deputy Principal – Head of Minimbah Campus
Reunion: Classes of 2003, 2011, and 2013
Woodleigh School Principal, David Baker, invites the Classes of 2003, 2011, and 2013 back to our Bush Chapel at our Senior Campus for drinks and nibbles whilst reminiscing about your time at Woodleigh with old friends.
As has been the case in prior years, some groups will organise a dinner or function after the school reunion. For further information, please contact the Woodleigh School Alumni Team.
Bring your family, bring your partner, bring your memories and a sense of youthful fun!
Please book your tickets if you can join us, and don't forget to spread the word.
We are looking forward to seeing you back here at Woodleigh!
Join us!As part of our Unit of Inquiry 'Who We Are', we are learning about ourselves and others as part of a learning community.
For many of the children, The Hive is their first experience in a learning community outside of the home and family. Over the past few years, this has been compounded by circumstances that have restricted them and their families from many community activities. Being their first experiences, we had predicted that it might take some time for the children to transition into the program and feel a sense of belonging. Our predictions so far have been wrong! The Hive children are thriving and demonstrating their amazing capabilities despite COVID restrictions.
If anything, they are relishing the opportunity to be with others, and we are observing the children’s active participation in collaborative play, demonstrating their developing social skills.
They share, take turns, and communicate with one another in all program areas. Whether in the sandpit discovering our new dinosaurs, taking turns with the glue as we created family portraits, or learning how to communicate to our peers that we are still using materials. The children constantly show us how to contribute to our learning community.
Our morning meetings have been filled with rich discussions about how we can care for ourselves, care for the environment and care for others.
“We need love and a hug.” William
“I take care of myself with a nap …” Maisie
“… that’s why we have rest time.” Charlie.
“We eat to grow.” Issy
“Get energy from eating too.” Bertie
“We can ask a teacher to care and sometimes get us a band-aid.” Fleur
“If you have a giant worry, you can tell a grown-up.” Maisie
“We can share our toys.” Dorothy
“And say please,” Charlie
“Taking turns” Atticus
“We can all help one another.” Charlie
“We need to put the lids back on the textas, or then they have to go in the bin.” Iris
“Outside, we water the plants.” Tom
“We take care of the trees.” Dorothy
“The water tanks spray the water out.” Charlie
“The water comes from the rain.” Raffi
“With pipes, the water comes down of Raffi’s roof.” Jack
“We can put the water we have finished with on the garden.” Zoe
“We could cuddle the land if we had ginormous long arms!” Charlie
Exploring local Bunurong, Boonwurrung culture and learning the laws of Bunjil and Waa have further supported our learning on caring.
“Bunjil is here to look after the school and us.’ Bertie
“Waa looks after the waves.” Raffi
“And the creek” Iris
“And Mud!” Jack
From these discussions, we have started to explore who else helps care for us in our community.
“Grown-ups, like teachers and grandparents, also look after us.” Bertie
“Even Dentists, I’ve been there before.” Charlie
“My mum is a dentist.” Dorothy.
“Emergency services look after us when there is a big flood.” Raffi
This interest links with our “How The World Works” inquiry, where we use play to make and explore theories on how the world works. We look forward to further investigating other community members who care for us and have even invited some special visitors to The Hive to share their expertise with us.
THE HIVE
The Cocoon group acknowledge that we work and play on Boonwurrung, Bunurong Country. We acknowledge the traditional custodians of the land, skies, and waterways, and we pay our respects to the Elders, past and present, and all First Nations Peoples. We thank Bundjil for looking after the Bubups (children).
“It means only take what you need.” Tom
“Respect.” Mila
“Give back to the land.” Elle
As we inquired into the question “Who is Bundjil?” the children identified the Woodleigh leaf as a symbol of respect. They took this knowledge and extended it further by making connections to their understanding of Respect and Bundjil’s laws.
“Bundjil also means respect.” Amelie
“And we respect.” Indiana
This connection has enabled the children to explore the concept of respect and consider how we can use it to ensure we have happy days together in the Cocoon.
“It means sharing.” Amelie
“Love. Show love.” Indiana
“Care.” Arlo
“Respect the elders.” Elijah
“Respect is putting away.” Oscar
We hope you enjoy our creative pictures and clay designs. The children were presented with a range of loose parts and offered the time to explore different materials and ways of representing their thoughts.
“Bundjil has really big wings.” Luca
“He has a lot of feathers.” Noah
“Birds need to drink. I am doing a waterhole” Walter.
“We see lots of Waa birds here” Walter
“I found a Woodleigh leaf for Bundjil.” Aaren
“Bundjil is an eagle. He lives in a tree.” Seb
“Let’s make him a tree to live in.” Mila
“There is a Bundjil nest here you know.” Noah
“Where?” Tom
“I have seen Bundjil flying in Mount Eliza once you know.” Tom
“This is the land and Bundjil and the people on the land.”
Rachelle provoked the children to deepen their thinking further by asking
“If we don’t have pencils, paints, clay and paper what else could we make Bundjil with?”.
“Leaves and sticks” Oscar
“Maybe bark” Tom
“Lots of things” Amelie
“Could we try make a Bundjil from nature at the Reserve today?” Rachelle
“Yes” Frankie
Our circle of friend’s song is a reminder about how we can care for one another, and it includes words from our agreement including:
“Show everyone some love,”
“Care and share together.”
“Sharing is caring” Noah
“Offer a hug. Don’t grab” Frankie
Our classroom agreement is a living document, throughout this year, we will continue to refer to it during our conversations and morning meeting. As interests and challenges arise, we will draw on the ideas and rules already developed, and add more reflections to support the children’s social thinking.
THE COCOON
What a busy first term we have had so far in Foundation! The past eight weeks have flown by, and the children have grown and learned so much. They are becoming very independent and confident at school now.
Maths
This term, our focus has been on developing number concepts and number sense. We have worked on the number sequence, one-to-one correspondence, cardinality, and subitizing. We have learned how to measure time using a visual schedule to organise our day and week. We will begin to explore the relationships that connect numbers using language such as more than, less than, and the same or equal next term. We will also explore shapes and learn to describe different shapes based on their properties.
Literacy
The children are doing so well with the sounds during 'Read Write Inc' sessions. They are becoming competent at recognising and recalling the sounds we have learned, forming them correctly, and beginning to blend sounds to read words, or as we call it, 'Fred Talk.' We have played a game called 'Write My Word' in class where I 'sound out' a three-letter word with the letters we know so far, i.e., b-e-d, and the children write a sound at a time to make the word. Your child might like to play this at home with you. Many of the children have also loved making their own mini books at school either independently or with their Year 6 buddies. This has given them a chance to practice their letter formation and fine motor skills. Any opportunities that you can find at home for your child to write with an authentic purpose are really valuable. They could help you write a shopping list, a birthday card, or a note to a friend.
Unit of Inquiry
This term, we have focused on sharing our own identities and building relationships with others. We read a beautiful story called "Our Class is a Family" by Shannon Olsen, and we will be using this as part of our assembly next week. We have also worked on our essential agreements as a class. Thinking about how respecting ourselves and others looks, sounds, and feels. You might like to talk about what respect looks like as a family. How do you show respect to each other at home? Next term, we will begin a new unit of inquiry about living things.
Discovery Day
Thank you to our wonderful Discovery Volunteers this term. It has been fantastic to have your support. We will not go off-site for the final two weeks of the term. I will email a new google doc asking for volunteers at the start of next term. If you know a date that would suit you to volunteer, you can email me or add your name to the doc.
The first term of Foundation is always exhausting for both the children and families. Thank you so much for your support and partnership this term. We hope to see you on Thursday morning at 8.50 am in the Hall for our first Foundation Assembly.
Kind regards,
JACQUI, JASMINE and RACHEL
Foundation Educators
What a whirlwind of a term we have had! It's hard to believe we are already in Week 9 of Term 1! The kids have adjusted well and truly to the routine in Years 1 and 2. Every day, the air is buzzing with excitement for a new day of learning. But the term is still going strong as we look ahead to Harmony Day next week, Grandparents Day, and Cross Campus sports morning in week 10.
Literacy
We have commenced our Read Write Inc (RWI) program after testing, and the children are working in their new groups and should be bringing home their readers to show their reading at home. Remember, the RWI readers have been ones they have practiced in class, and they should be extremely fluent and expressive when they read them.
Maths
During maths sessions, they have been looking at number knowledge, with a special focus on place value. The children have been doing a lot of work recognising counting patterns and sequences and using their prior knowledge to find numbers in sequence. The class has also been discussing expanding numbers to understand their place value 387 = 300+80+7 and different ways that they can show this.
Unit of Inquiry
We have officially started our unit of inquiry in the transdisciplinary theme of 'How We Organise Ourselves'. The central idea for the unit is –
'Communities develop systems and services to function effectively'.
Our lines of inquiry are:
- Systems & services in our community
- How systems & services help communities function
- How we can develop services & systems to meet the needs of our community.
The children have been exploring the systems we use on a day-to-day basis at school. They have looked at the many systems on Discovery Day and looked at the reasons for them and how the systems help our days to run smoothly.
They identified a whole range of systems around our school as we went for a 'systems hunt' and identified the services we have (canteen) and the systems that make it run effectively (lining up, having money ready, etc.).
Year 1 has been working with David Booth, also known as Ghost Patrol, to create a mural on the bounce wall near the basketball court. This too, has involved a system. We designed, planned, and we collaborated to create the finished product.
Here's to a great last few weeks of Term 1!
LIANE and LEXI
Year 1 and 2 Teachers
Units of Inquiry
Our current inquiry unit focuses on the concept of ‘Harmony’. Students have been engaging with a variety of provocations to deepen their understanding of what a harmonious community entails. They are also reflecting on their responsibilities in fostering a harmonious environment within their school and home, considering how their actions, attitudes, and behaviours can impact others.
Our next unit of inquiry commencing next week and continuing into Term 2 is a scientific-centred unit around materials, how they can be changed, their properties, and their innovative use. If you have a suggestion or connection to this concept that you think would be valuable for the students, please let me know.
Mathematics
Collaboration and teamwork are at the heart of mathematics, a subject that requires deep thinking and complex problem-solving skills. Recently, the Year 3s have displayed remarkable teamwork while investigating 'exploding dots'. This task presented a real challenge and required a lot of concentration, but the students collaborated seamlessly in groups and shifted between them as they worked on the challenges presented.
The benefits of this collaborative effort extended beyond just solving the problems at hand. The students learned from each other, shared ideas, and techniques, and built a sense of camaraderie and support. The group dynamics fostered in this collaborative learning environment will have a lasting impact on the students' educational experiences. It is heartening to see the students working together in such a positive and productive way, and this spirit of collaboration and teamwork is a testament to the importance of fostering a collaborative learning environment. Through teamwork, students can push beyond their individual limits and achieve success together.
English
To foster strong writing skills, the class has been focusing on the essential processes of brainstorming, planning, and generating ideas. Through these techniques, students are encouraged to explore a range of perspectives and develop their ability to articulate complex ideas in a clear and concise manner.
Our spelling focus has been on syllabification and related rules, including those involving vowels at the end of syllables. The class is also enjoying their new class novel, The Magician's Elephant by Kate DiCamillo. The story follows a young, orphaned boy named Peter, who embarks on a mysterious and magical journey with the help of an elephant. I have been informed it has recently been adapted into a film for Netflix. Could you please support me to AVOID watching the film at this time? I would like the students to enjoy the book first on this occasion! Thanks!
Spotlight Explore
Watching the Year 3 students step up as leaders is truly rewarding. During the recent Explore session, they took on the role of hosts for the Foundation students, teaching them how to code and operate the Dash Robots. The students also delighted everyone with impressive music displays and an exciting 'robot wars' event. However, what stood out the most was how the Year 3s welcomed their younger peers with open arms.
Witnessing the Year 3 students embrace their leadership role and show such warmth and kindness towards their younger schoolmates was the highlight.
CRAIG KENNER
Year 3 Teacher
Unit of Inquiry
We’re nearing the end of our current unit of inquiry, and I thought it would be best if some of our students shared their understanding of two compassionate systems thinking tools we have used routinely in our space to develop an understanding of our central idea: People’s responses to the actions of others can influence the harmony of a community.
Artie
In Year 4, we use many, many thinking tools to inquire about our unit of inquiry, Sharing the Planet, and one of our focuses is the features of a harmonious community. One of the thinking tools we use is the Ladder of Inference.
We, everyday, climb the ladder regularly. The Ladder of Inference has 4 steps, pretty fitting for grade 4.
Those steps are:
1: Receive Information.
2: Add Meaning.
3: Make a Conclusion.
4: Take Action.
An example would be;
1. Sees rubbish.
2. People are littering.
3. People don’t care for the environment.
4: Shout at people.
These are the thing that prevent a harmonious community. However, climbing the ladder isn’t always bad.
For example;
1. Someone’s kind to you.
2. They are doing this because they care.
3. They care about me.
4. Say thank you.
See? Sometimes climbing the ladder is good, too! Why? Because the conclusion, saying thank you, actually is one of the fundamental features of a harmonious community. But back to the bad ways. Sometimes you just need to go back to the bottom and see what is actually happening and why they did what they did to sustain the harmony of the community.
Max
In Year 4 we have been learning about our unit Sharing the Planet, this is the central idea: People’s responses to the actions of others can influence the harmony of a community. We have used a LOT of thinking tools, for example: The Iceberg.
The iceberg shows a little on the top but there’s much deeper down at the bottom. For example, say you saw a harmonious community. BUT that’s not all, you need to look under, the bottom of the iceberg. Under the iceberg, you see more than just a harmonious community you see forgiveness and loads of other things. The patterns of behaviour are helping, trust, friendliness, peace, kindness, including people, sharing, respect and teamwork. That’s just the start, there are LOADS more.
If you go down right to the very, very, very bottom you will see the mental models and the artifacts. Let’s start with artifacts. Artifacts are what else might cause the behaviours above, for example, agreements and laws. If you switch over to the other side of the iceberg you will find Mental models. Mental models are … say someone hit you accidentally; you have to keep your mental control, you shouldn’t take it too seriously, you should trust people that it was an accident to keep the harmony of the community.
Thanks Artie and Max, I couldn’t have said it better myself!
JAMES CLAPHAM
Teacher
Dear Year 5/6 Homestead Families: This edition of Messenger features a podcast created by students that highlights all the things we have been doing in our classrooms and across the school. We thank Finlay, Millie, Jack and Amy for producing the show and providing their insights.
Please also enjoy a selection of photos from the last few weeks in and around the Homestead.
ZARA, ANDY, JONNO & JACQUI
Year 5 & 6 Teachers
In cultural respect for everyone who calls Australia home, please join us for the 2023 Harmony Day Picnic at the Penbank Campus on Thursday 30 March from 4.45 to 8pm!
Featuring music and dance by:
- Sambado – Spontaneous swinging Brazilian samba
- Asanti Beats – the spirit and joy of West African music and acrobatics
- Indigenous Outreach Project – Hip Hop
All proceeds on the night go towards Woodleigh School’s Indigenous Scholarship Fund.
The students of Minimbah invite all Grandparents and Special Friends to our Grandparents' Day and High Tea on Tuesday 4 April, from 9.30.
We would love to show them all the interesting things we do and to treat them to a delicious high tea and concert in our special marquee, so pass on the message, and please rsvp for catering purposes below.
The morning will begin at 9.30am with visits to classrooms. At 11.00am Grandparents and special guests will be invited to join one another in our marquee for our world famous high tea. All students from Foundation to Year 6 will perform in a special concert. The festivities will conclude at approximately 1.00pm.
Guests are invited to park their cars at Overport Park (please park in the main car park, enter from Somerset Rd), and we'll transfer them via our buses to and from our Minimbah Campus.
I look forward to seeing our Grandparents and Special Friends there! Please book tickets below to let us know you're coming.
ROD DAVIES
Deputy Principal – Head of Minimbah Campus
Woodleigh School Principal, David Baker, invites the Classes of 2003, 2011, and 2013 back to our Bush Chapel at our Senior Campus for drinks and nibbles whilst reminiscing about your time at Woodleigh with old friends.
As has been the case in prior years, some groups will organise a dinner or function after the school reunion. For further information, please contact the Woodleigh School Alumni Team.
Bring your family, bring your partner, bring your memories and a sense of youthful fun!
Please book your tickets if you can join us, and don't forget to spread the word.
We are looking forward to seeing you back here at Woodleigh!
Join us!