Hive Update

It's hard to believe that we are coming towards the end of term three already.

This term, we have been investigating, researching, and inquiring into how we can manipulate materials for a purpose and noticing how they change. We have been exploring 'How the World Works' through our play and work in all aspects of the program. Simple experiences include using the slinky apple machine, building towers and ramps, experimenting with playdough, and carrying out several experiments.

We are learning to experiment through play, observe and begin to record our thinking.

When creating/designing and building our ramps, block buildings, or carrying out science experiments, we discovered that we could manipulate resources to change the outcome.

"You can try again," Ezra

"We can move this bit over," Willow

"It's so annoying it keeps falling," Isaac

"Let's try it now," Austin

"Yes!" Daisy

"It worked; it really worked!" Ezra

Water Walking Experiment

During our morning meeting, we shared our new resources and used the food dye droppers. Last week we researched the experiment to follow on from our theories about color mixing.

Just a gentle squeeze, and a drop will come out.

"This is a color experiment," Pearl

"When they mix together, they will create another "color Huxley

"We need to make purple. Should we read the instructions?' Tahlia

"Yes. It's one of blue and one of red" Huxley

"It made purple," Harry

"I want to do the purple," Jake

"I'm doing the red" Indiana

"I have made a rainbow at home," Pearl

"The one in the sky isn't made like this' Austin

"How is the one in the sky made?" Rachelle

"Sun and rain" Pearl

"I did a squeeze," Harry

"The paper goes in the cup now," Remi

"The paper is dry. When we add it to the colors, it will change "color Zoe

"We need it long. Super long" (the paper to reach each cup) Jake

"You have to staple it together, so they don't fall apart," Remi

"The colors of the rainbow are on the paper now," Willow Shirl

"They are all different "colors," Willow Shirl

"It changes from white to "colors" Jake

"The top of the paper is still dry," Willow Shirl

"The blue hasn't gone all the way to the top yet," Isaac

"Now the paper is all wet," Rose

"The color just goes inside, then up and all over," Henni

"If it just dries, it changes again. The color will go away," Lewis

"You mix it together, and it makes purple," Jake

"I made light green. I'm adding blue now, and it has gone dark green," Rose

"The paper is so wet. It's white, but now it's purple and blue or yellow," Daisy

"It's all the colors of the rainbow," Austin

"What will happen if we dry the paper out?" Rachelle

"I think it will stay rainbow," Stevie

"I think it will go white." Austin

"It will go white," Pearl

"It's getting all colored because of the colored water. The paper is wet now". Flynn


Children develop dispositions for learning such as curiosity, commitment, enthusiasm, persistence, imagination, and reflexivity. This is evident when children:

  • Express interest and wonder in their environments.
  • Are curious and enthusiastic participants of their learning.
  • Use play to investigate, imagine and explore ideas.
  • Follow and extend their own interests with enthusiasm, energy, and concentration.
  • Participate in a variety of rich and meaningful inquiry-based experiences.
  • Persevere and experience the satisfaction of achievement.
  • Persist even when they find a task difficult.

Children develop various skills and processes such as problem solving, inquiry, experimentation, hypothesizing, researching, and investigating. This is evident when children:

  • Apply various thinking strategies to engage with situations, solve problems, and create use representation to organise, record, and communicate theories and concepts.
  • Make predictions and generalisations about their activities, aspects of the natural world, and environments.
  • Explore their environment.
  • Manipulate objects and experiment with cause and effect, trial and error, and motion.
  • Contribute constructively to small and large group discussions.
  • Use reflective thinking to consider why things happen and what can be learned from these experiences.

It's not a box!

The Story "It's not a box" was used as a provocation to extend the children's thinking and imagination. We brainstormed as a group what we could do with some large boxes we had and voted on making a boat where we could go on adventures!

It was amazing to see how engaged the children worked in small groups to create their "it's not a box boat."

Working in two small groups, the children had different ideas and could present their creations to one another. Children need time to explore and manipulate various materials for a purpose. Collaboration and creative thinking were evident as children shared their ideas, researched different designs, and looked and the materials we had, which impacted their decisions about an effective plan.

  • Communication Skills: reading, writing, viewing, speaking, listening, presenting ideas
    Self-management: Adopting a variety of roles, cooperation, group decision making, accept responsibility
    Learner Profile: reflection, risk-taker


Hive dads can do anything!!!

We asked the children:

What are our dads good at? What do they enjoy?



"Playing dolls and dolls house."

"Making stuff."


"Doing pop-offs."


"Making music."

"Inventing new things."

"Doing my hair."

"Giving hugs and kisses."

"Making me laugh."

"Playing games."

"Buying things."

"Cleaning up."

"Playing instruments. He even has a guitar."

All our daddies are for amazing things no matter what they do, how they celebrate, or what they are good at! We love you: happy Fathers' Day, lots of love, the Hive Children.

Hive Teachers