Hive Update

It is hard to believe that we are already at the end of Term 2. It seems like just last week that we were settling everyone into our Continuous Learning Plan, and now we are all back together finishing Term 2 in the ECC!

The children have come such a long way since then and have all developed a range of new skills. We have enjoyed seeing them learning in various environments, adapting to change, and even communicating online. Though our group had several changes this term, the children continued to demonstrate a strong sense of belonging to The Hive and a deep connection with each other and their educators.

We have been looking forward to celebrating the end of term with a video for the children to watch and reflect. It's nice to remember all the fantastic learning that has occurred throughout the term. I will share it with all of you on Seesaw so you won't miss out!

Morning Drop Off

Thank you for assisting us with our new drop off routine. The children have been doing a fantastic job carrying their bags to their locker and preparing for the day. To encourage drinking, we ensure the children take out their lunchbox and water bottle and place it at the front of their locker. If they want to drink throughout the day, they can quickly access their water at all times. Seeing the children asking for assistance when they need it and showing pride when the educators praise their efforts, have been highlights for us as we support the children to adjust to their "new normal."

"I carried my bag all by myself" Sophie
"It's not so hard" Riley
"I have packed my bag myself, but I can't open my lunchbox." Olivia
"The zip" Teddy
"I don't know how to fill my water up can you help Rachelle" Kai

Thank you to every parent for assisting us with our new drop off and pick up routines and ensuring reasonable social distance at all times. 

Reconciliation Week 2020

Indigenous education is deeply embedded at Minimbah. We intend to create strong community connections and develop meaningful relationships between Aboriginal and Torres Strait Islander peoples and non-indigenous peoples to benefit all Australians.

First, Peoples' culture is woven throughout the program, and each day begins with an Acknowledgement to Country during our morning meeting. We have been enjoying using Boonwurrung/ Bunurong language, gifted to us by local elders Faye Stewart-Muir and Carolyn Briggs

The children also love singing songs in language, playing games, and reading Dreamtime stories. 

"Reconciliation isn't a single moment or place in time. It's lots of small, consistent steps, some big strides, and sometimes unfortunate backward steps …" – Karen Mundine – Chief Executive Officer, Reconciliation Australia

"I'm doing the dots like in the crow book" Elleni
"I can do that too" Ollie C
"I am going to paint a rock brown" Remi
"These leaves can make another one when you paint on it" Ollie C
"I can do a leaf too" Jordyn
"I made animal tracks in my painting" Sophie
"The baby needs his hat on" Ollie C
"Mine wants to have a bath now" Elleni
"You need to be dry now" Elleni
"I love these babies" Harriet

Respect for yourself and others

Assisting children to develop respect for themselves is a tricky concept and involves developing confidence, independence, and an ability to recognise their thoughts and feelings. We work alongside your precious little people to assist them in understanding feelings of achievement, success, and those feelings that may challenge them, such as frustration and sadness. Supporting children to take measured risks within their play may push them out of their comfort zone, but not pose a danger is another important aspect of learning about themselves. At a basic level, it also involves children recognising the need for food and water, rest, solitude, or when they just need some super boisterous play!

"It's so hard to get over there" Jordyn
"I did it" Elleni
"I can cross these too" Remi
"I haven't been over there yet." Alice

Sharing toys and taking turns is showing respect

"I want the blue one" Ollie W
"But I'm using it" Eli
"Me too" Teddy
"How can we make it fair so that we all get a turn at each truck?" Rachelle
"Share" Eli

We had a small group discussion about using the trucks for different jobs and then letting someone else have a turn. Rachelle set a timer, and then the boys swapped over. It was tricky to understand at first, but once the play continued and everyone got a turn at each different truck, they realised it was fair and respectful to each person playing.

"I used all of them," Ollie W
"I liked this one," Teddy
"The tow truck is my favourite" Eli


"Children use play as a way of developing an understanding of their world, how they live with and care for others. They show empathy, compassion, and respect, making a positive difference in the lives of others."


Yoga and Meditation

Over the past weeks, we extended our Yoga and meditation sessions as a way of exercising and ensuring wellbeing through a challenging time for us all. The purpose not for children to have perfectly executed poses but rather to develop a growing awareness of their bodies (what it can and cannot do). Spatial awareness in regards to others (yoga requires space) and learning to engage with a group task (whether you are sitting and watching, or joining in), which develops a sense of belonging with teachers, educators, and other children. 

"Can we do yoga now" Alice
"I love yoga" Riley
"I do yoga" Teddy
"I can do downward dog" Eli
"I like the cat one" Olivia
"This is the cow," Harriet
"I can do the tree pose" Kai
"It's hard to balance" Felix


"Children become strong in their social, emotional, and spiritual wellbeing."

(VEYLDF: Wellbeing)

Sharing the Planet 

As part of our unit of inquiry, "Sharing the Planet," we have been carrying out some experiments to test our theories about how plants live and grow.

"It will take three days for the spring onions to grow" Ollie C 
"I think 14 days" Riley
"Maybe five" Eli
"Eight days" Remi
"Five, it will take five days" Elleni

We have placed some spring onions in the garden, and others in jars with water, a ruler was placed next to them to measure the growth. The children knew what the ruler was and identified numbers written on the side.

"I have seen this before" Ollie C
"Why are there so many numbers on here" Riley
"I like the tape so we can see if it's grown" Jordyn
"It will grow" Eli

Graphing using estimation

We decided to graph the estimates we made to represent our ideas about how long it will take for the spring onions to grow.

After recording their predictions about the number of days the children thought it would take for the spring onions to grow, we used sticky notes to graph our thinking.

"Wow 14 is the most" (using one to one correspondence to count each star sticker) Ollie C
"I guessed the smallest amount of days" Ollie C
"Mine is the most" Riley
"I have a lot too" Jordyn

Observing their roots and understanding how plants grow

"It's like string" Jordyn
"They are soft" Riley
"That bit goes in the ground" Teddy

Do the roots grow as well as the plant part?

"Yes, that bit grows under the ground. They do get long" Ollie C

Upon returning to the ECC, children noted growth in the spring onions in the dirt and jars of water. 

They were also eager to check if their celery had changed after being placed in the coloured water.

Interestingly, not all the celery changed colour, and the children are interested as to why the celery in the blue jar changed colour, but the others didn't. They also observed that the celery didn't go soft in the water as it does at home in the fridge. They concluded that celery and plants need water to live.

"The blue worked see" Ollie W
"The brown didn't change" Riley
"This one didn't either" Elleni
"Maybe because the blue is very dark" Alice
"Well I think the orange worked a bit up here you can see some orange" Eli
"Over here too" Teddy


We have made lots of changes to our garden, and the children have been helping develop a space where we can all contribute and enjoy. If you have a look in our garden, you will notice some beautiful signs we have created for our new marigold plants. Individual sticks were placed where the seeds are so the children can easily observe the area for any growth! We will record the changes and measure how much they grow when they sprout up.

"The worm juice can water the new plants," Felix

Collaborative live drawings of strawberry plant and roots

During morning meeting, we presented the children with a strawberry plant provocation with roots attached and asked the children what they could see. We set up a collaborative space during working time and invited children to come and do some fine drawing work. They manipulated magnifying glasses to look at the excellent details. 

"The blue tongue lizard ate all my strawberries at home. Strawberries grow flowers" Alice
"The roots are tangled in the dirt underground" Elias
"The roots are down here, and they go in the ground. Up here is the strawberry with the veins in the leaf" Ollie C
'This is the root with all the soft bits, and they are tickly" Kai

We all wish you all the very best for a safe and relaxing holiday period.