TOP

Hive Update

It's hard to believe that this is Week 8! Thank you for your support over the last few weeks as your houses have been converted into temporary resource centres for the children to explore, design and construct as part of our Unit of Inquiry, How the World Works. The kids' feedback was overwhelmingly positive; they loved creating their plans based on their interests and then putting their understanding of shape into practice.

Important Upcoming Dates

Book week: 7–11 September

Log into Seesaw each day this week to enjoy memorable stories and activities!

Dress up in Book character Thursday 10 September

Hive Incursion for Book Week

Thursday 10 September @ 10.00 am

Last day of Term, 3 Friday 18 September

How the World Works

Our unit of inquiry for this term is focused on developing students' understanding of scientific principles through active investigations. Over the past few weeks, we have been exploring various materials and using forces to change and manipulate them. The children were inspired to research their ideas, create designs, and then collect and select multiple resources that could be managed according to their plan. Problem-solving and observational skills were developed throughout the process as children made predictions about what might happen, evaluated their work, tried different materials for different purposes, questioned things, and making changes to solve problems.  

 "I will need more sticky tape to hold it together" Ollie

"It has rocks in the bottom of the box to hold it down" Kai

"The toilet roll is the unicorn horn" Maisy

"I don't know what I will use for the wing yet" Eli

"I made a rocket" Daisy

"I'm going to make a castle," Riley 

VEYLDF:

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination, and reflexivity.

This is evident, for example, when children:

  • Are curious enthusiastic participants in their learning. 
  • Use play to investigate, imagine, and explore ideas. 
  • Follow and extend their interests and enthusiasm, energy, and concentration.
  • Initiate and contribute to play experiences emerging from their thoughts.
  • Participate in a variety of rich and meaningful inquiry-based experiences. 


Shapes are all around us!

Earlier this term, the children enjoyed going on a shape hunt at home! This activity developed the children's skills of observing, recording, and identifying geometric shapes such as circles, squares, and rectangles in the world around us. There were many examples inside and outside and provided an opportunity to identify various natural or man-made materials. 

Our knowledge of shape was an essential building block in creating our designs. We identified what we wanted to develop and then looked for various forms that could be seen in our chosen construction piece. For example:

"I'm going to build a house" Olivia

What shapes are in a house?

"Triangle for the roof" Riley

"Squares for the windows" Ollie

"Rectangle for the door" Alice

"Circle for a handle" Jordyn

"I'm going to make a castle" Alice

"There are circles on the top" Felix

"Daisy's rocket has some circles" Sophie

The children used their understandings to locate and manipulate various resources and materials in their design. We have identified the different characteristics of shapes, such as circles having no straight lines and rectangles having two longer sides and shorter sides, and triangles having three points. 

Learner attributes:

  • Thinkers 
  • Inquirers 
  • Open-minded
  • Creative

Cooking and Science

Form, causation, and Function 

Cooking with Rachelle during our continuous learning plan has enabled the children to enjoy food while also learning science!

Through this experience, the children recognised that discoveries could be made through play, exploring, predicting, and experimenting.

Another scientific concept explored through cooking is that equipment should be used with care and safety.

Cooking also provides rich language and numeracy learning opportunities. The children listened to the instructions and learned specific vocabulary relating to the experience, such as pan, pot, knife, and tongs. 

They recorded their observations using pictures and oral communication, noticing the changes that happen to products when picked, cooked, or heated. In the popcorn experience, the children compared a corn kernel with a piece of popcorn. This provided a chance for children to practice speaking and listening skills as they discussed the differences and developed explanations for the transformation.

"It went pop" Kai

"I cooked mine in the microwave" Kai

"I added salt to make it nice" Remi

"It's crunchy" Jordyn

"I am making mine on the stove" Eli

"It gets hot" Eli

"I make mine on the stove" Sophie

"I have had popcorn" Ollie C

"Wow, that's cool, Rachelle. It's fun to make popcorn at home. I really like it," Olivia

Learner attributes:

  • Thinkers 
  • Inquirers 



Staying connected

Returning to online learning has meant that we are physically separated. It hasn't kept us apart. It's been rewarding seeing the children buzzing with excitement as we meet and see one another in our daily morning meeting sessions. The focus of our sessions has been linked to our unit of inquiry. We have engaged with hands-on learning, playing with a range of items found at home. We have also enjoyed connecting through yoga, meditation, movement games, numeracy, and literacy, and explorations.

The students have enjoyed reading their books from home, sharing their work, and connecting with friends. I am so proud of the way each child has come to these sessions and made the most of the entire experience. 

RACHELLE, MILLY, TAHLIA & HEATHER