Banksmeadow Preschool

Belonging, Learning and Growing Together.

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Kookaburra Telegraph

Upcoming Events & General Reminders

  • Enjoy the holidays. Children return Monday 15th October.

  • Just a friendly reminder that it's a good idea to place an ice pack in your child's lunch box. The weather will be warming up soon and lunches are not refrigerated. Afternoon tea is placed in the fridge, so no need for one in there.

Outcome 1 : Children have a strong sense of identity

  • Children have a strong sense of identity.
  • Children feel safe, secure, and supported
  • Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
  • Children develop knowledgeable and confident self- identities
  • Children learn to interact in relation to others with care, empathy and respect

Strawberry Milkshakes

Mrs Nicol brought in some strawberries, milk and yoghurt so the children could make strawberry milkshakes. She thought this could be another contribution to help the farmers through buying their products, especially due to the current crisis.

Mrs Dickson talked to the children about the ingredients and where each of them came from. The children shared their own experiences about making milkshakes and eating strawberries.

Once the ingredients were placed into the blender, Mrs Nicol switched it on to mix it all up. The children enjoyed watching the white milk turn pink. They talked about what they could see happening, and shared this with their group.

Of course when the milkshake was ready, it was nice to have a drink. Most really enjoyed it, other were not so keen.

Thank you Mrs Nicol for bringing everything in.

Mia said, "Strawberries come from a farm."

Adam said, "Milk comes from the cow on the farm."

Elizabeth said, "We are helping the farmers."

  • Children openly express their ideas as they talk about their experiences
  • Children share aspects of their culture such as the different foods they eat at home
  • Children engage in and contribute to shared experiences
  • Children express their thoughts and ideas constructively
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Outcome 2: Children are connected with and contribute to their world

  • Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

  • Children respond to diversity with respect

  • Children become aware of fairness

  • Children become socially responsible and show respect for the environment

Shopping Time

Elizabeth kindly donated some new equipment for the children to use. One box contained a shopping trolley, and another an actual shop. We had to put the pieces together first and then the children were able to use them. It was fun working together trying to put the parts in the right spot.

When it was all erected, the everyone enjoyed interacting with each other and having fun shopping. There was lots of communication and of course, recollection of their own experiences, shopping with their families and spending money.

We included another shop front the next day so we could extend the children's play.

  • Children explore culture and tradition
  • Children broaden their understanding of the world around them
  • Children begin to think critically about fair and unfair behaviour through sharing and turn taking

Outcome 3: Children have a strong sense of wellbeing

  • Children become strong in their social and emotional wellbeing

  • Children take increasing responsibility for their own health and physical wellbeing

Jumping Logs

We had been stuck inside most of the morning due to the wet weather. It was great to get outside and release some energy. Some of the boys decided to make the most of the logs and use them to jump along. They showed balancing skills, jumping skills and coordination as they maneuvered themselves around their environment

  • Children combine gross motor skills and balance to achieve complex patterns of movement
  • Children show enthusiasm for participating in physical play
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Outcome 4: Children are confident and involved learners

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

  • Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

  • Children transfer and adapt what they have learned from one setting to another

  • Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Computer Fun!

Maxxi and Ruby created their own computers during outdoor play. They drew a keyboard, added a screen and wrote some letters onto the keyboards.

To follow this on the next day, we had the Office activity on the table for the children to engage with. Maxxi and Ruby were the first children to take an interest and were eager to play and use the equipment. Mrs Royston asked each of the girls to find the letters from their name. All the letters were capitals on the keyboard so it was a little tricky. Some of the letters were also rubbed out or difficult to read. To assist the girls with recognising the capital letters a foundation handwriting page was given to them so they could see both capital and lower case. Maxxi and Ruby were competent in finding each of the letters from their name.

  • Children use play to investigate, imagine and explore ideas
  • Children follow and extend their own interests
  • Children persevere and experience the satisfaction of achievement
  • Children transfer knowledge from one setting to another
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Outcome 5: Children are effective communicators

  • Children interact verbally and non-verbally with others for a range of purposes

  • Children engage with a range of texts and gain meaning from these texts

  • Children express ideas and make meaning using a range of media

  • Children begin to understand how symbols and patters systems work

  • Children use information and communication technologies to access information, investigate ideas and represent their thinking


Mrs Royston had promised to bring in her bread maker and finally remembered. This followed on from our damper making and farm talks. The children were very interested in what it was and how it worked. Everyone had a turn of pouring one of the ingredients into the special compartment. We talked about the ingredients and where they came from.

We were very lucky that Miss Mandy had some sugar cane in her bag that she had recently bought. The children were able to touch and smell it and there was a discussion about different types of sugar.

Emilia said- "There's brown sugar too."

In the afternoon after the bread was cooked Mrs Dickson asked the children what they remembered about the ingredients.

Jayden said, "We used oil to make the bread."

Piper said, "We cut the bread to eat it up at the end."

Emilia said, "We put sugar in the bread to make it."

Everyone got to try some with their afternoon tea.

"I like it," said Joshua.

  • Children convey and construct messages with purpose and confidence
  • Children contribute their ideas and experiences in small and large group discussions
  • Children use language to convey messages and respond verbally to what they see, touch and taste
  • Children are independent communicators who use language to describe a procedure