Belonging, Learning and Growing Together.
Upcoming Events and General Reminders
- Happy holidays. Children return Tuesday, 24 July.
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
Joshua had made friends with Raphael and they became very interested in creating with some natural materials. They worked together on making their little garden for the butterflies. They used leaves, dirt, rocks and sticks.
"The sticks are an apple tree," said Joshua.
"It's for the butterflies," said Raphael.
The boys spent most of the morning working together and building their little garden. They even decorated it with some of our garden ornaments. They were very proud of what they had made.
- Children increasingly cooperate and collaborate with others
- Children engage in and contribute to shared play experiences
- Children respond to ideas and suggestions from others
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
We all visited the school this week for the NAIDOC assembly. The children were very respectful as they listened to and watched the events unfold. They were very excited when they saw themselves in the slide show, which showed many of the children participating in class artwork. The best thing was when they saw the video of themselves dancing to Red, Black and Yellow. Everyone at the assembly was very impressed.
Over the rest of the week the children participated in more art activities. One was the creation of the aboriginal flag. In this activity they were required to cut out the yellow circle, paint the red and black and then paste the circle into the middle. They did a great job. We also discussed the meaning of the flag.
On Wednesday, we visited the school hall for a talk from an aboriginal artist named Gary Purchase. He is also an ex pupil of the school. Gary talked about the cultural activities of aborigines and showed the children some of the hunting equipment they used. They even got to touch a real emu egg and some emu feathers. He then showed some of the special symbols that are often used in aboriginal art. After the discussion, the children were encouraged to think of an Australian animal they would like to paint. We saw some excellent paintings from the children and they were very proud of their efforts.
- Children broaden their understanding of the world around them
- Children explore the diversity of culture, heritage, background and tradition
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
As there was so much eagerness to try something different, the next day plain circles were provided. The children could create their own caterpillars or whatever they chose. It was great to see the ideas that were used. Many wrote numbers on the circles after they had cut them out, like the numbers on Mrs Royston's caterpillar. Some added their own little ideas also.
- Children are curious participants in their learning
- Children apply a wide variety of thinking strategies
- Children transfer knowledge from one setting to another