Banksmeadow Preschool

Belonging, Learning and Growing Together.

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The Pelican Brief

General Information and Upcoming Events

  • Please send an old T Shirt for your child to wear next Wednesday, when painting with the aboriginal artist.
  • Next Tuesday is the last day to purchase photo packages or individual photos.
  • Next Thursday 5 July is the last day of term. Friday is a pupil free day to enable staff to clean the equipment in accordance with our regulations.
  • Preschool resumes on 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

Music and Movement

The children engage in music and movement experiences with enthusiasm. They respond creatively to the music and listen to the instructions given. Our current focus is on hopping, galloping and skipping. The children feel secure and supported as they develop and practise their movement skills. They are also given opportunities to request their favourite songs and dances. We have begun to learn songs from different cultures and will continue to learn some more next term.


  • Children sense and respond to a feeling of belonging
  • Children join in movement experiences with confidence
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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

Cleaning Up

It was great to observe Alice and Charlotte cleaning spilt paint off the table with paper towel they had obtained from the bathroom themselves. Charlotte said, "We're cleaning all the paint off the table." The girls assisted one another to remove as much paint as they could. "That's better!" Charlotte added.


  • Children are active contributors to their world
  • Children participate collaboratively in everyday experiences and assist others

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

Creating a Fire Station

The tools and blocks were being carefully positioned as the children discussed their ideas and listened to one another. Oliver, who was wearing his firefighting shirt, had suggested building a fire station.

Kenji raised one hand above his head and said, "It needs to be this tall. This will take ages."

Jacob nodded and said, "Fifty five hours." He added, "I need a hammer."

Remi said, "I'm screwing the bolts in."

Oliver looked across at his friends and said, "We're building the controls for it."

"The fire engine is coming!" announced Kenji.

Charbel said, "We're building the ramp for it to go down."

The children displayed enthusiasm as they worked and they welcomed Remi to join in their building experience. This was Remi's first week at our preschool.


  • Children cooperate and work collaboratively together
  • Children recognise the contributions they make to shared projects and experiences

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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 pattern systems work

  • Children use information and communication technologies to access information. Investigate ideas and represent their thinking

Where's the Boomerang?

Before engaging in this game, the children identified each of the Australian animals on the cards. We clapped their names to identify the number of syllables in each. For example,

e-chid-na has three syllables and wom-bat has two.

The children closed their eyes as the boomerang was hidden beneath one of the the animals. They took turns to ask, "Is the boomerang under the ........?"

After their turn, they selected the next child to guess where the boomerang was hidden.

Several of the children chose to revisit this game and play it with their friends. They used language to remind one another not to peek and to ask and answer the question, "Where's the boomerang?"


  • Children listen and respond to sounds and patterns in speech
  • Children use language to ask and respond to questions