Banksmeadow Preschool

Belonging, Learning and Growing Together.

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Kookaburra Telegraph

Upcoming Events & General Reminders

  • Kids Into Kindy is held weeks 1-6. The Kookaburra class will attend
  • again in week 5

    • Calendars- These make great Christmas presents. Notes have been placed in the children's note pockets. Please return as soon as possible. All artwork is done at preschool.

    • Magician Show- Wednesday 21 November. Note coming soon.


    • Please remember to pack spare clothes (weather appropriate) as the weather is warming up and we will have more water and mud play.


    • 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

Kids Into Kindy

We had another fabulous morning visiting Kindergarten this week. The children enjoyed engaging with their buddies and having fun participating in a variety of activities. They also had the chance to meet other children attending next year.

Mrs Twitchings read the story 'Pig the Pug,' which talked about sharing, being a friend and being kind to one another. Everyone listened well and contributed to the discussion. Mrs Twitchings also talked about making friends and the skills needed to do this. She explained what to do if looking for a friend to play with, and how to interact appropriately so a friendship can begin.


  • Children build on their own social experiences
  • Children broaden their understanding of the world around them
  • Children demonstrate a sense of belonging in their environment
  • Children demonstrate an awareness of the needs and rights of 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

Witches Brew

Piper, Charlie, Charlotte, Penny and Liv were happily engaged in an activity at the sandpit. There was lots of discussion and interaction occurring.

"What are you making girls?" asked Mrs Royston.

Piper replied, "It's witches mixture. It's poison!"

"Ohhh yuk. What did you use to make it?" queried Mrs Royston.

"It's got fluff," said Piper.

"And sugar," added Liv.

"And vomit," added Penny.

"Yeah, vomit," said Charlie.

"The vomit is smelly. Smell it," she suggested.

"I can smell it from here. It smells yukky," replied Mrs Royston.

"It is yukky," announced Penny.

The girls continued with their witches brew until pack away time. They also discussed their Halloween experience as they worked.



  • Children explore culture and tradition
  • Children build on their own social experiences to explore other ways of play
  • Children participate in reciprocal relationships

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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

Numbers Rock!

Adam chose to work with the numbered rocks activity. At first he was on his own but then Elizabeth joined him. Mrs Royston also joined in at Adam's request. There was a numbered rock in each bowl and the idea was to place the correct number of rocks into the bowl to match. We all took turns of choosing the number we wanted to do and followed the expectation.

"What's this number?" asked Adam.

"Count the dots on the back," suggested Mrs Royston.

Adam correctly counted, discovered that it was six and placed the right number of rocks into the bowl. After that, Adam recalled the number six each time.

"What's this number, Mrs Royston?" asked Elizabeth.

"Count the dots on the back like Adam did," replied Mrs Royston.

Elizabeth did and worked out what the number was.

Adam offered to help if she wasn't sure.

We continued to take turns and when finished, tipped the rocks back into the bowl and started again.



  • 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 create and use representation to organise, and record mathematical ideas and concepts.

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

Bread

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