Belonging, Learning and Growing Together.
Upcoming Events and General Reminders
- Come as a Farmer fund-raising. Thursday 30 August. Children may come dressed as a farmer and make a donation to Buy a Bale. If your child has already donated, once is enough, they can just come dressed up for fun.
- Father's Day Stall and Breakfast- Friday 31 August. Children donate a wrapped gift for the stall and then purchase a gift for their father or significant other. Prices range from $1-$15. The breakfast will take place from 8am at the school. For further information, please refer to the pink note in your child's note pocket. Banksmeadow P & C thank you for your support.
- 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.
- Banksmeadow Preschool enrolments are happening now. If you know someone looking for an early childhood preschool placement, please let them know.
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 had discussions about the farmers and why we were fund raising for them. We talked about the drought and what is happening on the farms. Later the children recalled what we discussed and were able to tell what they could remember.
This is what some of the children said.
Taylor- "It's all dry."
Emilia- "It doesn't rain when there's a drought."
Mitchell- "If there's no rain the animals can't drink and they will die."
Ruby- "We could get our water bottles to give to the animals."
Ava- "If the animals don't have food and don't eat, they will die."
Mia- "The animals need food and so do the farmers."
Emanuel- "The farmers have to get food for the animals and the animals have to eat a lot.
What great comments!
- Children broaden their understanding of the world around them
- Children begin to show concern for others
- Children demonstrate an increasing knowledge and respect for natural environments
- Children show growing appreciation and care for living things
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
Proud as Punch
There is still much interest in writing. particularly with the Australian animal word cards. The boys were very proud of seeing their achievements, and receiving the praise, made them feel even more proud. There was also lots of discussion about what they were doing and which animal they might do next.
They are attempting activities that they would definitely have avoided earlier on in the year. This is a positive sign for getting ready for school.
"I drew a crocodile," said Easton.
"I did a crocodile," said Jayden.
"I did a kangaroo," said Mitchell.
- Children initiate and contribute to play experiences emerging from their own ideas.
- Children apply a wide variety of thinking strategies.
- Children engage in learning relationships
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
Ella said, "Look how big this is."
"Wow. Maybe you should check how long it is against some of our furniture," said Mrs Royston.
"Yeah, let's see," said Emilia.
The girls went over to check how long it was against the shelf.
"It's bigger than one shelf," said Ella.
"It's not bigger than the both shelves,'" said Mia.
"Is it as long as the lounge?" asked Mrs Royston.
They went to check if it was longer then the lounge.
"It is longer," said Ava.
The girls were very interested in the measurements and comparisons and continued to check against other furniture.
- Children demonstrate an increasing understanding of measurement to describe length
- Children use language to communicate thinking about mathematical ideas