Belonging, Learning and Growing Together.
The Pelican Brief
General Information and Upcoming Events
- Unfortunately, due to lack of interest we have cancelled our Cancer Council fundraising afternoon tea, this Friday 8 June. However, if you would still like to donate please mention this to the teachers.
- Please bring wet weather gear on Friday for ball skills, just in case.
- Photos have arrived. You may view them and then decide whether you'd like to purchase the whole pack, or individual pages.
- Please ensure your child's sunscreen is full. Although the cooler months are here, we are still required to have protection from the sun. This also includes correct hats.
- Spare clothes are still needed. The children are still eager to play in the dirt and mud.
- StEPs Vision screening will take place again tomorrow.
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
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
The boys displayed an awareness and understanding of the world around them, where they live and their environment. They studied the poster of different structures from around the world. Oliver pointed to the Opera house and told his friends that it was in Sydney Harbour, Daniel pointed to the harbour bridge and stated it was also in Sydney.
The boys pointed to the Eiffel Tower and asked Mrs Steinmann where it was. They had a look at all the different structures and talked about the different countries they could be found in.
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
We had some fun creating our very own rainbow in a plate from skittles. The children took turns creating a pattern of coloured skittles around the edge of the plate. Warm water was added to the plate the children watched in anticipation.
Squeals of excitement could be heard as the different colours begin to move into the middle of the plate.
"Yay, we made own rainbow!" shouted Raphael.
The group discussed why the colours moved into the middle of the plate. And where the colours came from. The group made predictions about what colour the bottom of the lollies would be.
Isabelle said, "It will be white. All the colour is gone."
Why did the rainbow go brown when the plate moved? The group tried to answer this question. It was when the group were shown Kira's painting from the day that was all brown then shown the colours that she had painted with, that Kira answered our question. She said, "It was all mixed together".
The children displayed curiosity and wonder as they watched the colours move. They were enthusiastic participants in the experiment.
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
The children have been looking at positional concepts and learning to use language to communicate their understandings during group time and individual experiences. Mrs Nicol asked the children to place objects in-front, behind, on-top, beside, next-to and under. The children had to listen and follow directions and then say where the object was placed.