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 weeks 3 and 5.

  • Ben Chifley Art Competition. Notes are in the children's note pockets. These must be signed and handed in by next Thursday please.

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

  • 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

Guess the Number

Piper, Liv and Penny decided to work with the ladybird number cards. They were playing some kind of game.

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

"We have to guess the number," replied Piper.

"I have to choose the number," added Liv.

Piper then called out numbers until she chose the right one, and then wrote the number on the whiteboard. Liv praised her when she got it right.

Penny happily listened as the girls played and copied down the numbers, before leaving the group.

Jayden then joined the group as he heard the different numbers being called out. He decided to write down numbers too. "Look I can write four," he commented.

The children continued working with and enjoying the number activity they created.

  • Children increasingly cooperate and work collaboratively with others
  • Children recognise the achievements of others
  • Children engage in and contribute to shared experiences
  • Children engage in and contribute to shared play experiences.

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

Looking for Lizards

"What are you doing Ruby?" asked Mrs Royston, as she noticed Ruby in the bushes.

"I'm waiting for Ella. She's catching lizards," she replied.

Ella returned saying, "You have to be quiet, so the lizards will come out. I haven't seen one yet."

"I have to crawl like this, so they don't see me," she said as she headed back to the garden.

Adam then joined her.

"What are you doing Ella?" he asked.

"I'm looking for lizards," she replied.

The children continued to observe the garden and also hide amongst the bushes, being very quiet in the hope that the lizards would appear.

Joshua stated, "We have to be quiet. Ella is looking for the lizards."

  • Children are playful and respond positively to others
  • Children broaden their understanding of the world around them
  • Children listen to others' ideas and respect different ways of being and doing
  • Children show growing appreciation and care for the environment and 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


Many of the children have been discussing Halloween, and what they will be dressing up as when they go Trick or Treating. They have also been drawing pictures of various Halloween related things.

Mrs Royston provided a big picture of a pumpkin from which the children could get ideas to create their own. They had orange paper for the pumpkin and green for the stalk. They used their clever skills to reproduce the example and make the pumpkin their own. There were some fabulous results.

Some became a little frustrated as their attempt was not considered good enough in their own eyes, but with another attempt and guidance, they were able to achieve a result that they were happy with.

  • Children participate in a variety of experiences
  • Children follow and extend their own interests
  • Children persevere and experience the satisfaction of achievement
  • Children apply thinking strategies to engage with different activities

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

The Three Little Pigs

To follow on from our stories and sequencing activities, we looked at the story of The Three Little Pigs. We had cards, like we did for Red Riding Hood, which had to be sequenced correctly to tell the story the right way. A few children had a turn, and the cards were eventually placed correctly. Aliyah was then the story teller who described what was happening in each picture.

All the children were able to answer questions and tell what happened to the pigs. To dramatise part of the story, Mrs Royston narrated as the children all acted it out together. The Big Bad Wolf part was a favourite as he huffed and puffed to blow the house down.

It was great to see all the children engaged in the drama and being fabulous actors.

  • Children convey and construct messages with purpose and confidence
  • Children contribute their ideas and experiences in small and large group discussions
  • Children are independent communicators who use language to describe a sequence
  • Children use language to engage in story telling
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