Belonging, Learning and Growing Together.
Upcoming Events and General Reminders
- Thank you so much to those who donated for the Cancer Council. It is much appreciate
- Children must have a hat and drink bottle every day.
- Photos will be collected by Friday week 9. Please decide if you would like to purchase them.
- Spare clothes are still needed. The children are eager to play in the dirt and mud. Please return any your child has borrowed as we are running short
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
Some of the girls were very creative during outside play and made up their own game.
"What are you playing?" asked Mrs Royston.
"It's roll the rock dice," answered Emilia.
"How do you play the game?" questioned Mrs Royston.
"You roll the rock to each other," responded Piper.
The girls further explained that each person chooses who they want to roll the dice to. Whoever it goes to has to get it or they're out. They continued playing the game according to their own rules.
- Children show interest in being part of a group
- Children engage in and contribute to shared play experiences
- Children respond to ideas and suggestions from 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
As an introduction to NAIDOC celebrations, Troy came to the school to perform and teach about aboriginal culture. He told the children about some of his childhood experiences. He also taught them the aboriginal language for some animals and hunting equipment. The children were eager to listen and repeat the words he spoke. Some of the children were invited up to dance. This was fun to watch and they were happy to have a go.
One of the special things he did, was to create fire with a stick. This took persistence and effort and eventually he was successful.
Mrs Royston asked the children what they enjoyed about the show. These are some of their answers.
Jayden- "I liked the fire."
Rocco- "I liked the fire too."
Harley- "I liked the blowing thing."
Nina- "I liked the fire."
Emilia- "I liked the dance."
Mia- "I liked the man when he blew the fire."
Elizabeth- "I liked the thing, the didgeridoo."
Maxxi- "I liked the fire too."
Ava- "I liked the big thing, the boomerang."
Loni- "I liked when the fire went big."
Emanuel- "I liked the fire when it went big and the didgeridoo."
Cooper- "I liked the fire, when it got bigger."
Mitchell- "I liked when the fire was big and the spear."
- Children broaden their understanding of the world around them
- Children explore the diversity of culture, heritage, background and tradition
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
Clever Playdough Creations
The children have been enjoying being creative with the playdough. Using their fine motor skills, they rolled, patted, manipulated and created a variety of items. Many of these have been inspired by our cafe pictures, others just used their imagination.
- Children assert their capbilities
- Children manipulate equipment and manage tools with increasing competence and skill
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
Following our story of The Rainbow Serpent, Mrs Royston placed a picture of it on the art table for inspiration. They followed some of the colours and shapes to create their own serpent. There were some wonderful efforts made as they followed the example and used memory recall to resemble what they had seen.
We also discussed different aboriginal symbols that have been used, and their meanings. The children were very interested in what they looked like and what they represented. Mrs Royston copied them for the children to refer to, as well as some artwork. The artwork was discussed too and we talked about the colours and different patterns, shapes and designs used in the pictures. Many children were eager to attempt their own patterns and symbols. Their work was very good.
- Children are curious and enthusiastic participants in their learning
- Children use representations in art
- Children make connections between concepts and processes
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
Day and Weather Chart
Today Conrad, Cooper, Nina and Emanuel enjoyed trying to do this themselves.
- Children are independent communicators who use Standard Australian English to meet the listener's needs
- Children sing and chant rhymes
- Children develop an understanding that symbols are a powerful means of communication
- Children begin to be aware of the relationships between oral, written and visual representations.
"Ready. It's Monday Mrs Royston," said Conrad.
"It's my turn. Sit there. Round and round it goes," said Cooper.
"Guys, who wants to have a turn," said Nina.