Foundation – Year 6 Remote Learning & Onsite Supervision
Once again, I have been amazed at the smooth transition from face-to-face learning to remote learning by our Foundation – Year 6 students, class and specialist teachers. The continued use of our online learning platform Seesaw and the video conference tool of Zoom has worked extremely well and all stakeholders are very experienced with working with these new learning tools. After each remote learning period, as a Junior School we will take the opportunity to review our programs and improve them if needed for the future.
Additionally, I would like to thank our school community for having a growth mindset and doing their personal best throughout the circuit breaker lockdown. Many thanks to our students, parents, extended family members (this includes grandparents, uncles and aunties) for having-a-go at the remote learning at home. Also, a big Thank You to our Junior School teachers for implementing such a very creative, engaging and unique remote learning program for the fourth time!
Finally, during remote learning we still have a large group of students onsite to allow their parents to continue to work as essential workers within our community. An enormous Thank You to Lisa Williams our CGGS Swimming Coach for looking after this group of students over the last two weeks.
I encourage Foundation – Year 6 families to contact me via email on firstname.lastname@example.org to give me some feedback in regard to the remote learning program your child participated in over the last two weeks.
It was wonderful to see so many smiling faces when our students came back to School this morning. There was lots of energy and catching-up to do with friends and the Junior School teachers could not wait to get back into their classrooms.
I wish all Ormiston families a safe long weekend. Do not forget it is a public holiday on Monday 14 June and the School will not be open. Early Learning 3 – Year 6 students are required to be back at School on Tuesday 15 June.
Head of Junior School
School Captain Prayer
I would like to share Chloe Lau’s Junior School Assembly prayer from a few weeks ago during Diversity Week. Chloe was able to express her own thoughts about diversity so clearly in her prayer, and it reminded our school community to always respect and appreciate the differences in each other. Here is Chloe’s prayer:
People in our school all come from different places, but that’s okay. Each one of us has different ways of reacting to the same situation, but that’s ok.
May you give us the love to respect everyone, no matter how many differences we have. Help us to learn to listen to others who may have a different background to us.
May you help us learn to create a world where all types of people are welcome. May you gift us with peace and harmony amongst all people throughout the world.
In Jesus’ name
Early Learning 3 – Positive Education – Being a Bucket Filler
Positive education is a science informed framework for schools to encourage and support their students to flourish. It is made up of the domains of positive relationships, positive emotions, positive health, positive engagement, positive accomplishment and positive purpose. These domains are integral to student wellbeing and flourishing – feeling good: positive emotions and engaging experiences and doing good: functioning effectively, being connected, overcoming challenges. Keyes and Annas, 2009
During this term, the Early Learning 3 children were introduced to some of the concepts and language from Positive Education, in particular, that everyone has an invisible bucket. Through ongoing stories, songs and discussions, the children are developing an understanding about how their invisible bucket holds all their good thoughts and feelings about themselves; and how they feel happy and at their best when their bucket is full and overflowing. The children are discovering that when they choose to fill a person’s bucket, they in turn fill their own bucket too.
Recently, the children viewed a clip about being a bucket filler and participated in singing the associated song, Fill Your Bucket. This song focused on all the things the children can do throughout the day to fill someone’s bucket. If interested, this is the link to the Fill Your Bucket song. We also discussed ways we can fill another person’s bucket, for example, when we do or say something kind, take turns, smile, listen, include others, help and share.
Throughout the day, intentional teaching is used to explicitly teach and reinforce and highlight when children are being bucket fillers and the impact their words and actions have on themselves and their peers. At the end of the day, the children have some reflection time to think about who and what filled their bucket during the day, and they are encouraged to share their thoughts with the group.
Through teaching these valuable life skills, we’re providing the children with the capacity to learn effectively and build a strong foundation on which they can engage with and relate positively to their peers.
Early Learning 3 Teacher
Early Learning 4 Full-Time –Celebrating Diversity Week & STEAM Program
Diversity & Reconciliation Weeks
‘Values and attitudes, understandings of community and individual, and ways of communicating and behaving, all impact on children’s sense of belonging and acceptance. When children experience acknowledgement of and respect for diversity, their sense of identity becomes stronger.’ – Victorian Early Years Learning and Development Framework.
Diversity Week led to Reconciliation Week with discussion and meaningful interactions with community members and elders. The EL4 children are experiencing a holistic curriculum with discussion, stories, songs and expression of art. They have engaged in examining their own identity and belonging by continuing to explore their own community.
In celebration of Diversity Week, the children were invited to dress in rainbow colours. This activity opened up the conversation of individual physical differences, the children identified what is similar and different in their physical appearance and created links to their place of birth. The different countries, languages and cultures are a rich source of information for the children to learn about. While exploring the backgrounds of others, the EL4 children were able to acknowledge the unique space the Wurundjeri people have within our School community. Murrundindi visited both classes via Zoom and the children discussed ‘Sorry Day’ and learned more about reconciliation.
The EL4 children also explored other traditional cultural events such as an Indian wedding and a Chinese Mid-Autumn Moon festival. The children were given an insight into these significant cultural events, enabling an appreciation of cultural differences and a strengthening respect for diversity.
STEAM (Science, Technology, Engineering, Art, Maths) Program
This term, the EL4 children have continued to work with Penny Dumsday our STEAM (Science, Technology, Engineering, Art, Maths) Teacher. Mrs Dumsday assisted the children to learn more about our five senses and provided many different learning experiences. Additionally, Mrs Dumsday encouraged the children to ask questions, make connections with their prior knowledge and present ideas in relation to the five senses of sight, hearing, smell, touch and taste.
As Ormiston is quieter than usual during remote learning for the Foundation – Year 6 students, the EL4 children have taken the time to enjoy the whole School yard with a purpose. Winter nature play has encouraged the children to look closely at the changes to the trees and to stay closely connected to nature which can be highly beneficial to student wellbeing.
Early Learning 4 Full-Time Teacher
Early Learning 4 Part-Time – The Cycle of Nature
The cycle of nature continues on, regardless of what is happening in the news headlines or the stresses of the adult world. The children in Early Learning 4 Part-time have noticed and been curious about the seasonal changes that Autumn and Winter have brought. They share their observations and suggest theories about why particular things happen in nature.
We have practiced ‘mindfulness’ outside, using our senses to hear, feel and see the seasonal changes. Tuning into the sights and sounds of nature, draws children’s attention to the here and now and reduces stress and anxiety. Engaging all of their senses has encouraged the children to pay close attention to the small details.
The children have also used different art mediums to represent their Autumn and Winter observations. These have included drawing, sewing, collage and printmaking. Through visual art the children are learning to express their growing understandings about the world around them. Young children explore the arts with both a creative and scientific “eye”. The artist in them seeks ways to express their ideas and the scientist wonders why things happen.
The children observed that some of the trees have started changing colour and are losing their leaves while others are not. They were introduced to the terms, deciduous trees and evergreen trees. They were encouraged to ‘wonder’ why some leaves change colour and fall from the deciduous trees.
Our STEAM Teacher, Penny Dumsday worked with the children to explore their wonderings about Autumn. Mrs Dumsday did a science experiment with the children to show them that leaves contain lots of different colours. They learnt that some trees draw the chlorophyll (which is the green pigment in leaves) back into the trunk to feed them over winter.
Every child learns differently – some prefer to observe, some listen, some engage actively, and others talk. With this in mind, it is important to provide multiple ways for children to engage in new learning. The three main ways that young children learn are auditory (listening), visually (pictures and images) and kinaesthetic (through doing). By engaging in a multi-faceted approach to learning, all children are able to understand and represent their learning.
Early Learning 4 Part-Time Teacher
Year 4 – Exploring their Neighbourhood
Lockdown is always challenging but the Year 4 students still have lots to be thankful for. They have been exploring their neighbourhood on sensory walks to observe and appreciate nature. Leaves of different shapes and sizes have been collected resulting in the creation of gratitude trees.
Year 4 Class Teacher