Junior School


Junior School

April 8, 2022

Twilight Picnic

Last Friday evening, many of our Ormiston families participated in our annual Twilight Picnic. The picnic was divided into two session, Early Learning 3 – Year 3 attended from 4.30-6.00pm, while the older classes, Year 4 – 6 joined in from 6.15-7.45pm. Pinwheel Café provided families with a delicious picnic meal and our wonderful talented fairy face painters and Balloonologist did not disappoint.

The Twilight Picnic is a highlight for parents and families, as it provides an important opportunity at the commencement of the school year to catch up with existing families and connect with new ones. I would like to thank the CGGS Foundation Office for helping to plan and organise this successful event.

Easter Service

Rev Helen Creed put together an inclusive and thought-provoking Easter Service for our Foundation – Year 6 students. Selected students from each year level were asked to hold up signs and read our different passages to encourage our students to think about what Easter means to them. A highlight of the service was the music by the Year 4 students, who played the recorder with Mrs Byrne, and the Year 6 Quintet with Mrs Adams, played two outstanding music pieces to support the service. I would like to thank Rev Creed for her tireless work, in organising our first Easter Service outside in the Junior School playground.

Year 3 – 6 Swim Squad

In the early hours of Wednesday and Friday mornings each week, a team of committed Junior School students participate in our Junior School Swim Squad Development Program. Delivered by qualified coaches, the program follows a structured pathway from a learn to swim level to a competitive level with a focus on tailored drills, skills and fitness. Many of our students have progressed in the school program to compete for CGGS at the School Sport Victoria and Girls Sport Victoria Competitions. Some students have then progressed to the CGGS Aquatic Club Program and gone on to compete at District, State, and even National levels of competition.                                                                                                                                    

At School District level of competition, our results speak wonders for our swimmer’s skill level. Over the past 6 years of competition CGGS has consistently placed 2nd or 3rd of the 15 competing schools, with 13 of the 15 schools having both male and female competitors. CGGS and our swimmers can be extremely proud of these results!                          
The Junior School currently has a list 33 students (Years 3-6) registered in this year’s program, which is an excellent result, however there is always room for more!                                                                                                                                                     
If you have a passion for swimming and can swim 25 metres with good technique, we would like to hear from you!

For further details please email Lisa Williams. williamsl@cggs.vic.edu.au

Wishing all our Ormiston families a wonderful school holiday period and I look forward to seeing all students back at Junior School on Wednesday 27 April.

Yours sincerely,

Paul Donohue
Head of Junior School

Early Learning 3 Earth Science Inquiry: Patterns and Shapes in the Natural Environment

As explorers and inquirers, the Early Learning 3 children have been observing the patterns in nature, including the moving and rippling effects of water, the spiralling of a centipede and snail’s shell, and the concentric rings within trees.

What shapes can you see?

The children were invited to share their thoughts and ideas of what they saw. 

Anna: lines.

Abigail: It’s making shapes…ripples.

Eric: Circle, curling.

Victoria: There are lots of circles, baby circles and big circles together.

Jessica: Circle growing, it get bigger and bigger. 

In the classroom, the EL 3 children have been replicating their observations to create patterns seen in the outdoor environment, drawing inspiration from Bronwyn Bancroft’s book ‘The Shapes of Australia’.

As artists and creators, the children have been experimenting with clay, implementing their fine motor skills to pinch, roll and form the clay to create a spiral. The use of watercolour paints, oil pastels and manipulative pebbles and stones has inspired children to work individually and collaboratively to create concentric circles and repetitive patterns. The use of arts-based materials continues to support children in developing sensory awareness, coordination and, finger, wrist and palm strength associated with fine motor development.

Esther Wong & Ms Jacqui Laird  
Early Learning 3 Teachers 

Early Learning 4 Full Time Personalised inquiry in Early Learning 4 Full Time

“Passion, strong interest, curiosity, a desire to find out… these are the driving dispositions of personalised inquiry.” 

Kath Murdoch

The children are developing a sense of wonder and awe about rainbows. During the past few weeks, as creative designers, the children used paint, pastels, fine line pens and a variety of buttons to express their ideas and thinking about rainbows.

As mathematicians, the children focused on mathematical concepts related to shape, colour, number, and identified how buttons were similar and different. Some children sorted the buttons based on the attribute of colour. This provoked discussions about the various shades of individual colours, for example, red, light red, dark red, burgundy. Children also noticed that some buttons had two holes and others had four, and whilst most buttons were round, some were square or oval.

As reflective thinkers, the children were provided time and opportunity to meet in a small group, and as collaborators they reflected on their creative pieces of artworks. As curious learners, they shared their ideas about what they would like to personally investigate about rainbows.

These are their wonderings.

Let’s be curious learners. What does curious mean? Ms Angela 

What you think. Nora

You want to find out about something you don’t know. Jane

Yes, I’m wondering about your thinking, and what you want to find out about rainbows. Ms Angela 

I wonder why rainbows have so many colours in the lines. Jane

I wonder why rainbows have two clouds. One on the other side and one on the other side. Lyra

I wonder why rainbows have got so many, so many colours. Cecilia

I wonder how the sun and rain work together to make a rainbow. Laura

I wonder how a rainbow comes out after it rains. Victoria

I wonder if clouds also come out when a rainbow appears. Nora

I wonder why a rainbow has so many colours. Sarika

Mrs Dumsday, the Junior School Science Teacher, has provided some provocations that will support our inquiry about rainbows. 

As curious learners, the children will be investigating their wonderings through inquiry, research, scientific investigations, and other learning opportunities in the classroom.

Angela Follacchio
Early Learning 4 Full Time Teacher

Early Learning 4 Part Time A Study of Trees

Throughout the term, the EL4 Part Time children have engaged in the study of trees in the Junior School yard. They have accessed the natural outdoors to develop their motor skills and promote their imaginative and social play.

As research states “engagement with nature has been shown to improve psychological wellbeing and improve concentration and learning (Maller et al. 2006)”. The EL4 children certainly have enjoyed their outdoor pursuits and have grown in confidence as they use multiple ways of engagement to set their own goals, challenges and create their own fun and personalised learning inquiries.

Here are some examples of the unique learning opportunities that the children have embraced as they feel, touch, climb, count, collect, draw, observe, and paint their experiences with nature. The study of trees is provocative and will continue to delight the children into the second term.

Ramila Sadikeen
Early Learning 4 Part Time Teacher

Developing our Learning Muscles – A focus on transferrable skills

A focus for our teachers this term has been to ensure our students feel well connected and develop their learning assets (muscles) as well as their understandings while they are learning face-to-face at school again. To flourish in the face-to-face classroom and playground environment, students require strong learning muscles and personal and social skills. The long periods of remote learning over the past two years, reduced opportunities for our younger learners to practice the key skills such as collaboration, communication and problem solving.

To support our students to develop their learning muscles, teachers have been working hard to ensure that curriculum programs purposefully include opportunities for students to develop some of our By Design framework’s key transferrable skills of communication, initiative, problem solving, collaboration and teamwork.

Some examples of the rich hands-on collaborative learning experiences that have taken place this term are:

> Year 6 students have been working together to research and develop their own sustainable energy solutions. This has included many decisions and negotiations about what to create, and how to go about improving their designs and construction. We look forward to students sharing their design process with us next term at their expo.

> As a whole class the Year 2 students collaboratively constructed a town and then a city to culminate their inquiry into how communities have changed over time. They needed to negotiate and explain how their buildings and designs suited the part of the city they were located in.

> Our Fivedation buddy program has allowed our Year 5 students to form strong bonds with their Foundation buddies. Fivedation sessions occur regularly and support students to learn to communicate and problem solve effectively across year levels.

We have immense pride in how far the students have come with building their learning muscles this term and look forward to the rich learning experiences planned at Ormiston for the year ahead.

Emma Hinchliffe
Deputy Head of Junior School

Foundation – Year 2 Swim Carnival

On Wednesday our Foundation – Year 2 students put on a wonderful swimming exhibition at the CGGS Aquatic Centre at Senior School. Each student actively participated in four events on the day, including the strokes of freestyle, backstroke and two novelty races, and each student must be congratulated for doing their own personal best!

Our students were representing their CGGS Houses – Lawrence, Singleton, Taylor and Schofield, where house points were allocated throughout the carnival for their outstanding cheering and positive sportsmanship. 

Thank you to Lisa Williams our Swim School Coordinator who helped with the organisation of this carnival, and the CGGS aquatic coaching team who also helped in the pool during each swimming event, which enabled the event to run smoothly. Additionally, the Year 6 house leaders assisted on the day with organising the girls for their races and thank you to Olivia Yang, Nicole Zhang, Allison Stocker and Grace Chan for their excellent work.

Liana Kitsou
PE Teacher & Sport Coordinator

Ormiston Year 2 – 6 Netball Program

The commencement of the 2022 Winter Netball season has started strong at CGGS Netball, with 12 teams registered for 2022.

Our aim for this season, is to ensure that we are focusing on participation, fun and the acquisition of netball skills due to two years of disruption.

The coaches are working hard to provide a fun and interactive environment for training, where students can learn new netball skills, teamwork and decision making. This can then be implemented into our games on Saturday.

The Year 2 and 3 students, have had the opportunity to participate in Netball Skills sessions every Thursday from 3.15-4.15pm. These sessions Introduce students to the basics of netball and team sport. These sessions will continue for the remainder of the year and I encourage students to join.

For any further information on CGGS Netball please contact

Alexia McConnell
Netball Program Coordinator

Foundation – Year 6 Student Council 

This term, Student Council have set their mission to create a connected, supportive and vibrant Ormiston community. This was particularly important to our Social Services leaders, Amy and Zara, after two interrupted years, due to COVID.

The meetings, lead by Amy and Zara, provided opportunities for all of the Student Council representatives to explore ideas to connect our community. Once an idea was established, the students discussed who, what, when, where and how an activity could be implemented to achieve a positive outcome.

Amy and Zara have been working diligently behind the scenes to create activities, design posters and inform the different classrooms at Ormiston. They have regularly attended meetings and developed their leadership skills. 

In Term 2, we look forward to opportunities to show our commitment to the wider community through our World Vision sponsorship and the annual Winter Warmth Appeal.

Craig Goodwin
Year 5 Class Teacher & Student Council Coordinator

Endangered Animals Chalk Drawing – Art and Sustainability Leaders

On Thursday 31 March, the Art and Sustainability Leaders, Nina, Cathy and Jenny, ran a chalk drawing activity in the playground. Students were asked to draw an endangered animal. Students from many year levels took part and many chose to draw the Australian Bilby. They had a lot of fun drawing the small bilby and coloured the bilbies in bright colours. The concrete in the playground was transformed into a colourful artwork. Congratulations to the leaders for organising this activity. It was a great success.