Junior School

CamNews

Junior School

June 19, 2020

Another week has past by with all our Early Learning – Year 6 students back at Ormiston and students across all year levels have quickly settled back into a new routine. We are currently making arrangements to re-start specific curriculum initiatives and co-curricular activities in Term 3.

In this edition of CamNews it will give parents the opportunity to learn more about what is happening in our classrooms since returning from remote learning.

 

Early Learning 4 Part-Time – Fairies at Ormiston!

‘Children must be taught how to think, not what to think’ – Margaret Mead

Young children are naturally curious and their questions stem from their desire to know more about the world around them. Research has shown that children who are curious are more likely to retain information they have learnt in the classroom. In Early Learning we allow the interests and wonderings of the children in each class to guide the direction of the program. Since returning to Early Learning, the EL4 part-time group have a number of interests that we have started exploring further.

One of the group interests that we have been exploring, is the small doors that have begun appearing around the Junior School. In our first couple of weeks back at kindergarten, the children were excited to find two fairy doors in the Junior School playground.  The children have shared their theories about where the doors came from and how we can open the doors. The children have been learning how to use a thinking routine called ‘See, Think, Wonder’. The purpose of thinking routines is to encourage deeper thinking and to encourage students to understand how they think and learn.

The children looked at some photos taken of the fairy doors during a group meeting. By using the ‘See, Think, Wonder’ Routine, the EL4 children are learning to substantiate what they are thinking and wondering. Below are some examples of the children’s thinking:

“I see seashells. I think the shells are from the beach. I think someone made it, but no one knows. I wonder what is behind the door.” – Eshaal

“I see some horse, a bus and a dragon on top. I think it can open the door if they are all here – the real things. I wonder who made the door.” –Kimi

“I see a tree and grass and a butterfly. I think it belongs to fairies. I wonder who made it.” – Grace

Every time the children walk to the Junior School for a specialist class, they ask if they can go and visit the fairy doors. They excitedly test out some of their theories on how to open the doors and ask to look around the playground for more doors. On a recent trip to the Library, the children were surprised to find a new fairy door in the playground.

These magical doors have certainly captured the attention of the EL4 part-time children, and it will be exciting to see where this child-led interest leads our learning program.

Lilian Bishop
Early Learning 4 Part-Time Teacher

From the Foundation Classroom

The Foundation students were very excited to be back in the classroom together again. They have settled back in very well and have enjoyed catching up with their friends. They have been working through the basic sounds made by the individual letters of the alphabet and have been using this knowledge when reading and writing words. Their learning in Mathematics has seen them do lots of work with counting and discovering how two-digit numbers work.

The learning that is really exciting the Foundation students now is their Inquiry Unit that has enabled them to discover what it means to be a living thing and what living things need to survive. During this Unit the students were fortunate to benefit from the expertise of Ms Dumsday who has guided them through a variety of STEAM investigations, including an exploration of how plants take up water and a plant dissection. Read some student reflections below.

 

I love learning about living things! – Akira

I like koala’s best. The baby ones are joey’s. – Olivia L

I like when Ms Dumsday comes, she lets us break up the flowers. – Doris

All living things need water and the sun. – Sofia

We have to look after living things. – Olivia D

 

The students are all about living and learning in Foundation!

Selena Reedman
Foundation Class Teacher

Busy Bees in Year 2!

Since being back at school, the Year 2’s have been very busy working! Currently in Mathematics, we are exploring a variety of addition and subtraction strategies that can be used to solve equations and worded problems.

In our Inquiry Unit, we are learning about the essential natural resource – water. We have been unpacking the three main stages of the water cycle as well as discussing all the water saving strategies that we can implement at home and in our community. The students have been thoroughly enjoying participating in science investigations with Ms. Dumsday and applying this knowledge to their explanation writing on ‘The Water Cycle’.

In B.R.A.V.E, we shared the strategies we can use when a problem at school or at home arises and how we can approach it. The students have also been reflecting on how unusual Term 2 has been and the time they experienced during remote learning. It has been so wonderful to see the positive development they have all made during this time and how it could be applied in their future learning.

Ellie Zafarty & Mikaela Stanaway
Year 2 Class Teachers

Year 4 Museum Exhibition

There was much excitement and energy during lunchtime in the Great Space on Tuesday. It was a hive of activity and chatter as Year 4 students excitedly exhibited their learning about an area of interest from their Inquiry Unit, entitled ‘How does our perspective influence our ideas about Australia’s past?’

Students created interactive models and displays that showcased their learning about Australia’s past, including:

> Convict life in Australia

> Impact of settlement on the environment

> Impact of settlement on Aboriginal Australians

> Exploration of Australia by early settlers

> Important figures in early colonial Australia

The aim of the Unit was to encourage students to empathise with different people’s perspective of historical events, create open research questions, find a range of appropriate resources and use data charts to record their research notes. Students gained a better understanding of the skills needed to research different perspectives.

Students and teachers from all year levels came to the student curated historical museum. We learned so much from the Year 4 students. This unit planted the seed for students to gain an understanding of different historical perspectives and empathise with others.

Craig Goodwin & Jasvindar Gill
Year 4 Class Teachers

Year 6 Students or Inventors?

The Year 6’s have been inventors these past two weeks! Last Friday we experimented with creating different electrical circuits using batteries, wires, light bulbs, motors, buzzers and switches.

The students are currently exploring their own Inquiry question about how energy can be used in a more sustainable way. They are using a variety of materials like Lego, K’Nex, cardboard and electrical circuitry to construct a model of their sustainable inventions. Some of these include solar-powered ovens, fans powered by pedals, fans powered by water and lemon and potato circuits! We look forward to sharing these with you early next term.

Katrina Cheong & Nancy Robottom
Year 6 Class Teachers

Art Class is BACK!

It has been wonderful to have all the students back in the Art room for their Art classes. There was a very happy atmosphere in the room, with students exploring and using art materials, creating, sharing ideas, being encouraging to others and simply just working alongside their peers.

EL4
Students have been looking at different lines, drawing with oil pastels and then using water colour paints on top, demonstrating the idea of ‘resist’.

Foundation
Students used oil pastels to draw fish, representing different emotions with their choice of colour and fish shape. They also finished painting their ceramic hearts and made heart shaped paper chains, requiring great fine motor skills.

Year 1
Students have continued focusing on eyes, drawing realistic eyes with pencil, painting large owl eyes and beginning a ‘God’s Eye’ weaving piece on a paper plate.

Year 2
Students finished their Paper Mache Banana Splits, which looks good enough to eat! They then explored the properties of charcoal and graphite, leading to the drawing and painting of beautiful ‘shell’ still life artworks.

Year 3
Students worked on blending water colour pencils, creating an imagined bird’s eye view of the canopy of coral. Then they looked at a real seahorse, drew a detailed picture, focusing upon its shape and texture.

Year 4
Students each finished painting a portrait of a significant woman from the School and Australia’s history, as well as a digital version, further developing their digital art skills.

Year 5
Students completed painting and adding further embellishment to their abstract bird’s eye view of the school grounds and then began looking at the Spanish artist Salvador Dali, creating unusual paintings of animals on stilts.

Year 6
Students finished constructing and painting their ‘steam punk’ creations.

There were weird and wonderful robots, animals, birds and insects. Lastly the students added a bronzy paint, called Rub and Buff, to make their artworks metallic looking.

Fiona Gibson
Art Teacher

Physical Education Classes

It has been such a joy having the students back and teaching them face-to-face again in the PE classes. Our Foundation-Year 2 students have been focusing on their fundamental skill development including throwing, catching, kicking and bouncing.  The Year 3–6 students have just begun an Athletics Unit. Each and every one of them have absolutely loved being back with their friends and it is so wonderful to see the big smiles on their faces as they all get to reunite and play fun games together once again.

Liana Kitsou
Physical Education Teacher

 

I wish all our Ormiston families a restful weekend.

 

Yours sincerely,

Paul Donohue
Head of Junior School