In Nursery we are inquiring about who we are and the relationships we have with others. We discovered a basket of photo books in our learning space and excitedly opened a book to find some photos of a Nursery family. Everyone had an opportunity to look at their own book and enjoyed sharing their special family photo book with their peers and adults. They absolutely loved spotting themselves, pointing to and naming their family members.  

Our learners have been exploring learning engagements that develop their understanding of self, others and their immediate environment. Loose parts, playdough, the light table, photographs, mirrors and self portraits have provided open-ended opportunities for the learners to explore representations of self. Our daily circle time allows the children to gain a deeper sense of identity and belonging within the Nursery community. We greet each other, practice sharing and taking turns and value each other’s thoughts and ideas.

Each day we see our learners becoming more confident and independent in all of their interactions. They return from single subject specialist lessons enthusiastically sharing their experiences and demonstrating the quality relationships that are being fostered. 

Kindergarten launched their new unit this term with an outdoor adventure. We are delving into 'Who we are' and exploring this through an inquiry into how we use our senses.

Early one morning, kindergarten learners were shocked to discover some unusual looking footprints in our environment. After much inquiring and discussion between peers it was agreed that we follow the trail outdoors and an exciting bear hunt ensued. After a thorough search of the grounds, some serious risk-taking, mud diving, water splashing and forest trailing it was determined that the mystery bear had disappeared but we did have immense fun searching and using our senses to guide the expedition. It was a tactile and sensory experience for all of the learners - from squishing our toes into the ‘oozy mud’ to ‘navigating ourselves through the ‘wavy’ lemongrass in the garden. 

Watch this space Kindergarten. Rumour has it that Julia Donaldson's ladybird has heard something strange on the farm and needs you to use your senses to solve the mystery! More fun and adventures await.

Our learners have been enthusiastically delving into the exploration of how 'choices impact our wellbeing’. We are dedicated to providing them with opportunities that go beyond knowledge acquisition and extend to nurturing their holistic wellbeing. This commitment involves promoting balance in every aspect of their lives. With emphasises on the significance of relationships, encompassing families, friends, communities, and cultures, our learners have actively contributed their ideas and strategies for maintaining balance. When they feel worried, anxious, and upset, do they have the skills to go and speak to a friend, a teacher, their trusted adult? Do they have somewhere they can go to calm down and regain their composure? 

Our classes have been focused on crafting various mindful techniques to empower our learners. These techniques range from breathing exercises, mindful bracelets, and meditation sequences to the creation of "happy place" posters, and a recharge station. This comprehensive approach ensures that they are well-equipped to address various aspects of their wellbeing and begin to navigate their emotions, feelings and relationships.

The Year 2 learners are nearing the end of the current Who we are unit of inquiry which encourages learners to understand themselves better and nurtures personal growth and development. Through a variety of learning engagements we have inquired into the concept of form through the choices we make across social, emotional and physical health. This has also allowed us to further enhane our understanding of perspective when exploring what it means to be healthy and how different people have varying ideas. The learners are developing their understanding of the cause-and-effect relationship when analysing lifestyle choices on their own, and others’, health. 

Our transdisciplinary connections across learning areas have prompted learners to enhance Mathematics skills through data collection, whereby learners surveyed members of the school about mindfulness, asking “How do you focus your mind and body?" Learners tallied the data and then created pictographs to share and interpret the data. During Language Arts Writing sessions the learners have been persuading others. For example, persuading a friend to play a particular game, linking to social health, and persuading a teacher to make more balanced choices with food consumption, linking to physical and emotional health.

We are looking forward to sharing our Who we are learning journey with our parents in Week 7 at our Mini Exhibition.

Year 3’s first Unit of Inquiry is under the theme ‘Who We Are’ and we have been exploring how ‘People’s Actions can Affect Others’. To tune into this inquiry, learners made ripples…literally. We dropped pebbles and balls into water to notice how one action can have many effects – by noticing all the waves it made.  Learners also made connections to the ‘Kindness Boomerang’. This is when one act of kindness leads to more kindness. We have also been able to link this UOI to our Data Handling unit in Maths, where some learners have conducted surveys and made graphs on the topic of making friends.

Lately, learners have been inquiring into different conflicts they experience at school and how one action could have dramatically different results or ripples around us. Thankfully, we also discussed conflict resolution strategies, so learners are well equipped! 

It’s a very exciting and thought provoking U.O.I for our little ones. It’s definitely a great inquiry to start the year in order to help create a kind and inclusive community in Year 3!

In our first Unit of Inquiry of the school year, Year 4 learners are exploring the central idea ‘Informed choices support’ wellbeing'. This falls under the transdisciplinary theme of ‘Who we are’. Learners are reflecting on the meaning of ‘wellbeing’ and are considering ways that their physical, social, emotional`, spiritual and environmental wellbeing can be supported. By considering the balance of these 5 elements in their own lives and sharing their ideas with others, learners appreciate the similarities and differences between the way people’s needs for health and happiness are met. This week and next, we are learning more about digital citizenship and ways to keep safe when online; we are looking at the importance of developing a growth mindset to support us to overcome changes and deal with change and looking at ways to support our emotional and social wellbeing. This is supported by the learning in Art. During PHE lessons learners are focusing on ways to support their physical wellbing and how it links to other areas of the ‘wellbeing wheel’.

Our current unit of inquiry is connected to the theme of 'Sharing the Planet'. We are exploring the central idea 'Peace and Conflict exists within and between communities'. Learners have increased their understanding of Peace, Conflict, Communities and developed their own definitions of these. 

Part of this inquiry also includes using research skills to answer our own questions. This week learners have revisited the key concepts and begun to design questions that connect to our lines of inquiry. Examples of these include: 

Perspective-How could our environment feel peaceful for everyone?

Causation-What might cause disagreements between people?

Responsibility-How could we solve arguments with friends in a peaceful way?

Connection-When might a conversation become a conflict?

We are focusing on the context of our relationships with others at school. This will provide learners with the opportunity to identify conflicts they experience, learn resolution strategies and take action by using these to maintain peace.  We will actively support and encourage learners to apply these strategies with increased independence throughout the year. This will complement our RECIPE values, caring for ourselves and caring for others.

Year 6's exploration of 'Where We Are In Place and Time' is off to an engaging start. Through provocations and virtual museum visits, our learners are already diving into historical events and artefacts. We have explored the 5W1H in Language Arts as we develop our PEEL paragraph structure. In maths we have tackled negative and decimal numbers and are looking at ways int which to reinforcing key concepts tied to our unit. 

Thank you for your support as our learners continue to grow and explore new knowledge and thinking.