St. Kilian's Mindful Moment - T3W5

T3W5 - Book an Adventure!

Book Week is a special time each year to celebrate stories, characters, and the magic of reading. In 2025, from 16–23 August, the theme is “Book an Adventure!”—so get ready to jump into exciting worlds, meet amazing characters, and see where your next book will take you!

Acknowledgement of Country

We say an Acknowledgement of Country to show respect to the Aboriginal and Torres Strait Islander peoples—the First Peoples of Australia.

Before our school, houses, or roads were built, Aboriginal and Torres Strait Islander people cared for this land for a very long time.

It’s a way of remembering that we all share the land and that we want to take care of it and each other.

We would like to acknowledge the Jaara people, the traditional custodians of the land on which we are meeting today, we acknowledge ancestors and elders past, present and emerging and commit ourselves to work actively for reconciliation and justice.

All: May we all stand tall, stand firm, grounded in truth, together as one.

Choose your own...

We would like to acknowledge the Traditional Custodians of the land we are on today, the Dja Dja Wurrung people.

We pay our respects to their Elders past, present, and future.

We thank them for ______________________________________.

Today, we promise to ____________________________________.

We are grateful to walk, learn, and play on this ______________________ land.

Here are some examples you might use:

Thanking them for: sharing their knowledge, caring for Country, welcoming us

Promise to: care for the land, learn about culture, treat nature with respect, invite all with open arms, help others who come to this country/land

Describe the land as: special, sacred, strong, beautiful, ancient, peaceful, friendly, open

Junior Acknowledgement of Country

Here is the Land, here is the Sky, here are my friends, and here am I.

We play today on traditional Land, Our First Nation people, we walk hand in hand.

We’d like to say thank you for letting us share the Land that you love. We promise to take care.

Prayer

We pray to talk to God. Just like we speak with our family or friends, prayer is our way of staying connected to God. We might pray to say thank you, to ask for help, to say sorry, or simply to spend time with Him.

Centering

A quiet moment to pause, breathe, and bring our hearts and minds into God’s presence, preparing ourselves to pray with focus, gratitude, and openness.

Take a moment to settle into stillness. Gently close your eyes.

Take a deep breath in… and slowly breathe out.

Again, breathe in deeply, filling your lungs… and exhale, releasing any tension.

As you breathe, imagine God’s love surrounding you—warm, steady, and constant.

Breathe in His peace… and breathe out any worries.
Breathe in His presence… and breathe out distractions.
Breathe in His love… and let go of anything weighing you down.

With each breath, feel yourself resting in His care, knowing you are held, known, and deeply loved.

Now, take one more deep breath in… and as you exhale, gently open your eyes, bringing this peace with you into the rest of your day.

Reflection

A quiet moment to pause, listen, and open our hearts to God, allowing His presence to guide our thoughts, deepen our faith, and inspire us to live with love and kindness.

What does the Bible say about treating others?

The Bible teaches us to treat others with kindness, respect, and compassion. Jesus said, “Love one another as I have loved you” (John 13:34) and “Do to others as you would have them do to you” (Luke 6:31). These powerful messages remind us that bullying has no place in our words or actions.

God created each person with value and dignity. When we bully, exclude, or hurt others, we go against God’s command to love our neighbour and to care for the vulnerable. The Bible calls us to stand up for those in need, speak with kindness, and choose courage over cruelty.

Let’s be people who treat others the way we want to be treated—lifting others up, not tearing them down.

John's Letter About Love

1 John 3:16-20

This scripture reminds us that real love is shown through actions, not just words.

It says that just like Jesus gave His life for us, we should be willing to help others when they need us.

If we see someone in need but do nothing to help, we aren’t truly showing God’s love.

God wants us to have hearts that are kind, honest, and full of love—not just when it's easy, but always.

How can I show love through my actions, not just my words?
- (e.g., by helping a friend, listening to a teacher, sharing with others)
Have I ever seen someone who needed help but wasn’t sure what to do? What might Jesus want me to do in that moment?
How do I know when I’m doing the right thing, even if it’s hard?
What’s one small act of love I can do today to make someone else feel seen and cared for?

Give into Giving:

What are some things the people in the video gave to others? How did these gifts make the other people feel?
Why do you think the people decided to give things away instead of keeping them for themselves?
How did the people who gave things feel after they helped others? Why do you think they felt that way?
What are some ways you can give to others, even if you don't have money or things to give away?
Can you think of a time when someone was generous to you? How did it make you feel, and what did you do afterward?

The Greatest Commandment

John 15:11-13

11 "I have said these things to you so that my joy may be in you, and that your joy may be complete.

12 This is my commandment, that you love one another as I have loved you.

13 No one has greater love than this, to lay down one’s life for one’s friends."

Jesus asks us to love one another—and one way we do that is by listening to the people who care for us. When we follow instructions from our teachers, parents, and leaders, we show respect, kindness, and trust. It helps everyone feel safe and valued.

Jesus asks us to love one another—how can following instructions be a way of showing love at school?
- - (e.g., keeping others safe, respecting teachers, helping our class run smoothly)
When have I followed instructions even when I didn’t feel like it—but knew it was the right thing to do?
Jesus gave His life for His friends—how can I give my time or effort to help others today?
- (e.g., listening the first time, helping a friend, not going where I shouldn’t)
How does following the rules or listening to my teacher help bring joy to others and myself?
- (Think about how it helps us feel safe, included, or trusted)
What does it mean to love “as Jesus loved us”? How can I show that love through my choices each day?

These People's Generosity Will Give You All the Feels:

What are some of the ways people in the video showed kindness and generosity to others?
How did the people receiving help feel, and how can you tell?
Why is it important to help others, even if you don’t know them very well?
What do you think would happen if everyone showed kindness like the people in the video?
Can you think of something small you can do today to help someone or make them feel happy?

Offering

A moment to open our hearts to God, whether in asking for guidance, strength, and help or in giving thanks for His blessings, love, and presence in our lives.

Thanksgiving prompts

Thank You, God, for giving me…
Thank You, God, for helping me…
Thank You, God, for the people who…
Thank You, God, for the beauty of…
Thank You, God, for the lessons I learn when…
Thank You, God, for always…
Thank You, God, for the moments when…
Thank You, God, for the strength to…
Thank You, God, for Your love that…
Thank You, God, for the joy of…

Asking prompts

Please, God, help me to…
Please, God, give me the courage to…
Please, God, guide me when…
Please, God, help me to be more…
Please, God, show me how to…
Please, God, help me to forgive…
Please, God, remind me to…
Please, God, be with me when…
Please, God, give me the wisdom to…
Please, God, teach me to…

Regular prayers

God, please watch over and heal those who are sick, especially…
I am thankful for the love and support of my family and friends, especially…
Lord, help those who are feeling lonely or sad to know they are loved, including…
God, please give strength and courage to people who are facing difficult times, such as…
Thank you for the beauty of creation and the many blessings in my life, like…

Prayer

Hail Mary

Hail Mary,

Full of Grace,

The Lord is with thee.

Blessed art thou among women,

and blessed is the fruit

of thy womb, Jesus.

Holy Mary,

Mother of God,

pray for us sinners now,

and at the hour of our death.

Amen.

A Prayer for the Environment

Dear God,

Thank You for giving me gifts I can use to help others.

Teach me to be a kind and brave leader—

to listen well, to include others, and to do what is right.

Help me to lead like Jesus, with love and care.

Amen.

The Aboriginal Our Father

The Aboriginal Our Father is a version of the traditional Christian Lord’s Prayer expressed through the language, imagery, and spirituality of Aboriginal culture.

The Aboriginal Our Father reminds us that:

God is close – like the land we walk on and the sky above us.
Forgiveness and peace are part of walking together.
We are called to live in respect, balance, and care for one another and the earth.

St. Kilian's School Prayer

Father,

We believe that St Kilian’s School is a great place to learn and have fun.

We trust our school community will continue to welcome new members and will always help

and care for each other.

We thank you for the love and respect of our families, teachers and friends.

With Jesus as our model, may we grow to be the best people we can.

Amen.

What is Book Week?

Book Week is one of the most exciting times of the year—it’s when schools, libraries, and communities all across Australia celebrate the magic of reading! From 16–23 August, we get to dress up, share our favourite books, and go on incredible journeys without even leaving our seats.

This year’s theme, “Book an Adventure!”, is all about stepping into the pages of a book and discovering where it can take you. Maybe you’ll sail across stormy seas with daring pirates, explore hidden caves full of treasure, travel to outer space on a rocket ship, or shrink down to the size of an ant to see the world from a whole new view. You could walk alongside brave heroes and clever detectives, meet dragons and talking animals, or solve mysteries in far-off lands.

So, get ready to share your favourite stories, discover new ones, and join us in celebrating the power of books to take us anywhere we can imagine.

The special Book Week artwork, created by illustrator Jess McGeachin, is like a map to these adventures—full of colourful places, strange creatures, and magical paths to follow. And the best part? Every adventure is waiting for you inside a book… all you have to do is open it and begin!

Short-Listed Books

These are all books we have in our school library! You might want them read to you or could read them during Library sessions!

A Leaf Called Greaf by Kelly Canby

Bear is lonely until he discovers Greaf—the greenest, most magical leaf that comforts him through the changing seasons. Through lyrical text and gentle illustrations, the story tenderly explores grief and healing, showing how memories can stay with us even when things change.

Pre-Reading Questions

What might a leaf that's also a friend feel like?
Have you ever held onto something because it made you feel safe?

Reflection Questions

How did Bear feel when Greaf changed with the seasons?
Why might the author have named the leaf "Greaf"?
Can you think of a memory or object that gives you comfort? How is it similar to Greaf?

Activity 1 – Memory Leaf Collage

Give each student a paper leaf template. Ask them to decorate it with drawings or words representing a happy memory or something that comforts them.
Create a class “Tree of Memories” display where all leaves are joined together.

Activity 2 – Seasons Story Map

As a class, map out how Greaf changes through the seasons in the book.
In small groups, create a new “Greaf adventure” for a season not shown in the story (e.g., what happens if Greaf visits the beach in summer?).

The Garden of Broken Things by Freya Blackwood

Curious Sadie follows a cat into the overgrown garden behind Number 9 Ardent Street and finds a forgotten woman surrounded by rusted, broken treasures. Through her kindness and the power of listening, Sadie helps bring the garden—and the woman's heart—back to life.

Pre-Reading Questions

What do you think a “garden of broken things” might look like?
Have you ever found something old or broken that seemed special?

Reflection Questions

What change did Sadie bring to the garden and the woman?
Why might the story show broken things becoming beautiful?
How can listening be a powerful way to connect with others?

Activity 1 – Broken to Beautiful Art Challenge

Provide students with scraps of recycled materials or “broken” craft items.
Challenge them to create a new piece of art, inspired by how the garden came to life in the story.

Activity 2 – Kindness Detective Roleplay

Students work in pairs to roleplay a situation where someone has something old, broken, or forgotten.
One plays the “kindness detective,” asking gentle questions and helping bring new life or meaning to it (like Sadie does).

These Long-Loved Things by Josh Pyke & Ronojoy Ghosh

This poetic and touching picture book explores memories and the sentimental objects that hold them. Even when words, songs, or names fade, they live on in the heart, reminding readers that love and memory are forever after.

Pre-Reading Questions

What are some things, songs, or stories that you love?
Where do you think long-loved things go when we forget them?

Reflection Questions

What do you think “the place in your heart where they land” means?
Can you remember a song or story you love—even if you don’t hear it often?
Why might memories matter, even if the original thing is gone?

Activity 1 – Memory Box Writing

Bring in a box or bag filled with everyday objects (e.g., an old photo, a seashell, a scarf).
Students choose one and write a short paragraph imagining its story and why it is “long-loved.”

Activity 2 – Heart Map Poster

Students draw a large heart and fill it with pictures, words, or symbols of people, places, songs, or objects they “long love.”
Encourage them to share one item with the class and explain why it matters.

Afloat by Kirli Saunders, illustrated by Freya Blackwood

Set in a changing environment, an Elder teaches a child about weaving and First Nations wisdom along the waterways. The practice of weaving becomes a beautiful metaphor for community, resilience, and shaping a hopeful future together.

Pre-Reading Questions

Have you ever seen or tried weaving? What does it make you think of?
Why might weaving be a good symbol for learning and working together?

Reflection Questions

How does weaving in the story bring people together?
What does the "storm" in the story represent?
What message does the book share about First Nations knowledge and community?

Activity 1 – Weaving Together

Set up a simple weaving station using cardboard looms or a large collaborative weaving frame.
As students weave, discuss how the act of weaving in the book connected characters and traditions.

Activity 2 – Storm and Calm Drama

In groups, students act out “storm” and “calm” scenes using movement and sound, reflecting challenges and hope in the story.
Link it to how the community in Afloat responds to change.

We Live in a Bus by Dave Petzold

Imagine living full-time on a big bus—every day’s a new stop, every moment filled with adventure and togetherness. We Live in a Bus celebrates life on the move, independence, and the possibilities of everyday exploration

Pre-Reading Questions

What do you think life would be like if you lived in a bus? Where would you go?
What would you decorate your space with, if it was a tiny home on wheels?

Reflection Questions

What would you enjoy most about living in a moving home?
What challenges might you face, and how could you solve them?
Where would you want your bus to take you? Why?

Activity 1 – Bus Adventure Map

On a large sheet, draw a bus outline. Students each add one stop or location the bus could visit, drawing it and writing a short description.
Create a “class bus route” story.

Activity 2 – Tiny Home Design Challenge

Students design the inside of a bus to be their home, considering sleeping, cooking, and playing spaces.
Share designs with the class and discuss what they’d pack if they could only take 10 items.

More Book Week Activities!

The Blurbs are a fun, high-energy children’s band from Bendigo who bring CBCA Book Week stories to life through hilarious songs, cheeky humour, and toe-tapping performances that kids (and teachers) love.

au-l-1743493815-book-week-book-review-f-2_ver_2.pdf

CBCA Children’s Book Week Review (F–2)

A simple, student-friendly review sheet for younger readers to reflect on a Book Week title. It prompts them to record the title, author, and illustrator; choose its genre and CBCA category; describe their favourite part and why they liked the book; recommend it to others; draw their favourite character; note thoughts or feelings during reading; and give a star rating.

au-l-1744098383-cbca-book-week-2025-f-2-activity-booklet_ver_4.pdf

CBCA Children’s Book Week 2025 F–2 Activity Booklet

An interactive activity booklet themed around the 2025 shortlisted books. Includes a Book Week word search, multiple-choice quiz, simple book review page, “crack the code” puzzles, “I Spy and Count” pages, and a crossword. Activities reinforce familiarity with the shortlisted titles (Afloat, A Leaf Called Greaf, The Garden of Broken Things, The Truck Cat, We Live in a Bus, These Long-Loved Things) while practising literacy, comprehension, and problem-solving skills.

au-l-1743495250-book-week-book-review-3-6_ver_2.pdf

CBCA Children’s Book Week Review (Years 3–6)

A more detailed review template for older students. It asks for genre and CBCA category, a plot outline with key events, details about the main character’s personality and appearance, feelings about the character, the best part of the book, one thing they would change, and a recommendation with a star rating.

au-t-1744285819-cbca-book-week-2025-character-travel-journal-pack_ver_2.pdf

CBCA Children’s Book Week 2025: Character Travel Journal Pack

A creative writing resource where students imagine they are a book character going on an adventure. It includes six illustrated “stops” (Island, Treehouse, Cave with Bear, Silent Ship, Hidden Treasure Chest, and a student-created destination) with space for diary-style entries from the character’s perspective. Focuses on descriptive language, narrative voice, and imagination.

The Blurbs

Who are The Blurbs?

The Blurbs are a much-loved Bendigo-based children’s band who turn the magic of CBCA Book Week into an unforgettable live experience. Each year, they create clever, catchy songs inspired by the shortlisted books, mixing playful lyrics with big energy, silly jokes, and interactive fun that gets everyone laughing and singing along. Touring schools across Bendigo before finishing with a lively community show at Bendigo Library, The Blurbs have built a reputation for performances that kids can’t stop talking about—and that teachers and parents secretly enjoy just as much. Their blend of music, storytelling, and humour makes Book Week a celebration for the whole school community.

The Blurbs 2025 Songs!

Here are the songs that the Blurbs will be performing at their concert this year! It would be great if you could learn the lyrics and sing-a-long with them when they come and visit us on Friday!

PBIS

PBIS Focus - 'Moving Safely'

This week, our Positive Behaviour Blitz at school is all about “Moving Safely.” We are learning the importance of being respectful, responsible, and safe in how we move in our school, inside and outside.

Moving safely means using our bodies, voices, and choices to make sure everyone stays happy, calm, and free from harm when we are walking to a new place — whether that’s inside the classroom, to another learning space, or out in the yard.

One of our most important safety rules is: No running in the junior area.
This includes the spaces outside the Paderborn buildings and near the junior playground. Walking in these areas keeps everyone safe, prevents trips and falls, and makes sure younger students feel comfortable and confident when moving around.

When we move safely, we are showing our school values:

Respectful – We give others space, move quietly, and don’t disturb learning or play.
Responsible – We follow the teacher’s directions, stay with our group, and look after our own safety and the safety of others.
Safe – We walk in the right areas (especially the junior area), keep our hands and feet to ourselves, and move in a way that prevents accidents.

When everyone moves safely, we can enjoy our learning and play without anyone getting hurt.

SKPS Student Movement (Inside the Classroom).pdf

Student Movement (Inside)

This routine is used anytime students need to move around within the classroom (e.g., from mat to table, or into groups).

It keeps the classroom calm and safe, helps everyone know what to do, and stops confusion or rushing.

Movement Inside the Classroom (Short Version)

Ready in Five
Listen for when, what, and who will move
Move silently and safely when told
Stay focused and listen for the next instruction

SKPS Student Movement (Outside the Classroom).pdf

Student Movement (Outside)

This routine is for times when students move out of the classroom (e.g., to specialists, Mass, assembly).

It shows respect to others, keeps everyone together and safe, and helps the class arrive at places calmly and on time.

Movement Outside the Classroom (Short Version)

Ready in Five
Line up in two quiet lines
Stay with the person in front of you
Walk quietly and respectfully
Stop when asked and listen carefully

Reflection Questions

Respectful:

How can we show respect to others while moving inside or outside the classroom?
What does respectful movement look and sound like?
How does being respectful help everyone focus and feel calm during transitions?

Responsible:

What is your responsibility when you hear “Ready in Five”?
How can you make sure you are following the teacher’s instructions during movement time?
What should you do if you notice a friend is not sure where to go or what to do?

Safe:

How can we keep ourselves and others safe when we move as a class?
What could happen if we don’t follow the movement routine properly?
How can you use your body and space to make sure everyone stays safe?

St. Kilian's Routines

SKPS Using Mini Whiteboards.pdf

Using Mini Whiteboards

This routine teaches students how to use their mini whiteboards properly during lessons.

It helps everyone stay focused, answer quickly without shouting, and gives the teacher a fast way to see what everyone understands.

SKPS Ready in Five.docx

Ready in Five

‘Ready in Five’ is a consistent teacher prompt used to gain students' full attention before giving instructions or starting a lesson.

The teacher stands in a central position, counts down from five while scanning the room, and waits for 100% of students to respond and make eye contact. It teaches students to stop, look, and listen, creating a calm and focused transition into learning.

SKPS Classroom Entry.docx

Classroom Entry

The Classroom Entry Routine sets clear expectations for how students enter the room after breaks or transitions.

Students line up in pairs, enter quietly, stand or sit in their spot, and wait with eyes on the teacher before being greeted and seated. It promotes calm, safe, and respectful beginnings to lessons, helping students settle quickly for learning.

SKPS Clasroom Exit.docx

Classroom Exit

The Classroom Exit Routine guides students in leaving the room calmly and respectfully at the end of a lesson or day.

Students pack up quietly, stand behind their desks, respond to the teacher's farewell, and are dismissed row by row. It ensures a smooth and safe transition, reinforcing gratitude, order, and readiness for what comes next.

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