Mission Day reminders

Just a few reminders for Mission Day tomorrow, Friday 1st June:

-Casual clothes for a gold coin donation or students can wear their school uniform if they prefer. Please make sure footwear is enclosed, no thongs.

-For Mission Day, each class makes items to sell. Children can buy tokens in the morning from their class teacher and then use these to purchase items in the afternoon when classes are selling what they have made. All money raised goes to charity and your donations are greatly appreciated.

-The canteen will not be open for lunch orders or general sales tomorrow as they will be busy making the pasta lunch which many families have ordered. Please ensure your child has recess and lunch if you have not ordered pasta for them.

-Mission Day Mass begins at 11am in the hall, parents are welcome to attend.

-Mission day sales and activities begin at 1pm.

If you have any questions, please see your child’s class teacher or contact the office in the morning.

Thursday Week 5

This morning we spent some extra time on ‘Come read with me’ so we could hear a few more children reading. It’s great to see the development of new strategies and an increase in confidence and fluency. We know life is busy but please try to make time to read with your child every night. A book introduction is a really great way to start with your child when they are reading a book for the first time. Look at the cover and read the title to them. Ask them what they think it might be about and look through the book with them introducing some of the vocabulary they may come across. If there are tricky words you can point them out and model sounding them out to help them be more independent when they read through the book on their own. If they continue to get stuck on the same words, write them down and practise them during the week. You can make games like snap with them, use magnetic letters, make them out of playdough, finger paint them or draw them in the sand. Google has some great ideas for sensory activities that help with early literacy development.

Our Literacy rotations are continuing to work really well. The students are really benefiting from the one on one support in Writer’s Workshop and are using their knowledge of letter sound relationships to sound out words they don’t know how to spell.

We have continued to develop number sense through our Literacy rotations this week and all groups have worked really well on their activities. We used photos of objects to support the students with addition and this was a real benefit for them. Any number work you can do at home will help to develop their number sense and will benefit them as they move through school. Real life problems are fantastic for developing a strong understanding of number concepts so ask them questions as you do things, encouraging them to count, add and subtract. For example, when you are shopping you could ask them to get 5 oranges for you or say to them, ‘I need 7 oranges, I already have 3. How many more do I need?’.

This afternoon we created some beautiful cards to sell tomorrow for Mission Day using autumn leaves from the trees in the courtyard. They used the leaves as body parts for animals and then added details using sharpies. Each child made one and they are all amazing!

Before we began making, we talked about what Mission Day is:

What is Mission Day?

Caroline: you get money.

Van: Mission Day is where you buy new stuff and you can eat the vegetarian of the pasta.

Javeiria: Mission Day is what clothes you have to wear.

Avleen: Mission Day is when you wear casual clothes.

Rowena: lots of fun stuff happens on Mission Day.

Sukh: we have assembly in the morning and you can bring food and you have shared lunch and it’s gonna be really fun and it’s gonna be like the best day of your entire life.

Ruby: Mission Day is about you have a little stand and you buy stuff from a little stand and when you get stuff they cross it. I know everything about Mission Day.

Ajoh: Mission Day is about having pasta and sharing our stuff with people and wearing different clothes and doing different stuff and playing different games.

Olivia R: your parents get to come.

Khushi: you get to wear casual and you get to bring money and you get to bring food.

Alphonsa: Mission Day is a time when you hang out with your friends and you have a good time.

Ruby: yeah I didn’t say that, good job.



Days of the week?

What do you do on different days of the week?

Olivia: On Saturday I got to swimming class and my sister goes to fairy ballet.

Caroline: On Wednesday after school I go to swimming.

Ella: On Monday I go to swimming.

Khushi: On Saturday I go to gymnastics and I do a good job.

Avleen: On Thursday I go to maths class after school to learn maths.

Javeiria: On Monday, Tuesday, Wednesday, Thursday and Friday I go to school.

India: Tuesday after school I go to netball.

Jacob: On Monday I go to basketball practise.

Naomi: On Friday after school I go to swimming.

Ajoh: Every Monday, Tuesday, Wednesday and Thursday I go to my cousins.

Diljoit: We have music on Wednesday.

Eline: on Tuesday we go to sport.

We ordered the days of the week as a class, starting with Monday through to Sunday.

We answered the questions:

What is the day today?

What is the day tomorrow?

What was day yesterday?

The students are focusing on learning the days of the week whilst also connecting what they do on these days. This is helping the students make meaning and connections to help them remember them.

We read the story Diary of a wombat, reflecting on the days of the week and what day becomes before or after.

While 1SA was at Spanish  1EN wrote a list of the days of the book to take home and practise, practise practise!

Literacy Rotations 

We have been very busy lately with assembly so we are very excited to get back into our literacy rotations this week.

Students often will vary greatly in their literacy needs and ability levels. As teachers we want  to provide multiple opportunities for students to read, write, participate in meaningful experiences, and collaborate with others so that they can develop their ability to read and comprehend text.

Our literacy rotations promote explicit and ongoing routines whilst promoting student collaboration, facilitating student motivations and interests, and providing targeted practice for our students.

Maths Rotations

  1. Adding numbers with concrete materials, number lines and counting on strategies
  2. Laptops ABCYA
  3. Counting by 10s.
  4. Missing numbers to 100.





After reflecting on yesterday with the students yesterday on the days of the week we noticed lots of the students were getting them a little muddled up.

So everyday we will practise the days of the week.

Really focusing on

What is the day today?

What is the day tomorrow?

What day was yesterday?

Then we practise ordering the days of the week. We want the students to connect days of the week to actvities they do.

Dunbi the Owl

Today we are looking at the students comprehension skills of the dream time story “Dunbi the Owl.” After exploring the book yesterday through our 100 languages today we are exploring the message and meaning of the story. The students provocation was to re-write and re tell the story from their own understanding.

This book is based on a story told by Daisy Utemorrah of the Worora tribe to Aboriginal children living in Derby, Western Australia. This story from the Dreamtime tells a creation myth in which the children tease and torment the first owl, and are punished by a flood caused by Wanalirri.

The students practised using full stops and capital letters and writing detailed sentences on what happened and practising their recall skills.

Students came up with a list of words to help them with their writing:

Dunbi the Owl

  • Woman
  • Man
  • Kangaroo
  • children
  • first
  • Tribe
  • Wandjina
  • feathers


After lunch

We got to have reading with our buddies, a great time for us to read and spend some time with our buddies.

Investigations-  the students continued with their Indigenous Australian provocations….

We love seeing the students use their creativity to explore and inquire. The students are learning to research and further extend their provocations by trying new things, using different “languages” (such as drawing, writing, making, building, researching, acting)and sharing their learning with their peers.

Kevin: I making the Aboriginal black flag for my house

Sara: I am making the Dumbi the Owl book on the laptop.

Javeira: I am making the Aboriginal, yellow sun, black and red.

Tino: I am making the Aboriginal  flag.

Issac: I am the Aboriginal land with Suk with the blocks.

Ella: We are acting the story of the Dumbi and the owl, I am the children is me and Sochetta and Olivia R is the owl.

India: I making a Kaurna Video and song, I looked it up on Youtube

Monday week 5

This morning the children welcomed each other and shared reading with one another.

The children shared exciting things that they had done on the weekend and we extended this as a class.

The children are becoming very confident in their understandings of what a recount is and how to add detail to it.



Ajoh – my dad and my little sister

Oliver : my dad

Suk: my whole family

Avleen: my dad and my dad’s friend



Phuc : at my cousins home I played Xbox one

Ajoh: I went on the swing and the big slide at St Kilda park

Javeria: What I did is went to Saara house and played with her, we played with her toys and her wing.



Tino: My friends house


Kevin: I went to my mums nail shop I helped pay with there customer



Saturday or Sunday?

Morning or afternoon?


How did you fell?

Alphonsa: I felt good learning about Jesus

Joydeep: I felt exhausted because my mum and dad went running around the park

Nina: I feel happy because I have a baby brother


So today they were provided with a seperate piece of lined paper to independently record their weekend recount. We encouraged the children to find a quiet spot by themselves so that they could apply focus and display all the learning they have been doing around sounds, grammar and recounts. This gives the children the opportunity to apply what they can do independently and for the teacher to better understand their literacy abilities.

A lot of children wanted more time to complete this. Therefore any children that wanted to where given more time after lunch during mindfulness time.


We had a whole school Mass practice in the hall… for our upcoming Mission Day Mass which is this Friday.


After recess Maths provocations were set out including aspects that we have been learning about.

We also had 1:1 learning conversations with each student around the days of the week and months of the year. Learning conversations are so valuable as they provide a space where the child has 1:1 time with the teacher to verbally explain their thinking, ideas and show any relative skills or work. They can explain their thinking or reasoning behind their records and be challenged by questioning or suggested extension ideas.

After lunch we looked at a new Aboriginal Dreaming story :

Dumbi the owl

The children used their 100 languages to explore their understanding of this story. Some children used the blocks, other used artistic aspects, others acted out parts, others used ICT to represent or research

Suk: Im going to use people and blocks to act out story

Blake: I want to make a grass things they stuck in the owl

Eline: I want to draw a picture from the story

Tomorrow we are lucky enough to have a special guest: Kaisha’s grandma Susan who is from the Kaurna area is coming in to share a dreaming story from her area and also facilitate an artistic representation of this. Looking forward to this

Our Assembly

What an amazing job we did for our assembly we are super, super proud of all the students!

Suk: I had fun on the stage because I saw everyone and saw my dad came and saw all my friends and because of my speak I didn’t do it wrong.

Ajoh: I liked the bit about assembly I saw my friends, and my cousins and I saw my Mum in the corner and I liked what I did especially Taba Naba and the rainbow song.

Ella: I liked it because I had a reading part and I enjoyed it.

Van: I was proud about the assembly because I didn’t do anything wrong and I saw my parents and I saw myself on the screen.

Avleen: I love the Taba Naba and the rainbow song.

Joydeep: I like my speaking part.

Meklet: I like the assembly because the assembly was really fun and I like my speaking part because of the rainbow song.

Ruby: I like the assembly because I done my speaking part good and I saw my Mum.

Rowena: I liked everything because it was so cool.

Alyssa: I liked my reading part and the rainbow song.

Olivia: I like Taba Naba and the actions of it.

Jakob: I like the assembly because we did the actions on the music.

Oliver: I like assembly because I saw my Dad and saw Dee and I had lots of treats here and My Daddy came here.

Mia: I like the rainbow song.



This morning, we began the day with ‘Come read with me’. It is great to see the progress students are making in reading – recognising more high frequency words, using their knowledge of letter sound relationships to have a go at new words, using initial sounds, re-reading and reading on. If you would like some ideas on how best to support your child’s reading at home, please feel free to make a time to meet with their class teacher.

Over the last week, we have had some casualties in our fish tank. We took the opportunity this morning to talk about water conditions and why this might have happened. Mrs Adams did some water testing yesterday and we talked through the results and have added a plant to help the system run better. We currently have some lovely peacock cichlids from Lake Malawi in Africa and two little catfish from the Amazon. Joydeep made an excellent suggestion that perhaps the fish didn’t like the food they were being fed so today we compared two types of food to see which they preferred. He was right! The new food we have was definitely the favourite and we will use that from now on.

We split into two large learning groups today for Literacy, one working with Mrs Nicosia and one working with Mrs Adams. Each group had a different focus based on the needs we have identified for the students. One group is working on letter sounds and practicing hearing sounds in words when reading and spelling and the other group is focusing on high frequency words that we come across in our reading and use regularly in our writing. The group practiced spelling these so they can use them for activities such as Writer’s Workshop.

In Numeracy, we continued our work on addition. Students worked with dice and counters to practice their own addition problems using a range of strategies to help them. Some students are using counting on with fingers, some are using counters or objects to help, some are confident with number lines and others are able to solve these problems in their heads. Khushi shared a fantastic strategy with us that she uses at home when she adds larger numbers that go beyond ten. She uses the creases on the inside of her fingers, counting three for each finger so she is able to calculate more complex problems. She also uses this trick to help with counting by 3s. It was great to learn something new!


After lunch, we had our final assembly practice. The students have done an amazing job and all know their parts so well. We are excited to share our learning with you tomorrow morning and to share morning tea afterwards.

A couple of reminders for tomorrow:

Assembly starts at 9am in the hall. Students will need to arrive at school on time in order to head over and get set up straight away. The classroom will be opened on the first bell and students will be able to come in and unpack their things before heading to the hall. Assembly will run from approximately 9am-9.40am and will be followed by a shared morning tea in the classroom if you would like to join us. Students are welcome to wear a top in either yellow, red or black but are also able to wear their school uniform if they prefer. We look forward to seeing all of our families and showing them the amazing work we have been doing this year.



Today we read the book “How the birds go their Colours?” We then spoke about the message of the story.

The students have been loving exploring the Indiegnous dreaming time story and will continue to share these with the class and reflecting on them.

First we read the book and then we watched the video.

The students then got in small groups to reflect on their ideas and then we shared them as a class.

Caroline: the bird got hurt on the big sharp stick.

Monika: The birds got their colour by the big beak.

Avleen: all of the birds black first and then they got their colours, from the other bird.

Naomi: The birds got their colours because on bird bleeding, it bled out colours.

Alyssa: the crow didn’t get the colours because he is black and was away from them.

Monika: Crow are dangerous.

Ajoh: I saw when the birds got blood on them he then got all colours then some got dots and then some got colours blue, brown and red.

Joydeep: the birds were all black before in Aborignal time then when he got the blood and his friends helped him and the beak splashed and made everyone colourful.


This morning the students did writers workshop, working on their own books.

“Just as students learn to read best by reading, writers learn best by writing. To make the most progress, kids need ownership of their own writing, guidance from an adult writer, and the support of a community of fellow learners. Writing workshop gives kids the time to write and work and develop on their own literacy skills.” 

We had some sharing time:

Oliver: Mine was about stick block the first one was about him being in the water and he went to his home and have pets.

Joydeep: I was writing about when I went to the beach.

Olivia: I was writing about my best friend Ruby.

Ruby: I wrote about kitty kat

Ajoh: My book is about me and Ella playing on the playground. The problem got stuck in the tree, I solved problem by climbing up the tree to get her.

Meklet: My book was about the best teacher in the class.

After Recess

We went Over and practise for our assembly we are so excited to share our assembly with you on Friday.

Dear Families,

We would like you to please attend our assembly on Friday the 25th of May at 9am in the hall.

Some of the students have speaking parts we ask that they please practise these at home and try and learn them off by heart.

We invite the students to wear black, red or yellow casuals for our assembly they can then stay in these for the rest of the day.

After assembly we invite you all to join us in the classroom for a morning tea to celebrate the great job the students did.

We ask that you please bring a plate of morning tea to share.


Tuesday Week 4

This morning Vi and Rowena share their time book with us that they worked on the laptop.

For my tittle I wrote quarter to and quarter past and then I took a photo of it on active inspire.

I did quarter two 2 and then I found a picture of it I tired to think what it would look like in digital- and wrote it.

It is great to see the girls extending their learning and having a go at something harder.


Blend sounds- who can remember a blend sound, seeing what the students can recall from the week before

Joydeep: a blend tow sounds that work together to make a different sound.

Khushi: Bl – blend

Kimaaya: Gr- green

Ella: gr- grass

Monika; gl- glass.

Olivia R: Cr- creative

Rojun; bl- blue

Oliver- ap- apple

Olivia R; gl- glasses

Caroline; Dr- draw

My: Gl- glue

Alyssa; pl- plant

Naomi: fr- frog

Thuy: gr- – ground

Caroline- bl blind

Tino- br- bread.

Eline: gl- glove

Avleen; pl- plum

Diljoit- dr- draw

India: class.

The students then had a challenge to come up with as many words as they could it was great to see so many of the students come up with different blend sounds, extending themselves to come up with their own. Others used their initial sound wheels to come up with words. We were very impressed and hope to see they apply this new learning knowledge to their reading and writing!!

C  CK-

The c,k and Ck sounds can be very tricky so today we explored these further going over what we knew sharing our ideas with each other and brainstorming how we use these different sounds.

We spoke about using the ck sound at the end of the words, the students explored in pairs and individually. We hope to see this understanding applied throughout their work.

Music and Spanish.

After lunch

After staff meeting last night we thought we would open dialogue with the children about the learning spots we use in the classroom. 

Why do you think we have learning spots?

Caroline: To help us listen,

Suk: it is because you won’t distract your friends so they can listen, and you can listen, if you don’t like your spot you can still see your friends but listen.

Blake: If I am not in my learning spot Ill talk to my friends and make silly choices.

Khushi: You have spot so you don’t get distracted and you don’t talk if Kimaaya was next to me I would talk to her and distract her,

Aveleen: learning spots are good for listening.

Alyssa: You need a learning spot so each time I sit I know where to sit.

Oliver: my learning spot because I am next to other people and maybe they be my friends and be silly with me and I don’t learn that is why my learning spot is really good.

Vi: You need learning spot you might talk to other people its good to sit in the same spot.

Javeiria: I use to get upset when I couldn’t sit at the front and I couldn’t see now I have learning spot I always sit at the front and can see.

Phuc: My learning spot is good so I can go on my knees on the back if I was at the front people could.

Ruby: I like it because I can see and I am next to my friend. Sometimes I move from learning spot to sit next to Olivia who are my friends and this is okay as long as they are learning. I can choose.

Put up your hand if you don’t like your learning spot and share why?

A few children shared why and we made changes and said they could move if these problems were happening.

Meklet: shared that sometimes she can’t see because she as she is on the edge.

Vi: Blank sometimes plays with my hair.

Kimaaya: Because sometimes BLANK talks to me.

Joseph: because blank touches my back.

This was a great reminder to the students to keep safe hands and we noticed a lot of the issues stem from other children distracting them.

Do you have a name for these spots?

Vi: intelligent spot because we are smart.

Peace spot because we are the peace team.

God spots because they are good and God is good?

It was interesting for the students and us teachers to reflect and check in on this and hear the children’s voice on why they first ever asked for learning spots.

This afternoon we practised our assembly parts and continued with our own inquires.

Some students choose to:

  • Explore the Indigenous Australian culture through their 100 languages,
  • Students wrote books by hand and on the laptops
  • Children choose to build in the block area, using sand making a track
  • Exploring patterns
  • Making envelopes
  • Aboriginal Flag making
  • Spooky book making 
  • Researching on the laptop




Monday week 4

The children started the day welcoming each other and sharing time with their friends reading.


We then came together as a class to build on our understanding and creations of recounts

Kushi : we are learning What? Who? Where? How?

Phuc: and when?

Suk: Who is who you went with, who was there.

Ruby: Where is where you go like going to the park?

Monika: how we get there, how we do it.

Meklet: when did it happen?

Van: What actually happen? What did you do?

The last few weeks the children have been recording the detail about their weekend in a plan form. Today they were encouraged to transfer this understanding into sentence form.

We did an example as a class. Van was very excited about getting her ears pieced on the weekend and was able to provide us with all the detail as we worked together to put the information into sentence.

We all had a go at doing this with an event from our own weekend.

Lots of children still used the scaffolding of when, what, where, who and how headings and others reflected on each aspect and then put this into sentence form.

The children are doing such an amazing job at having a go at any aspect that is introduced. They have built up lots of strategies to write independently  and all have such a positive mindset to have a go.



Following on from last weeks Quarter inquiry … we recapped what we had learnt and tried to apply this to our time understanding.

What are Quarters?

Avleen : we have 4 quarters

Monika:  quarter are the same shape

Yatin: they need to have the same amount

Phuc : 4 parts


We explored that when you divid a clock into quarters, it helps us to read the times of

QUARTER PAST and QUARTER TO…. this is an extension of the curriculum but the children have really enjoyed learning about time that we wanted to provide them with the opportunity to extend this.

The children had an extra challenge of working collaboratively with a peer selected by the teacher. This provided them with the opportunity to share their expertise, practise taking turns, negitionating, listening and problem solving. They could use whatever material they wanted to explore the concept of quarters on a clock and telling time to Quarter past and Quarter to.


After lunch we had our first Assembly practise – The children should be very proud of themselves and the learning that they are showing the school.