Olivia R: I liked my speaking part and the songs.

Ella: I liked listening to the songs and praying to God.

Khushi: I liked the songs because they had a good beat.

Meklet: I like my mum and my brother coming and my speaking part and the songs.

Sukh; I really like when priest asked us what happened in the story.

Saara: I like the songs because it is prayer and it is important.

Yatin: I like the song because they like had lots of different beats and when they priest tells about the story.

Thank you to all the families that came to watch!

The Assumption story and play…

How does the Christmas story start?

Rowena: The angel told Mary that she is going to have a baby.

Olivia: That they would have to travel along way by foot.

Van: there was a small hut and it was just Mary and an angel Gabriel told Mary that she was going to have a baby.

Javeiria: when they were travelling along way they didn’t have home to.

Alyssa: the king was trying to kill Mary because he wanted to be the king.

The students were then asked to reflect on what they knew about “The assumption story”

Our focus was to remember to use our full stops and capital letters and to be our own teachers and correct and read through our own writing, adding in full stops and capital letters where needed.

This afternoon we got to continue with our investigation we have been really interested in making and designing. We were very lucky that many of our friends have bought in making boxes, we would still love more. We are loving painting

Painting aids your child develop mobility skills. Their hand muscles are being used, which allows them a scope to develop both mentally and physically. Painting helps children develop their decision-making skills.



We would love any recycling boxes…

We have been very busy making and enjoying creating different things. We however need boxes to make things,

Examples include:

  • cereal boxes
  • shoes boxes
  • milk cartoons
  • plastic boxes
  • big boxes
  • anything that can be recycled


Money, research and play!

This morning Oliver asked us the question where does money come from?

So as a class we researched together and then shared our learning and ideas.

Blake: I learnt that the money came from a giant machine.

Ruby: Some money comes from machines, you can’t rip it because it is made out of plastic and has drawing on it. The money is strong and it has special numbers on it.

Saara: The money is made into tiny pieces. The money is in box.

Oliver: They put the money in a very big bubble to protect.

Diljoit: there was a big where they put the money

Ajoh: the man said there was a big bubble the bubble makes the money and then the bubble makes the machine, then they take it to the bank and then people go to the bank and get the money.

Ella: It gets printed and then delivered to those that are poor to make them happy.

Olivia: I liked that video because it teached us about money and I like learning about money and making money.

Tino: How you make money you need heat to make it smooth.

Blake: The money is made out of plastic.

Meklet: I like to know how they print the money.

Kimaaya: I learned money is made with 2009 on it.

Khushi:  the money was made in the big big bubble.

Questions we want to find out:

Rowena: Are gold coins Gold dipped?

Through play the students then explored money. Different money provocations were set out and the students led their own learning. The teachers supported the students by asking questions and extended their learning.

This type of learning allows the students to learn to make sense of the world around them. Through play children can develop social and cognitive skills, mature emotionally, and gain the self-confidence required to engage in new experiences and environments. Our focus was money the students confidence and knowledge grew as they interacted, manipulated and explored.

The students took their books around with them to record their investigations. It was amazing to see how engaged the students.



Health and Wellness Day

Do you find the minutes in the day go too quickly and you simply don’t have enough time for yourself? Well join us for a morning of fun and engaging hands on activities that allow you time to think about strategies to appreciate the positive aspects in your life. We will be guided by information and activities from Positive Education and discuss the type of language and activities used by staff and students at Holy Family. Some activities and topics covered will include:

  • Having gratitude for everyday events
  • Being mindful and present
  • Taking care of yourself
  • Looking for positive specks of gold (even in the most challenging of days!)
  • Information about Positive Education
  • Growth and fixed mindset
  • Notion of flow and flourish
  • Recognising Character Strengths in yourself and those around you


This exciting Holy Family workshop will help you in communicating with your child and most importantly give you the time you deserve to think about yourself and your relationships.


Time: 9am – 11:30am (including complimentary breakfast and morning tea)
Date: Wednesday Week 5 (14thNovember)

For catering purposes please, RSVP and for any questions please contact emma.finos@holyfamily.catholic.edu.au

or at the office on 82506616. Numbers are limited so get in quick!

Tuesday Week 4

“There is a great deal of data suggesting that improvements in writing will have a pay-off across the curriculum.”

We do lots of writing during Writer’s Workshop which is an interdisciplinary writing technique which can build students’ fluency in writing through continuous, repeated exposure to the process of writing.

Today we are having a mini lesson on sentences and what we need to write a detailed sentences

We then invite the students to use these skills in their own writing.

“Children will invest themselves more in their writing if they are allowed- indeed, if they are taught- to select their own topics and to write aboutsubjects that are important to them.”

We wrote this together… then the students had a go at writing what they wanted too.

One sunny day at Saint Kilda beach I went to do surfing with my Dad. My Dad drove us to the beach. On the way we had to stopped for a train that was going past.  When we arrived we went and got some beach stuff.  At the beach shop I went and bought a new surf board.

We got our surf boards and ran into the water and started paddling. Then I saw a big wave coming so I went to stand up on my surf board. I caught the wave. Then there was another wave but it was too big the catch that it went over us. I accidently dived deep into the water. When I came up I couldn’t see Dad anywhere. I looked and looked everywhere. The waves were crashing over me but I knew I had to swim fast as I could. Finally I saw Dad in the distance, he was on a boa   t heading towards me. Thank goodness. The boat was however going too fast and Dad could not see me. I started crying and yelling. Finally Dad Saw me. He came over and lifted me out of the water. I gave Dad a big hug and we went off and had lunch and left to beach for the day.

Mrs Smiths group worked on focusing on Christmas and making sure they had full stops and capital letters.

FOOD GROUPS- as a class we discussed the importance of having a balance diet and looked at the food wheel. We broke down the wheel and spoke about fruit and vegetables, our healthy carbohydrates sources, protein sources, dairy sources and then sometimes food!!

The students were then asked to investigate and explore anything they want to around healthy eating. We asked the students to use their 100 languages and creativity. Through play and invesitgation the students explored through their own inquires.

Suk: I might make some healthy food pictures.

Olivia R: I am going to make a healthy hotel.

Yatin: I am going to make healthy foods and then I’ll bend it to make all different healthy food.

WEDNESDAY- MONEY, Possum Magic and Halloween

MONEY, MONEY, MONEY.. What do you know about money?


Activity 1

Procedure writing – how to make a vegemite sandwich

Activity 2

Australian menu – Hush and Grandma Poss are coming to your house for afternoon tea. Design a menu for them including Australian foods.

Activity 3

Mapping – on the map of Australia, mark Hush and Grandma Poss’s journey. On each of the places they visit, include a brief description of what they ate and what they did.

Activity 4

Drama – in your group, make a play about the story


TUESDAY week 3 term 4


Today we are exploring what a sentence needs.

SO its needs, questions marks, full stops, exclamation marks, capital letters, commas, apostrophes.

It needs words.

So we started with the sentence

I like dogs.

When then had to add detail to that sentence.

Alyssa: I like dogs because they are cute.

Yatin: I like dogs because they are fun to play with.

Ella: I like dogs because they are fluffy.

Javieiria: I like dogs because they are so cute and they are so fluffy.

Ajoh: I like Zali and Zeus because they are lick me and they play with me.

Naomi: I like playing with dogs because they are so nice.

Monika: I like dogs because they are so cute.



This afternoon we will be investigating….


We asked the stduents what is healthy food?

Diljoit: Healthy food is apple because they make you strong.

Meklet: Bananas and apples because they make your tummy flat.

Ella: Bananas, apples, oranges, berries because they have vitamins in them like vitamin C and E and they re good for your body.

Rowena: Good food that has fibre and vitamins and minerals.

Kaisha: vegetables are healthy food because they help you grow.

Mia: Rock melon is healthy because it is good for you.

Indi: Tomatoes are fruit because it is a fruit.

Olivia R; Fruits have seeds and vegetables don’t.

Blake: Avocado is good is green stuff is healthy.

Kimaaya: Watermelon is healthy because it doesn’t have sugar in it.

Suk: Pears and vegetables because they are like fruit that have good things don’t make you sick no sugar.

Yatin : we need other foods that are healthy, like toast carbs. Give you energy.

Kushi: Weetbix because they’re  little crumbs wheat that give you energy.

Can you use your 100 languages to explore what is healthy food?

Yatin: I am going to make healthy food book.

Diljoit: I am going to write about it.

The students choose to make vegetables and fruit puppets, books about healthy eating, making a puppet Showa bout healthy eating, making a healthy cafe, making fruit trees outside, Collecting information about different healthy foods, writing information books,  data collection and using there creativity to explore healthy eating.

Photos of our day:

Reading Compression


Comprehension is the understanding and interpretation of what is read. To be able to accurately understand written material,

The next couple of weeks we will be working with the students on their comprehension  Children might be able to decode texts but we want them to also comprehend and understand what they are reading.

Children need to be able to

(1) decode what they read

(2) make connections between what they read and what they already know

(3) think deeply about what they have read and answers questions around the text.

The students then did investigations around the book.

At home you can help your child with their comprehensions:

1) Make connections.

2) Ask questions,  Asking questions will make your child want to look for clues in the text.

3) Create “mind movies.”

4) Make inferences. We “infer” by combining what we already know with clues from a story.

5) Figure out what’s important: Determining what’s important is central to reading.

6) Monitor comprehension. – Ask questions

  • Re-read.
  • Read on—now does it make sense?
  • Read out loud.
  • Read more slowly.
  • Look at illustrations.
  • Identify confusing words.