Keeping Safe

The Keeping Safe: Child Protection Curriculum  is a respectful relationships and child safety curriculum that teaches all children and young people they have the right to be safe and they can help themselves to be safe by talking to people they trust.

Today Mrs Nicosia shared with the story ” our day with a Story We are equal

We all have the right to be safe….

The students created their own Y chart

– What does safety sound like?
– What does safety feel like?
– What does safety look like?

These students then shared their answers as a class. Sharing their thinking and thoughts is really important as the students listen to each other, share their thinking and be inspired. Also it is really important for the students to understand others points of view.

Luka: Safety looks like not treating someone different on their appearance. Safety feel like being with my family. Safety sounds like quietness.

Ater: Safety looks like playful, Safety feels like relaxing,  Safety sounds like belonging

Aymen: Safety looks like  walking away from trouble, or if someone is sad helping the, Safety feels like safe and having a nice friend to be with,  Safety sounds like happiness, laughter, someone laughing with you.

Seanna: Safety looks like being mindful of other people, being one of the people being safe in the classroom, Safety feels likening around people who care about you and knowing if unsafe situations are going on so you can get out of it,  Safety sounds like not hearing people talk about you.

Amira: Safety looks having friends, Safety feels like nice people, Safety sounds like happiness.

Alex: Safety looks like playing with your family and friends, Safety feels like people listening to you,  Safety sounds like peace and quiet.

Eva:  Safety looks like peaceful, Safety feels like belonging,  Safety sounds  like quiet.

Michelle:  Safety looks like peaceful, Safety feels like belonging,  Safety sounds  like quiet.

Nikita:  Safety looks like people treating their child the same way, Safety feels like joyful, loving, caring fun and respectful, Safety sounds  like don’t say bad words, respect other people

Emily  Safety looks like caring for each other, Safety feels like joy, Safety sounds  like helping people who hurt or injured.

BHyvia: Safety looks like being with your family and being good friends, Safety feels like being happy,  Safety sounds  like not talking too strangers.

Riya: Safety looks like friendship, Safety feels like freedom, safety sounds  like laughter.

Shasahnt  Safety looks like making friends, Safety feels like not being lonely  Safety sounds  like talking.

Terese:  Safety looks like being with your friends, Safety feels like being happy,  Safety sounds  like laughter.

Devon:Safety looks like being close to my family, Safety feels like being relaxed, Safety sounds  like calming.

Arrow:  Safety looks like being kind, Safety feels like jokes,  Safety sounds  like away from danger.

James J: Safety looks like relaxing Safety feels like good heart,  Safety sounds  like caring.

Tyron: Safety looks like being with my friends, Safety feels like soccer with my friends,   Safety sounds  like listening to music.

Money $

Why do we need money ? What does money help us do? What is change? How does it help us  in life?

We want the students to see the need on why it is important to learn about money and why it can help them directly in their own lives.

If the students can see how they can relate it to their own lives they are able to make better connections.

Seanna: Money helps us be able to pay for houses and renovations,  work out how much it is and how much change you need to get back.

Minh: You can you use money to buy stuff and see how much money you need.

Sam R: you need money to buy food to survive.

Aymen: Helps us pay rent and feed you have to save and invest.

Amira: you have to have a budget, a certain amount of money and not go over

Djarran: you can save your money for bit coin and wait for it to go up.

Jamie: You need money so you know the prices of things if you don’t know the prices you can’t buy anything.

Josh: you can use money to buy properties,

Luka: To buy a house you need to get a loan.

We then got the challenge if we were to buy a house that was $400, 000 and we need a 20 % house deposit how much money would we need to save?

The students shared their thinking around what they thought it could be. They found it a little difficult to answer so  we broke it down to look at what 10 % of the deposit would be and then doubled it.

Minh: two 50c

Seanna: 5 20c coins

James: 20 5c coins

Jaime: 4 20 c coins and two 10 c coins

The students then recorded all the ways they can make $1 and $2 using coins, using play money to help them. The students then were given real like scenarios of buying food from the canteen, how much different items would cost them, what change they would get, what they could buy with certain amount of money. This meant it directly related to the students lives and they can learn skills that they can use in their everyday interactions.

The students were then challenged with some harder questions where they had to have deeper thinking.




Today we are exploring measurement, we are looking at what the students already know, through conversations, reflections and getting the students to record their prior knowledge in their learning reflection books. As educators we then have cover stations with the students and then reflect together to see where we can take their learning. We  ask questions and spark the students interest so they can then extend on their knowledge. The children start to get into conversations with each other sharing their ideas and questioning each others knowledge adding, manipulating ones current thinking and sharing their ideas.

The students had conversations as we listened we began to understand what the students know, what they want to know? and Where there may be gaps in their  thinking? The students had opportunities to share their thinking sparking other students interest.

What is measurement? (students thinking)

Minh: Ahh.. angles

James M: measurement two straight angles makes 90 degree angles

Seanna: measurement is using mm, cm and meters

Riya: measurement can come in different forms

Hong-Phuc: Measurement is where you use something to measure it, like yourself with a ruler

Arnav: Measurement is where you can use different units to measure things like rulers, and unifix cubes

Joshua: We can measure to know how big we can do thing

Luka: I’m going to measure like how try from my memory and see how big my bed is and I want to turn it against the wall and see how much space I have to get past the bed.

Hardy: Measuring is show the side of something, after like something big you want to know the size of how big something is to measure it, you could use a ruler.

Riya: If you measure a round object with a projector

Minh: measurement is like measuring

Malkhai: If you are measuring something you are measure the width, length and height.

Hong-phuc: you can covert certain units of measurement by using common knowledge

Seanna: Measurement is figuring out how big something is so you can move it around.

What is measurement?

What could we measure with?

  • Ruler
  • String
  • unifix cubes
  • popsticks
  • cubes
  • hands
  • feet
  • pens
  • books
  • matchsticks
  • buttons if they are the same size
  • fliptiles
  • gems
  • gluesticks
  • balls

What could you measure?

  • Table
  • chair
  • desk
  • TV
  • myself

These are some of the investigations  the students did, little projects where the students used their students agency to lead their learning. Today the students and teachers worked together in different learning groups. The teachers watched and formatively assed the students experiences. We will now reflect on this and where to take the students learning next.

Cam asked if he could go outside and measure. Cam has a great idea to measure with a ball he wants to go outside and measure how many bounces through steps it will take to get to the other side.

So Same went first he bounced the ball up and down and noticed he got 5. Cam went next and got 7 bounces and steps.

Sam noticed and said “I took too big of steps I want to go again?”

Sam went again and got 6 steps, the boys noticed that their results were different? Why do you think they they are different?

Cam: I got 7 because I took bigger steps than sam, He only got 6 steps.

Sam: I got less because I taking too big steps and bounces.

The boys then recorded their learning down and then had a go at measuring the whole locker.

Cam: I did 1/2 the locker so 7 plus 7 is 14 so I reckon I’ll get 14. I am going to test that. I doubled it.

Cam: Yay I was right I got 14, because 7 plus 7 is 14 and it means I got the sam. Then I did it again from the start and I did bigger steps and I got 12. I wonder what will happen if I go and do smaller steps.

Cam went outside and explored!

Cam: MRS NICOSIA I got 24 when I did small steps!!!!

Sam: I did 12 steps of the locker my number was six so that makes sense because it was double the length. Now I am going to do smaller steps. I then went there and back and got 24 steps which makes sense because 12 X 2.

Malkhai: Bon is 77 and I am 70, So bon is longer by 7, he beat me by 7! We measured them up again the floor to compare. Now we are going to measure the height of the wall,

Luka: we are working together to measure the floor we are going through the table there are lots and lots of them.

Shashant: I wanted to measure a circle table, so first I couldn’t find a way because on the outside of the table the string kept falling off. So then I got some table to put a little bit everytime so it started to hold slowly. Then a fighter that if finished measuring the table, I took off the tape, and placed it down on a line on the floor and measured it with a one metre ruler and the result was 4 m and 69 cm. If you cover that into centre meter 468cm.

Tori and Lauren

Lauren: We made a measuring wall so we could measure how tall we were, unfix cubes lined up against the wall, then, we put strings and pop sticks. W choose to use other things so we could measure and compare things other than the cubes.  We measured tori and myself, I was 74 cubes, and Tori was 74 so we are the same height. We are no putting the pop sticks on to count how many pop sticks tall we are.

Tori: I made a measuring wall to see how tall the wall was and now we can measure ourselves, we were the same, we measured with our shoes off so it made it more accurate. We are now using pop-sticks and string to see different. I will be less popsticks than unifix because the pop-sticks are longer than the cubes.

Lauren: Look I was here but now I am here because I am wearing my shoes and it is making me taller!!! Now I am taller than you Tori!!! look how much taller my shoes make me, one unfix cube taller.


Alex: the book was 12 unfix cubes I counted by 2s because I used different things too measure I can’t compare them the fridge was 12 scissor and the book 12 uni- fix cubes but that doesn’t mean.

Djaraan: Me and my friends measure the room there was 667 blocks which came out to be 1267. 3 cm, in metres that is 12. 67.3 cm.

The children were really excited to share their learning with each other and the educators. They recorded their findings in their learning journals as they went around.

This is just the start of our learning around measurement, the students explored and showed many great learning powers throughout their explorations.

Enrich discussions came out of today and this has extended the students thinking through sharing ideas, challenging each other and learning together, individually and as a group.

Thursday – Keeping safe

This morning we looked at our Keeping Safe curriculum in particular around bullying.

The goal for our students is to learn and recognise how they need to keep safe in relation to  rights, relationships, responsibilities and ethical behaviour.

Every child has the right to be safe and free from all kinds of abuse, including bullying and harassment, and neglect. Some very important topics for the students to reflect on and encouraged on how they can make a positive difference on developing a safe and supportive school.

Daisy Chain is a stunning animated short film narrated by Kate Winslet. Created by Galvin Scott Davis, the tale follows Buttercup Bree as she builds resilience using her daisy chains to spread a message of togetherness to those who are bullying her.

We watched this as a class and reflected on some of the important topics the students reflected on their thoughts around safety and wellbeing initiatives.

Riya: Stand up to the bullies, tell them how you feel.

Arnav: Don’t fight back.

Am Jack is a play by MonkeyBaa Theatre Company adapted from the book by Susanne Gervay. Jack is smart and funny and eleven years old. Jack is also being bullied and needs help. ‘I Am Jack’ focuses on the often overlooked insidious taunting and teasing that kids who bully are so adept at inflicting on those that they bully.

There are some great resources on the website below that you may like to refer to.

We then went over different scenarios on how we could react to them in a positive way and what we thought would be the best way to respond to something. Sharing responses in a positive way and respectful way. Exploring cyber bulling and bullying scenarios.

We talked about our own intentions, thinking first before you act. Taking ownership of our choices and recognising when we need to apologise.


Friendship prayer, Fraction and Fun

This morning we had a beautiful prayer around friendship. The children sang, participated and prayed together as a community so lovely. We thank Rosie and Mr Urdanoff for coming and Mrs Braiotta for all her hard work.

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Fractions and time

Today we got to use our own agency to learn and take our own learning in the direction we wanted. Challenging ourselves trying new things and using our fraction and time knowledge through play. Some of the students choose to to challenge themselves with problem solving questions, whilst others made their own fraction cakes, played time games, taught each other new time knowledge. The pictures show how engaged the students were. The classroom was buzzing and the students used their creativity, perseverance, teamwork and numeracy skills.



Numeracy investigations

Today the students had numeracy play, our focus was on multiplication and fractions.

It was great to see all the students engaged, leading their own learning, extending themselves and working together.

Play provides an important ‘context for learning’ where children are able to explore ideas, solve problems, make connections and engage with others. We have been focusing this term on multiplication and fractions and the provocations set up allowed the students to build on their essential life skills. The children are exposed to literacy and numeracy learning through hands-on, practical and play-based experiences, they are more likely to engage meaningfully and successfully with them.




Tick tock..tick tock…It’s Tuesday

We started our morning off with Come read with me. It was great to see all the students come in enjoy this time of reading together. With book week this week it is an important reminder of how important reading is…

Today we were challenged with some fraction problem solving questions where we had to use our perseverance, numeracy skills and sense making.

The students did a great job at having a go at these they then used their creativity to create their own clocks which we will be using to help us learn how to tell the time. You can see our beautiful art work in the classroom.