Wednesday week 4

This morning the students were introduced to the concept of fractions. As a class we had a discussion on what students knew about fractions and how we use and see fractions in our everyday lives. Students were able to share their prior knowledge and understanding of fractions.Some students shared their responses when asked ‘What are fractions?’

Haadi – Fractions are equally split up

Alex R – Fractions are quarters

Riya – Fractions can be quarters, halves, eighths

Fractions tell us how many parts of a whole we have. With this understanding students moved away to then work through different activities to explore this concept and apply their knowledge.

After recess students had the opportunity to experiment with different modes and investigate the different effects and techniques to achieve different visual outcomes. Students were given the choice to choose between water paint, acrylic paint, oil pastels and drawing. This art activity provided students with the opportunity to explore different effects and outcomes from using different modes. Using their critical and creative thinking to investigate with the modes.


4PB then left to go to their Spanish lesson while 4MR spent some time out for some fitness.

Before lunch 4PB and 4MR went out for lunch we came back together to continue with our art investigations.


After lunch students continued with their landmarks task. Students were asked to choose a state and provide information about the different landmarks and activities the state had to offer.


Overall, today was a busy day with lots of learning and investigation. It was amazing to see everyone engaged in their learning and helping and encouraging each other to complete their tasks.

Wednesday week 10

Students have been using their creativity the past few weeks as they continued to work on their short stories in creative writing. They were all encouraged to use their writing skills to plan and write a story for the Salisbury writing competition. Students have been engaged as they wrote their own individual stories on topics that they were interested in. Its great to see their enthusiasm to use their imagination and write their stories.

We then went out for some fitness where students were given the choice to play their own games. Students used this opportunity to get their bodies moving and get some fresh air. Some played soccer, others ran laps, and some played with the skipping rope.

After recess we revisited food chains. It was great to see how much information students had retained since last week with their extensive knowledge on producers, primary consumers and secondary consumers. Some students shared:

What is a producer?

Lauren: A plant.

Alex R: A thing that starts a food chain is usually a plant, most of the time grass. Photosynthesis to get energy and grow

Aymen: In a plant there is sugar and that sugar creates food

Where does the energy go after the producer?

Michelle: Next is a primary consumer, it usually eats a type of plant and gets energy from it.

Aymen: If an animal eats grass or flower then that animal gets the energy and if another animal eats that animal they get energy too.

Alex R: They can also be omnivores

Bon: They’re herbivores

Secondary consumers eat primary consumers:

Bon: They are carnivores

Alex R: They can be omnivores

After lunch we spent the afternoon watching an episode of BTN. This episode discussed the protest in Hong Kong, Australia’s recycling problem as no other countries want to work with Australia’s waste, Australia’s future as generated by CSIRO in their Australian National Outlook Report and how we can all work towards achieving this future.  How students are helping scientists preserve Australia’s endangered plants and Riley,  10 year old boy who is spending his free time refurbishing old cricket gear and giving it to kids who need it.

Linking this back to the UNICEF goals we discussed the importance of looking after our environment an how we as a class can work together to provide a better future for future generations.

Some students shared:

Shashant: Looking after our environment, learning so in the future so we know more for the future generation

Minh-Vuong: Working hard at doing stuff with our bins

Lolla: Recycling better

Tyron: Being smart at numbers

Lia: Looking after the environment for our future.

Wednesday Week 8

This morning students continued with their subtraction workshop. These questions aimed to challenge students and familiarise them with the concept of borrowing in order to answer the questions. Everyone was engaged and had a go, working in groups and collaborating to solve the questions and share their knowledge. It was fantastic to see the level of engagement and perseverance to have a go at solving the questions and asking for help when they needed it.

After recess students were introduced to ecosystems and briefly covered how important each abiotic and abiotic component is within an ecosystem. An ecosystem is a large community of living organisms in a particular area. The abiotic and biotic components are all dependent on each other. Students were all knowledgeable as they shared their ideas:

Aymen: Things that are living, like water.

Alex R: An ecosystem is a place that can support living and non-living.

Lolla: An ecosystem is nature.

Shashant: Like a small or big environment made of parts.

Djaran: A place where non-living things make room for living things.

Luka: A place where animals, plants, and water work together as a force.

Arrow: Like a habitat.

Seanna: Like lots of different living things coming together to make an environment.

Lia: A community

Students were further extended as they were introduced to the terms biotic and abiotic components that make up an ecosystem. Biotic components are the living things whereas abiotic components are the non-living things that shape an ecosystem. Abiotic components affect living things but are not living themselves.

After lunch as a class we discussed and acknowledged the history of Australia’s multiculturalism as we focused on Refugee Week. “Refugee Week is Australia’s peak annual activity to raise awareness about the issues affecting refugees and celebrate the positive contributions made by refugees to Australian society. Originally celebrated in 1986, Refugee Week coincides with World Refugee Day.” (Refugee Council of Australia, 2019).

We started the topic with a video defining the word refugee and explaining the conditions as to why someone would flee their country. We learnt about the difference of a migrant and a refugee. A migrant is someone that moves from one country to another whereas a refugee is someone forced to leave their country in fear of prosecution, war, poverty or for political reasons.

It was fantastic to see how respectful students were as they created a safe environment for everyone to share and show their curiosity on the subject as they asked questions and empathised with one another.

Describing who a refugee is:

Jamie: Someone who goes to another country because there is war or terrorism

Sharing with the class:

Seanna: My Great Great Poppers faught the war, another helped with the Anzac War.

Djaran: My grandfather was in the Serbian vs Croation war.

Alix: One of my family members were one of the people that helped in the war.

Lauren: My grandmother was a refugee, she was from Scotland.

The day ended with provocations for students to choose and create their own work in relation to the stories shared as well as the stories that have been reported. Empathising and understanding the importance of acknowledging the issues that affect refugees.

It will be great to see students continue to deepen their knowledge and understanding of significance of Refugee Week through their provocations.

Wednesday 12th June

Wednesday’s morning started with numeracy which focused on the concept of addition with decimals. Students showed incredible perseverance as they used their mindful agency to answer the questions. Students were able to challenge themselves with questions ranging in difficulty. Using their growth mindset they were able to have a go and work through the tasks based on their capabilities and to continue challenging themselves. It was wonderful to see their eagerness to work through the questions.

After recess students continued with their living and non-living inquiry for science. Students were encouraged to deepen their understanding of what makes something living and non-living. The lesson started with a class discussion on whether a tree is living and non-living and why. These are a few of their answers:

Seanna: It reproduces, it’s able to drop seeds and able to make another thing grow

Alex: It should be able to drink and eat stuff.

Lauren: It’s able to grow, it starts smaller and gets bigger.

Blessings: It can move.

Haadi: It needs things to survive like air, water, sunlight, eat.

Riya: Stages of growth.

Shashant: Needs a certain environment.

Kai: Living things react to things like air.

By researching and defining the 7 characteristics of living things, students are able to deepen their understanding of living things; utilising this knowledge to strengthen their argument as to whether something is living or non-living. It was great to see students using their curiosity and critical thinking to then justify a living and non-living thing.

After lunch we revisited the first fleet. Discussing briefly the effect the first fleet had on people and the crimes that were committed before being sent to Australia. Students were given a case study that focused on John Walker.

John Walker was a convict who was convicted for larceny after stealing onions. He was dismissed from his job before he committed the crime. Students then reflected on the case and answered some questions, drawing on their own opinions and judgement to answer the questions.

The day ended with some fitness with running relays to get students moving, working on their agility and coordination. It was good to see all the students participate and encourage each other as they has a go.


Wednesday Week 6

The day started off with numeracy which introduced the concept of decimals. Students engaged in class discussion sharing their knowledge and understanding about what decimals are.

Alex R shared with the class that decimals are a point that separate the numbers between 1 and 100. This knowledge was then extended to understanding that decimals are the numbers between consecutive whole numbers such as 1 and 2. Students then engaged in the lesson through a series of workshops that challenged their knowledge and understanding of the topic of decimals, these tasks included locating numbers involving decimals on a number line and adding decimals. It was great to see students having a go at answering the questions.

After maths students went out for 15 minutes of fitness. Relays were set for students to group themselves into teams and run from one end of the hall to the other. Students were all cheering and encouraging one another to keep going, using their leadership and teamwork to complete the relays.

After recess students revisited living and non-living things. Students all shared their knowledge on what makes something living:

Kai: It can move and grow.

Alex M: It needs energy to move.

Alex R: It has to be able to reproduce or make more of itself. It will pass on.

Emily S: It will need food and water

Joshua: It needs to be able to breathe.

Luka: It can feel emotions.

Sreyleab: It can change, it can grow.

Tyron: It changes what it looks like.

Seanna: It can respond to different things.

Shashant: It adapts

Haadi: It can talk

The class had a good understanding on the characteristics that makes something living and non-living. Today’s lessons focused on living things grow. As a result, all living things go through different stages and cycles of growth. They were soon given the task to choose their own animal to research, draw, and write about their chosen animal’s life cycle.

4MR and 4PB then had their Spanish lessons before lunch.

After lunch we all shared our knowledge on Aboriginal art and Sorry Day to create Aboriginal art that acknowledged Australian history. Before starting we sat down for a class discussion.

What do you know about Aboriginal Art?

Alex R: It is mostly dots.

Haadi: You use your fingers.

Seanna: Aboriginal painting usually use Aboriginal symbols.

Blessings: Sometimes they use sticks.

Djaran: Dot painting is sometimes used to tell stories.

Luka: They mostly use red, orange, brown, yellow and black.

Shashant: They use these colours because they use mixtures from the stuff around them.

Lolla: Sometimes when you have paint, you can use symbols and itcan mean something.

Sam G: They use different coloured sand and leaves, bark to make their coloured paint.

What is the significance of Sorry Day?

Ater: Saying sorry to the people that didn’t get to vote.

Bon: A day we say sorry to the Aboriginal children that we have taken away from their parents.

Cam: We took their land.

Lolla: We are saying sorry because we took their families and took them to a different place.

Djaran: Apologising them for mistreating them they way we did.

Luka: Saying sorry for not letting them speak their own language.

Haadi: Because we killed the Aboriginals.

Minh-Vuong: We say sorry cause we took their land and we took the Aboriginal children.

It was amazing to hear their answers and extensive knowledge and understanding of the Aboriginal art and Aboriginal history. Students were then set the task to design their artwork using red, orange, yellow, brown and black to create artwork inspired by the Indigenous Australians and incorporate our history and the portray the importance of sorry day in their art using their creativity.


It was great to see them using their imagination and creativity to design their artwork and present it onto paper.

Wednesday week 5

Today 4MR and 4PB started a new numeracy topic, money. Students all contributed in the class discussion and shared their thoughts on what they know.

Minh Vuong: We use it to buy things

Kai : to have more trust

We then proceeded to talk about the importance of money, discussing it as a form of trading my using the example of trading cards and the value of cards. By using money we are able to trade fairly, focussing on the character strength of fairness. It is important that we all have a mutual understanding of the value of something. By using money we are trading out money in exchange for a good or service. Using this knowledge we then linked it in with mission day and our stalls.

Continuing on with the theme of mission week students were given the task to calculate the total cost of buying ingredients and learning how to calculate to make a profit. Using mindful agency students then had to draw on their current knowledge of place value and challenge themselves with the introduction of decimals. Understanding that the value of $1 was equivalent to 1 unit students were then able to place the cents into the tenths and hundredths to then calculate the values. It was great to see students use their problem solving skills and perseverance to solve the problems. While students were working through the task the teachers were able to work one on one with students who struggled and work with small groups to help scaffold students to help them understand how to solve the questions.

After recess students continued with their inquiry before 4MR and 4PB had to go to Spanish. In Spanish students continued and finished their art to celebrate Cinco de Mayo which celebrates the victory of the Spanish army over the French empire. It was great to see their finished product.

After lunch students got to spend their afternoon working on the mission day posters for Friday. As a class we all finalised our stalls and activities, organised the location, price and roster for the stalls. Students were all engaged and used the knowledge of advertising from the previous weeks to create their posters and allow their creativity to flourish as they designed and created their amazing posters individually and in groups. It was great to see some students show their leadership and organise the sweets stall and work together, and sharing their ideas with the class for students to contribute to the stall. It was amazing to see the two classes show their teamwork and all contribute.

While the classes were working on their poster small groups of students got to go and help Miss Nguyen bake choc chip cookies for the sweet stall. This was a great activity that allowed students to learn the importance of food safety and good hygiene in the kitchen.

It was great to see students all work together and help one another with the tasks, showing the character strengths of leadership and teamwork to complete and continue on with their tasks.

Wednesday 22nd May

With mission week fast approaching our day started with a mission day inquiry. Students were asked why we celebrate mission day and why we think this day is so important. As a class we agreed that it is about fundraising and donating money to charities such as Catherine House and St Vincent De Paul.

Students were given the opportunity to use their creativity to brainstorm activities to do on the day and plan them out. Using their sense making and collaboration, they were able to start planning and setting rules for their chosen activity in pairs. To tie this activity into their literacy, they were asked to write a persuasive text to present to their class in order to convince their peers to choose their activity.

It was great to see students engaged in this activity as it allowed them to share their interest and take responsibility for their own learning. This inquiry was a great way to relate school activities to student learning, making it relevant to them.

After recess students continued on with their persuasive text before 4MR and 4PB had Spanish.

After lunch students spent the afternoon working on their reflections focusing on their literacy, numeracy, creativity and social skills. These reflections provide students with the opportunity to reflect on their learning for the past two terms to share what they have learnt, what they have enjoyed and their goals for the rest of the year. This not only benefits students and holds them accountable but allows us as educators to further understand their thoughts and opinions to then work together to ensure that students are able to not only reach their goals but exceed them.

We ended the day with move your body which focused on student’s flexibility and raising heart rates. Students all had a go and stretched their muscles before getting their hearts racing with a range of activities.

Students all engaged in the set tasks today and it was great to see them challenge themselves and plan their activities for mission day. Can’t wait to find out what activities they decide on!

Wonderful Wednesday

Happy Wednesday everyone!

Today we all focused on advertising and techniques used by different brands to target their demographic. We started the day by watching a complication of food commercials and discussing the techniques used in the class.

Some of the students shared:

Why do you think these advertisements are so effective?

Riya – They always edit and use lively colours.

Alex R – Using people that a lot of people know or mascots. They try and make things that are popular at the moment

Kai – They make it convincing because when they make something, they make it look different and yummy

Haadi – Use photoshop

Students were then given the task of analysing posters and using their opinion to discuss what makes an engaging poster and how to improve them in order to make them more engaging for their target audience. Students then reflected on their own understanding of  posters and challenged themselves to come up with suggestions to make them more effective to the audience. This was a scaffolding activity that encouraged students to think about posters and how they convey messages to the audience and transfer this into their own posters. As an introduction to mission day students had the opportunity to then design posters for a food or activity that they would like to do for mission day.

After recess the year 4’s had Spanish and numeracy where they continued to develop their knowledge on place value. Students worked in small groups, collaborating and working with their peers or teachers to further develop their learning. It was great to see students challenge their understanding and use their skills of addition and subtraction.

In the afternoon students sat down for 5minutes of mindfulness. This time allowed students to settle down and focus on their breathing. Following mindfulness was an episode of BTN, allowing students to become aware of the current events that are happening within and beyond Australia. This week’s episode focused on endangered species, effects and changes of social media, royals and the election happening this weekend. To follow this week’s episode was an activity focusing on environmental awareness. Students researched about an endangered species and created a profile on the animal to not only bring awareness to their peers but also the threats to these animals.

Today was a busy day of learning and it was wonderful to see everyone engaged in the activities and contributing to classroom discussions.


Wednesday 8th May

Hi all, my name is Miss Nguyen and I have the privilege of being the classroom teacher for 4MR on Wednesday. I have been a relief teacher at Holy Family for the past year and am excited to be able to have a class part time.

We started the day continuing on with our inquiry questions from last week. Students were given the task to continue and present their information using their 100 languages to then showcase their learning to the class later this week.

Today’s move your body focused on coordination, balance and strength through a series of exercises.

After recess students continued with their inquiry before 4MR and 4PB left for Spanish. During this time students were given the opportunity to go buy a gift at the mothers day stall before lunch.

BTN is a great source for current events and news that is tailored to students. After lunch everyone sat down to watch the recent episode of BTN (Behind The News) which focused on the Anniversary of the Parliament, Capital City move and the history of Jazz. At the end of the episode students were given a set of comprehension questions to answer about the news. Answering these questions allowed them to develop their auditory comprehension skills.