Collaborative Planning

Continuing on from our learning yesterday we reflected upon the importance and benefit of planning. Today we began our investigation by planning, but this time we shared a piece of paper  with the collaborative group we were planning to play with. Collaboration leads to ideas coming together, leading to negotiation and sharing, leading to respect and celebration of learning.

The children moved to the space where they were going to play. Then they were given paper and then the planning began. Then it was time to implement their ideas.

Learning Disposition we observed were:

(Learning dispositions are the ways a learner engages in and relates to the learning process.

  • Persistence
  • Flexibility
  • Collaboration
  • Creativity
  • Confidence
  • Concentration
  • Adaptability
  • Reflective
  • Problem Solve


Planning and Playing

Today we started our talking about – Why do we plan?

Nevada – You need to plan so then you know what you are doing if you make a shop.

Rehat – Because you won’t know what to do so you have to plan what you are doing first.

Bass – Planning what you are going to make.

Ruby – You think about first what you are doing and in your own head you make a creation.

Saara – First you have to think and then you make a fish farm.

Ishaan – Plannign helps you what you are planning.

Cierra – Planning helps you remember stuff.

Jed – planning helps you remember and where to put stuff if you forget in your plan.

Olivia – We can draw what we are planning then we can make it.

Nathaniel – You plan something which you are going to make and if you plan on a piece of paper so you know what, you remember and you build it.

Kaisha – You can plan something on a piece of paper or you can draw it.

Ruby S – If you don’t plan you won’t know what to do.

Sonnie – You can plan stuff like drawing and you can concentrate.

So we planned our investigations before we started –

Olivia – My plans changed and I made a pet shop.

Saara – I played with the laptop and I played with Kaisha.

Noah – My plan changed and I made a sword.

Ishaan – My plan changed and I played Doctors.

Nevada – I changed my plan and I started to make lanterns with Cierra.

Sonnie – My plan was to make a magnet world which I did.

Nathaniel – I changed my plan and went to the blocks.

Kaisha – I changed my to do cats and dogs on the laptop.

Jed – I planned and  made dinosaur land 2 which was good.

Why is it OK to change our plans?

Sonnie – Because you might like it and your friends might build really quickly.

Jed – It is ok to change your plan because you might finish it quicker than expected.

Cierra – Your plan – it was ok to change your plan because your plan might not be the best.

Mai-Anh – You can change your plan so you can have fun and enjoy it.

Nevada – It is ok to change your plan because you might like it and your friend might not and you can change it and make a new plan together

Ishaan – You change your plan it will be fun.


Literacy Investigations

Literacy Investigations is a time the children explore letters and words  through the different language of learning. Blocks,  writing, play dough, sensory bottles, laptops, games and books were some of the languages the children used to try something new and challenge their thinking

Ruby: Today I wrote the alphabet on the circle and I learnt about the different alphabet.

Olivia – I wrote a sentence on the white board.

Dion – I saw some word on blocks. I was reading books and finding the words.

Kimaaya – I did a shopping list and did some writing with lots of groceries.

Bella – I did a shopping list with writing on it.

Nevada – I made a shopping list and I did the letter “F” on the circle and I wrote ‘F” words.

Charlotte – I made two shopping list and then I went on the circle letter table and I did two letters and I did sight words on white boards.

Alyssa – I made letter words on a circle.

Patrick – learnt my sight words from reading books and finding the words on the blocks.

Ruby – I made a shopping list and I got stuff from the catalogue and I wrote it down on the paper.

Saara – I learn about writing words in the playdough.

Chris – I did the puzzle with the letters and Jed helped me to be more faster.

Blake – I did a shopping list and I made a book.

Sonnie – I did lots of writing on the laptop and I used the sight words on the list to find words.

Joshua – I made a story on the laptop.

Katrina – I did a dog story with places.

Jed – I tried to find the letters in the rice and then I wrote a list of words starting with that letter.

Maddox – I made words with playdough.

Nathaniel – I went on the laptop and I wrote a story and then I went and made words on the playdough.

Johnny – I find the words in the book and we found all of them and we challenged ourselves.

Jaanpreet – I made the puzzle with lots of words and Maddox was helping me.

Rojun –I made a book about animals.

Jaiden – I made a book about your cousin.

Jeian – I made a book about robots.

Talyn – I made words with play dough.

Tino – I made a book about the zoo.

Ishaan – I made a book about the zoo. I made it on the laptop.
Rhoda – I made two of the word circles. I wrote Rhoda, run, read, rode and roll.
Lucas – I wrote words on a piece of paper and I had to find words in a bottle. It helps me how to spell.
Noah –I made a list of words. The words help me write.
Rehat – First me and Ruby made a shopping list after that I went over to the table and found words in the rice.

Connecting experiences and learning

Children make connections with everything they see, hear, do, feel and experience.

  • Children’s play/investigations/learning is influenced by their experiences.
  • Children turn their experiences in to many things including role plays, pictures, constructions and stories.
  • Rich and meaningful experiences lead to rich and meaningful play/learning.
  • Experiences may include what they watch on television, youtube, events, movies, conversations, books, outings, family and cultural activities.

Today the children created a cake shop, castles with spy cameras, drones, obstacle courses(parkcor ninja warrior), super hero props, The Adelaide show and bug homes.


Questioning to extend learning……

Asking questions is central to learning and curiosity.

Educators  use questioning to get children to think in different ways about an experience : “I wonder what would happen if…” or “How else could we…?”

Questions are used to gain an understanding and to also challenge thinking.

Educators have conversation about observations and children’s learning and often ask the question “What next?” “Where can we take this interest or idea?”

Other questions :

What connections are the children making?

What spaces are being used?

What ideas are the children’s bring to this space?

How are resources being used?

Who is leading play?

What are the children talking about?

After lunch we asked the question

Why do we want our wraps to be healthy?

(The children share their knowledge and challenged their thinking.)

Ruby C: It makes you strong and healthy and doing lots of exercise.
Charlotte: So you can grow.
Kaisha: So everything can be healthy, like your heart.
Sonnie: Wraps are really good because vegetables help you grow and your mind.
Cierra: It keeps you alive
Olivia: I t make you fit and brain work.
Jed: So we get vitamins and minerals from the healthy fruit and vegetables.
Kaiden: They make us healthy
Jakob: They are good for our brain.
Johnny: They are good for everyone alive.
Bass: They are healthy.

Our shopping list:
Nevada: Carrot
Kim: lettuce
Ishaan: tomatoes
Josh: Cucumber
Saara: cabbage
Rehat: Onions
Rhoda: Chicken
Ashvarn: Chilli
Alyssa: Pea
Ruby C: corn
Noah: Ham
Charlotte: cheese

PE – Fun and Learning

We thought you would enjoys some photos of the children learning during PE today.

The children  reflected upon their learning and what they enjoy about PE lessons.

Bass: I did the balancing.

Olivia: We did some ribbons.

Talon: We did the trampoline.

Cierra: I like how we could do the balancing things together.

Nevada; We did the springboard and we did the motorbike pose when we land so we don’t hurt anything.

Johnny: I like when you roll down the slide.

Annmarie: I like the trampoline because we run and we jump with it and then we went to the mat to the walking thing on the wall.

Kaiden: We did the trampoline and we had to jump high.

Sonnie: We have to wait in line.

Rehat: Me and Rhoda were balancing and I threw the ball to Rhoda and she threw the ball to me and when we did the poses Miss Roberts took a picture.

Nathaniel: We did the ribbons and then me and Dion, Ashvarn and Sonnie and Josh and we played a game with them.

The Physical Education curriculum provides opportunities for students to learn through movement. The content enables students to develop and practise fundamental movement skills through active play and structured movement activities. This improves competence and confidence in their movement abilities. The content also provides opportunities for students to learn about movement as they participate in physical activity in a range of different settings.


Investigation starts with an idea

Investigations start with an idea and leads to deep, meaningful engaged play. As children play they organise and make sense of their social worlds as they actively engage with others, objects and represent their ideas. Play is active and self motivating, yet  it can also be  challenging. Disposition for learning such as curiosity, concentration, creativity and resilience are development through play.

Some of the ideas include:

  • Digging for dinosaur bones
  • Making a jewellery shop
  • Cheer leader dance competition
  • Opening a restaurant
  • Making presents for our Dad’s
  • Sword construction
  • Card making
  • Drawing alongside of lego construction
  • Photoshop
  • Play dough and bug creations
  • House construction from boxes


Monday Investigations

Before recess we reflected upon  some of the learning this morning:

Binoculars – Angus made binoculars from cardboard tubes – this inspired his friends Blake, Ruby, Johnny to also make them from paper. This group of explorers then went on a bug hunt around the room.

Photo Booth Laptop: Cierra and Nevada – ‘Silent show’ which is shown before the news. Then the girls filmed a news report on the laptop.

Paper creation: Tino  – I wrote a treasure map.

Blocks: Kaiden – Lucas, Patrick and I made a race track with the blocks. The wonderful thing about blocks is that they can then transform into a tower and then a house.

Book making:Ishaan -” I made a book for ‘Coles’. This is where we work and this is where all the stuff comes from, all the machines.”

Restaurant: Ruby, Charlotte, Francesca  – creating  delicious food and a menu.

Book making: Kimaya and Khushi – making a holiday and camping book.



After recess we shared ‘The silent story’ and ‘The News Report’ by Cierra and Nevada.

This sparked ideas for other children and their learning.

Sharing their learning leads to other children trying something new and challenging their thinking –

So after recess we had  more:

  • maps being created
  • filming of new reports and filming the room
  • paper folding
  • play dough creativity
  • paper creativity – puppets

Investigations leads to provocations

During the week educators listen, observe, question to gain an insight into the children’s thinking and ideas that they bring to investigations. From this provocations and intentional teaching opportunities emerge.

For example:

When Ruby and Charlotte shared their Bali holiday pictures – it lead to Bali being created with the lego.

Children exploring photo booth on the laptop  – has lead to a photo booth being established in the role play area for next week.

Rehat constructing a cylinder from cardboard  – lead to 3D shape inquiry with various materials.

After watching the assembly the children are building pirate ships in the block area – which will continue next week with a large piece of blue fabric added to this area.

Obstacle courses outside – continued physical exploration – children are taking risks and challenging themselves.

We wonder what next week will bring?