Thursday Week 7 Term 1 – 12th March

Thursday Week 7 Term 1 – 12th March

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R1JM Single Lesson 

This morning we continued our learning about the letter E. We went through what sound the letter makes and then how we write both the capital and lower case letter e. We used our ‘Get Squiggling’ video to go through the correct letter formation and then draw and write things that start with the letter e.

R1FD Single Lesson 

R1 FD also thought about words that start with the letter E

Oliver – Easter

Connor – Easter bunny and easter egg


Today for prayer we discussed how giving to others can create a ripple effect of happiness. In line with our learning about bucket filling when you give to others, you also fill your own bucket. We sang the song below together and then discussed what and how we can give to others.

How / what can you give to others?

  • Charlee- I can give to others by sharing my toys
  • Mikayla- I can give to others food so they can eat
  • Shylah- I can give to others sharing The Hungry Caterpillar book and share strawberries with Hudson
  • Alana- I can give to others candy
  • Alexia- I can give to others clothes that they need
  • Shane- I can give to others my toys
  • Monique- I can gives to others so I can play
  • Jason- I can give to others by playing with Thomas
  • Chloe- I can give to others by playing outside
  • Oliver- I can give to others chocolate
  • Layla- I can give to others
  • Alexandros- I can give to others my mum
  • Dhyani- I can give to others candy and fruit
  • Edel- I can give to others my stuff


Numbers 1-20

Today we went through numbers 1-20. We put the children in pairs and gave them a piece of paper  with a number from 1-20 on it. The children then had to problem solve to line themselves up in the correct number order. This took a lot of verbal communities between peers to organise their line from 1-20. We saw leadership skills from some children to help children into the correct spaces.


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Religion – The creation story Genesis 1-2

This afternoon we started our learning about creation.

God is the beginning of all things. God made the heavens and the earth. The earth was empty and dark, with water everywhere.

Then God said, “Let there be light.” And there was! There was evening and morning. This was the first day.

Next God put a wide space above the water. God called the space sky. This was the second day. On the third day, God gathered the water into its own places. Now there were seas and dry ground. “Let plants grow in the ground,” God said. And they did!

Then God said, “Let there be lights in the sky for the day and for night.” God made the sun, the moon, and the stars. This was the fourth day.

On the fifth day, God made fish for the seas. He made birds for the sky.

On the sixth day, God made living things for the land. Then God said, “Let us make human beings. Let them rule over the fish of the sea, the birds of the air, and the living things on land.” God made the first human being from the dust. The first man was called Adam. God breathed into Adam the breath of life. God looked at all he had made. It was very good!

On the seventh day, God rested. He made that day a holy day. The Word of the Lord.
All: Thanks be to God.

Reflections from Creation Story;

How many days were there in the creation story?

  • Charlee – 7 days

What happened on the first day?

  • Charlee- He created the world
  • Monique- Jesus made the light
  • Connor- Let the be light
  • Charlee- He called the light day
  • Nik- He called the dark night

What happened on the second day?

  • Alana- God made water
  • Shane- God filled the place with water, the ocean

What happened on the third day?

  • Charlee- He created all the animals and people
  • Harper- He made fruit trees from all different countries

What happened on the fourth day?

  • Harper- The sun for the day and moon for the night
  • Shane- stars

What happened on the fifth day?

  • Charlee- Sea animals
  • Edel- All the animals

What happened on the sixth day?

  • Shane- The mans

As part of our learning we explored what happened on each day. The children had a piece of paper folded into eighths and created on box for the title and then 7 other boxes for each day of creation. We will continue to explore the creation story over the coming weeks and add to this learning about caring for creation.

Thursday Week 6 Term 1 – March 5th

Thursday Week 6 Term 1 – March 5th

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Phonics Cc


We practiced correct formation and brainstormed words that have a C sound:

  • Connor – coconut
  • Oliver – caterpillar
  • Nikoas – cloud
  • Mikayla – cocoon
  • Naomi – car
  • Richard – college
  • Alana – cake
  • Alexandros – car
  • Ziggy – crow



The children then wrote the letter C in their books. Some children practiced sounding out words and sentences. Children also drew pictures of things beginning with C.





Our prayers….

Layla – Dear God Amen

Callie – Thank you for my family and friends Amen

Oliver – Thank you for the people and the teachers Amen

Alexia –  Dear God thank you for all my friends at school Amen

Math Mini 

We worked on our subitising as a group! dots quickly flashed up on the screen and we held up how many dots we saw using our fingers. It can be tricky but also so much fun!

5 little ducks – acting it out.



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Mikayla, Alana and Darina enjoyed writing letters to each other, we could see them using strategies such as sounding out in their play.

Oliver, Sahib, Charlee and Harper were using blocks and other props to create a zoo and homes for the puppies.

Naomi, Natalie and Hannah used the storytable to re-tell the story of Brown bear.

Conner was creative with the boxed constructions and spent the whole time making a chocolate machine “you put chocolate and candy in here, its the pot, it goes through and then makes a chocolate”


With the lego…

Enrique made a person

Chloe made a rocket ship

Richard made a triceratops

Mithra made a home for the cheetah

Alexandros made a zombie train


We played a quick game before lunch that focused on our high frequency words.






We were very lucky to have Mrs Tychna come from next door to read to us. She shared one of her favourite stories written in Kaurna language. She began by asking if anyone knew what the Kaurna language was… She went on to teach teach the children about who speaks the Kaurna language and where those people come from.

Who am I?

Who Am I? introduces young readers to both native animals and the concept of Indigenous language – in this case the Kaurna language, from South Australia.

Learn the Kaurna words for animals such as parrot, wombat, kangaroo, cockatoo and echidna and discover a simple fact about each animal. The text runs in both English and Kaurna, and there is a simple pronunciation chart included.

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This is our first lesson this year about Indigenous Australian’s. Throughout both the EYLF and Australian Curriculum there is links to Indigenous culture and learning. All Australian Curriculum learning areas can contribute to the Aboriginal and Torres Strait Islander Histories and Cultures cross-curriculum priority. This knowledge and understanding enriches all students’ ability to participate positively in the ongoing development of Australia.

We started our conversation

Who does the Kaurna language belong to

Enrique– The Kaurna people

Richard- The kaurna people

Nikolas- The first people that were that were alive

We looked at maps of Australia and different pictures to continue our discussion.

Nikolas – Kaurna people are Australian

Richard – They are indigenous Australians…they were here first

Harper – they were the first persons in this land


We finished off the day on the oval playing some group games such as duck duck goose and fruit salad. lots of laughs, lots of running.


Thank you for a great day! See you tomorrow morning, remember it is assembly tomorrow and it starts at 9am.







Tuesday Week 6 Term 1 – March 3rd

Tuesday Week 6 Term 1 – March 3rd

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This weeks shared text is ‘Brown Bear Brown Bear’. On Tuesday morning’s we read our shared text and then work in small groups on four different experiences.

Today’s experiences were:

  • Mini books-  make their own book of Brown Bear Brown Bear using a story mat to guide their writing.
  • High Frequency Word Fly Swat – read, say, swat.
  • Story sequencing – using character name cards.
  • Puppets – oral language re-tell guided with narrator script




  • Carter- Dear God, Thank you, Amen.
  • Natalie- Dear God, Thank you for our family and friends, Amen.
  • Edel- Dear God, Thank you for my family, Amen.
  • Mikayla- Dear God, thank you for the friends and family and God,Amen.
  • Layla- Dear God, Thank you for my friend, Amen.
  • Monique- Dear God, thank you for our family and friends we like playing together, Amen.
  • Oliver- Dear God, I thank you for the people, the children, and the teachers, Amen.
  • Alexandros- Dear God, In the name of the Father, The Son and the Holy Spirit, Amen.
  • Charlee- Dear God, Thank you for Harper and my friends, Amen.
  • Callie- Dear God, Thank you for the family and friends, Amen.
  • Alana- Dear God, Thank you for the Holy Spirit, Amen.


As we continue to explore patterns the children watched the video below about patterns around us. We then opened dialogue about different patterns that we can see within our environment.!/media/29547/patterns-around-us

Dodly and Flynn find out what a pattern is, and look at different patterns around them. They work out what comes next by continuing the patterns. They make and continue patterns with fruit, shells, steps and singing.

  • Nik- I know a pattern, you know when you go to the car racing and at the start there is black white black white

We then looked at a checkered flag on the screen. I asked the children if they have seen any games with this pattern

  • Richard- Chess
  • Harper- Checkers

The children then shared other places they have seen patterns:

  • Charlee- Miss Moore t-shirt is a partner because its black white black white black white
  • Oliver- Orange yellow orange yellow on slices of orange
  • Alana- Cat dog cat dog cat dog
  • Mitchell- Instead of white and black it could be blue and black blue and black blue black blue

Learning about patterns is part of both the Foundation and Year 1 curriculum.

  • Code: ACMNA005
  • Learning Area: Mathematics
  • Strand: Number and Algebra
  • Substrand: Patterns and algebra
  • Year Level: F
  • Description: Sort and classify familiar objects and explain the basis for these classifications. Copy, continue and create patterns with objects and drawings


  • Code: ACMNA018
  • Learning Area: Mathematics
  • Strand: Number and Algebra
  • Substrand: Patterns and algebra
  • Year Level: 1
  • Description: Investigate and describe number patterns formed by skip counting and patterns with objects


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This week’s shared text in library was ‘Rooster wore Skinny Jeans ‘.  After sharing the story we reflected on the importance to be our selves and how to build self confidence to enjoy the things we like without feeling weird or different.

The children then borrowed their books for the week and we read some more books together.


R1JM Single Lesson 

As we continue our learning about different sounds today we have a focus lesson the Letter Nn. Within this time we talk about the sound the letter makes, the correct letter formation as well as words that we know starting with the letter n. The children practice the correct letter formation in their books and then have a go at drawing and writing different things that start with the letter n.

Thursday Week 5 Term 1 – 27th February

Thursday Week 5 Term 1 – 27th February

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This morning R1JM recapped our letter ‘I’ sound knowledge. We went through what sound the letter ‘I’ makes and then worked on the correct letter formation. The children then drew things they could think of that start with the letter ‘I’.

After we finished our letter knowledge we then moved onto some math. The children showed me how they can write numbers 1-10 and then drew the amount of dots to the corresponding number. This enabled me to see where all the children are at with writing their numbers (the correct formation of the numbers) and then if they are able to show ‘how many’.


Phonics – Ii

we listened for the two different sounds that the letter I make.

long I sound and short sound.

Nikolas – I

Alexandros – ice cream

Mikayla – ice

Chloe – iceblock

Alana – Icecube

Sahib – iced lollies

Zachary – ideas

Conner – ice

Naomi – ice cream

Alex – ice skate

Oliver  – ice

Some children wrote words and sentences using this sound.


Lent Prayer

Daily Lent Prayer

Lord, I will follow you.
Guide me to follow you.
I will listen to you.
And believe in your words.
I will not listen to mean words.
And will encourage others to hear your words. I will strive to share your message.
And live those messages in my everyday life. Guide me to follow you.


Our prayers  and reflections….

Callie – God wants us to follow his rules, like speak nice words.

Shane – use our manners all the time, be kind and respect other people

Oliver – we can use our hearts to remember to protects us and other people


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This afternoon the children had a religion lesson about Lent. We read a story and then discussed what the word Lent means. Through whole group dialogue the children discussed something they might give up during Lent.

  • Harper- Eating junk food
  • Oliver- I will stop eating chips
  • Nahom- Drinking frozen coke
  • Jason- Candy
  • Monique- No junk food
  • Mikayla- I would give up eating lollipops
  • Enrique- Eating ice cream
  • Sahib- Ice cream
  • Nik- No sugar

Individually the children reflected through both writing and images what they would give up for Lent. During this individual work time we are able to focus on individual children’s needs with expressing themselves and reflections on their own understanding and thoughts around the topic being discussed. We can then scaffold individually to support the children to write  (label images, add a title, write words related to Lent, write sentences explaining themselves) dependent on where they are at with their writing skills. We also encourage the children to look at their images created and see if they are able to add more detail (for example when drawing people; does your person need a nose, do they have any arms or legs).








Tuesday Week 5 Term 1 – 25th February

Tuesday Week 5 Term 1 – 25th February


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This weeks shared text is ‘Brown Bear Brown Bear’. On Tuesday morning’s we read our shared text and then work in small groups on four different experiences.

This mornings experiences were;

  • Brown Bear Stick Puppets – Story Retell- Oral Language, Story Sequencing, Characters
  • Word Work –  this weeks words on white boards – Reading and Writing
  • Reading – Character names and colours from the story- read and order.
  • Sorting and matching colours to characters from the story.

Here is some photos of the children engaging with the experiences.




Today is Shrove Tuesday. Shrove Tuesday is also known as Pancake Day. It is the last day before Lent begins. Lent is the Christian period leading up to Easter, when people often give up something. In the past people were not allowed to eat foods such as eggs, so to use them before Lent began, people would mix them with other rich foods such as milk, flour and butter to make pancakes.

Shrove Tuesday Prayer

The children were then offered to share their own prayers:

  • Oliver – Dear God, I thank you for the kids, the people and the teachers, Amen.
  • Viraj- Dear God, Thank you for the school and the people and the school and the building and the houses and the God, Amen.
  • Charlee- Dear God, Thank you for the friends we have and people, Amen.
  • Callie- Dear God, Thank you for the family and the kids, Amen.
  • Edel- Dear God, Thank you for parents and children, Amen.
  • Richard- Dear God, Thank you for animals and nature and houses, Amen.
  • Layla- Dear God, Thank you for the friends, Amen.

We then sang ‘Welcome to God’s House’. Just a reminder tomorrow’s Mass will be at 11AM in the Hall. Everyone is welcome to join us for Mass.


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Today for Investigations we had some provocations set up around Shrove Tuesday.


This weeks shared library text was ‘The Wonderful Wisdom Of Ants’. After reading the story we talked about how ants help our environment.

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R1JM Single Lesson 

Literacy Phonics / Shrove Tuesday Pancakes 

We recapped the sound ‘P’. Whilst we drew the letter in the correct formation we ate some mini pancakes for Shrove Tuesday and then drew lots of things starting with the letter P. The challenge was to try and draw at least 10 different things. 




Monday Week 5, Term 1 – 24/2/20


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Today we introduced a new Shared Reading Text, ‘Brown Bear, Brown Bear’ by Eric Carle. This book will be our focus Shared Reading text for the next two weeks. We will draw our literacy learning from this text, exploring sounds and high frequency words from within the text. We will also draw on writing techniques, and styles within the text as an opportunity to build our literacy knowledge and apply this knowledge when creating our own books during Writer’s Workshop.

Miss Moore – ‘What is this special mark here?

Carlee – ‘a question mark!’

Miss Moore – ‘Who can predict what picture will be on the next page?’

Alexandros – ‘A black sheep.’

Today our focus word was ‘see’. The children waited in anticipation as we read each page and septs our listening ears and looking eyes out for the word ‘see’ which appeared on just about every page!

After the children moved off to finish a sentence beginning with ‘I see…’ in their own Writer’s Workshop books.


Catholic Identity

Today we practiced our prayer Mass songs as a whole school for our whole school mass on Wednesday.

Sharing Our Learning

R1FD sat in a circle and shared our work with one another. This activity encouraged children to develop their oral language skills, peer relationships and confidence within out learning area.

Keeping Safe Child Protection Curriculum

Today we explored out feelings. We discussed what feelings are and what different feelings we know. The children looked at a variety of emojis and shared their ideas about how they thought that particular emoji was feeling. Here were some of our suggestions…


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‘Gerald the giraffe longs to dance, but his legs are too skinny and his neck is too long. His knees buckle whenever he tries to twirl. At the Jungle Dance, the warthogs waltz, the chimps cha-cha, and the lions tango. “Giraffes can’t dance,” they all jeer when it’s Gerald’s turn to prance. But there is one little creature who believes in Gerald. “Everything makes music,” the cricket explains, “if you really want it to.” So Gerald starts swaying to his own sweet tune.’

Together we read ‘Giraffes Can’t Dance’  by Giles Andreae and Guy Parker – Rees. As we read through the text we stopped each time we noticed the Gerald was feeling a different way. The children shared their ideas about the shifts in the Gerald’s emotions.

The children then recorded how they were feeling in their Learning Journals…



Mini Literacy – Sound Revision

To finish our day we went through our four sounds that we have been working on through the last five weeks. As a group we read the sounds, Ss, Aa, Tt, Pp. We focused on reading the sounds as a group and thought of words that begin with our sounds.

Story tables

Our shared reading text that we are reading as a class group will also be available for children to explore through play- our story table area. The story table is an invitation for the children to engage in deep thinking, learning and conversations about the text. It provides fantastic language and literacy learning. Story tables are a rich litracy experience where children use props to sequence, recount and retell the story . They are exposed to concepts of print as they help create story tables of their own. Its also lots of fun and a playful way to do literacy learning!!

Next week our shared reading text is – Brown bear brown bear by Eric Carl

We will be engaging deeply with this book for the next 2 weeks. We will look at punctuation, sight words, phonics, comprehension and much much more!


Thursday Week 4 Term 1 – February 20th

Thursday Week 4 Term 1 – February 20th

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This morning R1JM read the story ‘Kindness Makes Us Strong’. We talked about what kindness looks like, feels like and sounds like. The children in R1JM shared what kindness means to them and reflected through drawings. I scribed on their books their voice. Have a look below…

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R1FD worked on their patterning skills. Miss Diotallevi started by getting the children to sort and classify different groups by colours. We will be focusing on patterning throughout the next couple of weeks as part of our Math learning experiences.




Ash Wednesday

Today we talked about Ash Wednesday and that our focus for Mass next Wednesday will be Ash Wednesday. We then sang some fo the songs that we will be singing at Mass next week. All families are welcome to join us in the hall for Mass at 11:30am next Wednesday.

Prayers for today… 

Callie- Dear God, Thank you for sharing with everyone, Amen 

Oliver- Dear God, I love the teachers and students, Amen. 

Layla- Dear God, Thank you. Amen. 


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Today our project about the sun continued. Following on from our experiments with ice cubes last week today during investigations Miss Diotallevi put out different items in the sun. She then took out small groups of children to make some predictions about what would happen. Here is some of the conversations the children were having…

Mitchel – I think the chocolate will melt and the jelly and butter… the coin wont melt

Oliver – the lego wont melt too, its like really hard and not squishy

Charlee – the butter and the chocolate, maybe the jelly will. I think its just the stuff that will melt

Oliver – I know ice melts too

Alana – I think the chocolate will melt because one time I ate chocolate outside and it melted everywhere

Naomi – the coin will melt

Alana – no it wont

Teacher – why?

Alana – because its metal and metal doesn’t melt

Hannah – the jelly will melt because its cold and like water and ice…ice melts

Alana – I don’t think the lego will melt

Nahom – the butter will melt, the chocolate and lego went

Callie – yes the chocolate melts

Nohom – no the chocolate wont melt

Callie – yes one time I saw the chocolate melt on my hands outside

Nohom – really? I think just cold stuff like butter and jelly and ice stuff but chocolate isn’t cold

Callie – it will still melt I see it

Richard – if its 40 degrees I think the chocolate will melt, but if its only 10 degrees it wont melt think the butter

Carter – the butter and jelly the sun will melt…not chocolate but maybe if sun really hot

Nohom – money would not melt by the sun no way

Richard – it won’t melt it but it could make it really really hot

Nohom – the coin is really made from metal so it would make it hot

Richard – the sun won’t melt the coin but fire would melt

Nohom – yeah like if the coin was right next to the sun it would melt…but not like from here

Mia – I think chocolate will melt

Connor – I think the chocolate, the butter will melt

Enrique – yeah I think that too

Monique – I think the jelly

JK – the butter will melt first

Jason – the money wont its made of metal

Monique – chocolate money would melt

Enrique – if there was really strong heat it would melt

Thomas – the chocolate will melt first when it gets so hot

Harper – the lego won’t melt..its too hard and the heat is not strong enough..the chocolate will melt the fastest

Monique – I think the jelly will be the fastest

Zachary – the chocolate will melt because the sun is so hot

Connor – the lego wont melt because it is actually plastic

Enrique – yeah it wont melt because its not made from water

Harper – yeah like toys are plastic and they don’t melt

Alexandros – the jelly melts…jelly always melt. The lego might melt.

After a few hours we looked back at the objects placed and the sun and recorded our thinking.

Katherine – it melted down, the butter and the jelly

Natalie – most of the chocolate melted

Harper – the jelly melted into water

Alana – jelly melted because the sun so hot the butter didn’t melt much

Carter – the jelly was like green water

Sahib – the coin and the lego did not melt

Callie – the chocolate melted

Friday Week 3 Term 1 – 14th February

Friday Week 3 Term 1 – 14th February

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Happy Valentines Day 


Today we enjoyed an assembly by 5/6AE & 5/6HM.

After assembly we read the story ‘Love from the crayons’. The children then had a think about what colour love might be for them.

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  • Catharen- Love is purple because I love purple
  • Charlee- Love is green because its helpful and you be kind to each other
  • Alexia- Love is red because it is all love hearts
  • Layla- Love is blue
  • Viraj- Love is blue because it rains and stormy
  • Ziggy- Love is purple because it looks like purple
  • Nahom- Love is blue because its rainy and stormy
  • Shane- Love is red because our heart is red
  • Connor- Love is red because people like red
  • Monique- Love is pink because children are nice
  • Alana- Love is red because red is my favourite colour for doing hearts
  • Shylay- Love is pink because I like pink
  • Carter- Love is green because you share with people


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Today for prayer we read the story ‘I am Love’ – A book of compassion. The is a celebration of love in all its forms, I Am Love asks readers to look inward when they feel afraid. Love allows us to act with compassion and kindness, to live with gratitude, and to take care of ourselves by practicing self-love.

Some I love is…

  • Ziggy – I love my friends
  • Jason – I love my Mum because she cooks food for me
  • Shyla – I love Harper because she is a good friend
  • Oliver – I love my Poppy because he gives me lovely dinners
  • JK – I love my birds
  • Callie – I love my family becuase they help me
  • Nickolas – I love my dog called Alfie because he chases me
  • Charlee – I love God because he shows us love and kindness
  • Emily – I Love my mum because she cooks food for me
  • Eleazar – I love my fish because they are happy at me
  • Richard – I love my Dad because he buys me Robots
  • Nohom – I love my Aunty because
  • Alexandros – I love my daddy because I love him and he makes me trains

Valentines Provocations 

Today we had some Valentines Provocations for the children to explore. There was a lots of different experiences that aimed to provoke the feeling of love and explore what love means. Here is the children exploring…

Olivers family shared the love by bringing in some fresh peaches from their tree – they were delicious thank you so much!


We ended our week with an afternoon of mindfulness. The children reflected on the week that was and shared what their specks of gold were.


Have a lovely weekend. See you next week for Week 4. 


Thursday Week 3 Term 1 – February 13


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Today for prayer we read the lovely story ‘Can I pray with my eyes open?’. This story then opened dialogued about what prayer means to us…

What does prayer mean to you? 

Oliver- You are quiet and it looks a bit happy

Alana- You can talk to God when you are sad

Mitchell- You can talk to God

Mikayla- It is quiet time

Alexandros- Quiet time

Alexia- Prayer is a time to be thankful

Charlee- You listen to God and pray

Shane- Prayer means we have to pray to God





Continuing our sun inquiry project. The children’s ideas about the sun were that the sun is hot and it makes things melt. We took this idea and explored melting – we started with ice. Firstly we hypothesised what would happened, then we took some ice outside and watched what happened. After we recorded our observations.

Our thinking…

  • Oliver -” it was like a a square shape, then it was changing in the sun to a triangle…then it kept melting and then it was water”
  • Darnia – melt, hot, sun, water
  • Mikayla – at the start it was really hard, then it was melting and melting but it took a long time to melt
  • Layla – it take 6 minutes. ice melted, its cold the ice it looks like water
  • Edel – it looked like a rectangle. it was hard…then went soft when it melted. the sun melted it
  • Naomi – when it started melting it was changing to a triangle, i think it took 15 minutes to melt…it took a long time for the sun to melt.
  • Angelo painted a picture of the ice melting
  • Hannah – the sun was really hot and it kept melting the ice, the ice melt like water
  • Alana – the ice block was melting from the sun. the ice was really cold like an ice cream, but then the sun changed it into water and it was making things float and not that cold.
  • Richard – my prediction was that it would take 12 minutes to melt. then we timed it and it took 6 minutes for the ice melt. the more it melted the clearer it got, it had tiny droplets of water.
  • Nahom- Our ice was nearly melting and it was going to melt and then we just had to wait 10 minutes and then it was going to melt 
  • Harper- If you put it on the hot ground it will melt quicker and it there is shade on there it won’t melt 
  • Eleazar- The ice got melt 
  • Catharen- The ice was melted 
  • Monique- The ice was melting when the sun make it cool down 
  • JK- The ice melts when the sun shines on it and it turns into water 
  • Mia- When its in the sunshine it melts 
  • Mitchell- The ice melted in the sun because the it was pointing at the sun 
  • Dhyani- The ice melted because the sun melts the ice 
  • Emily- The sun is melting the ice and its too hot 
  • Carter- The ice was melted, it was blue
  • Jason- When we leaved the ice outside it melts because the sun is hot
  • Nelson- The ice melted because its hot
  • Enrique- The ice melted, a few of them melted fast and some melted, it started melting when we first touched them
  • Shane- The ice melted and this is when the ice melted
  • Alexia- The ice melted from the sun because it was so hot they couldn’t even stand and they melted to water
  • Charlee- The ice melted because of the hot sun and because it was hot they couldn’t hold up
  • Callie- The ice melted because the sun melted it
  • Natalie- The ice melted because of the sun because the sun is hot and sun can make it melt


We hope you have a great night – see you tomorrow!