“Children learn as they play. Most importantly, in play children learn how to learn” – O. Fred Donaldson

Today we engaged in a range of numeracy and literacy provocations. Many of our students enjoyed using informal measurements to compare the size of different objects in the room. The different provocations encouraged comparative language such as “smaller” and “longer” and other provocations encouraged problem solving, collaboration, creativity, perseverance and curiosity. We absolutely loved engaging in different sensory provocations, such as making the moon sand and mixing colour water with different concentrations.

Here are our provocations:

We used our hands as a form of informal measurement to compare the size of objects and furniture in our room.

Throughout our play, we engaged in provocations that supported our language, problem solving, coordination, social interactions and love of learning.


“Learning teaches us what is known, play makes it possible for new things to be learned. There are many concepts and skills that can only be learned through play”- David Elkind

Provocations provoke! They provoke thoughts, discussions, questions, interests, creativity and ideas. They can also expand on a thought, ideas and interests. Through documentation our provocations are based on the interests of the children and are open-ended.

Today we explored the following provocations

During investigative play the children are not restricted. They have access to all resources in our learning environment, including the home corner, outdoor area, loose parts, ICT, craft table and so much more. We provide an environment for a child to explore and express themselves.

Have a look at our learning.

Wombat stew, Wombat stew, Gooey, brewy, Yummy, chewy, Wombat stew!

This morning we began our author study on Mem Fox as Ms Gauci read us the story of Wombat Stew. The students enjoyed participating in text prediction and joining in the singing and rhyming that was in the story.

The repetition of words teaches children to anticipate the rhyming word and this, in turn, prepares them to make predictions when they read. In fact, Mem Fox has said, “experts in literacy and child development have discovered that if children know eight nursery rhymes by heart by the time they’re four years old, they’re usually among the best readers by the time they’re eight”.

We enjoyed listening to the story so much that we decided to have some fun creating our very own class stew!


In Wombat Stew I liked the bees- Chase

In Wombat Stew I liked the spiders- Kiet

In Wombat Stew I liked when the dingo put in the worms- Vidal

In Wombat Stew I liked the wombat put inside the water- Viraj

My favourite part was when the dingo tried the soup- Zahra

My favourite part of the wombat stew was when they put mud in and the worms. – Dimi

The mud- Ali

My favourite part as when the dingo said “you poison me”- Annabella


We then entered investigative play and our provocations included:

It was great to see the children engaged, enthusiastic and using their learning powers to be active and involved participants in their learning!

Inquiry Investigations

On Friday we engaged in a range of inquiry investigations and encouraged students to use their learning power collaboration. To finish off a fun-filled day, we visited the ELC and had the opportunity to engage in different play provocations. The children loved playing in such a wonderful space and engaged in a range of activities. It was great to see our students using their collaboration learning power, to play with the ELC children.

Play is the best way to teach social and emotional skills. It allows children to engaged in meaningful learning that encourages language, communication, negotiating and problem-solving. 



Fitness with Thomas More College

We were very grateful to have year 10 students from Thomas More College come to Holy Family Catholic School where they created a fitness circuit for our students. Thank you Mr Pearce for your coordination in the morning. Have a look at all the fun we had developing our gross motor skills.

Kaurna People

After saying our Kaurna acknowledgement this morning, we engaged in a group discussion with the following questions:

Who are the Kaurna People?

Kaurna people have nothing to eat- Kiet

The Kaurna people are old people – Viraj

The Kaurna people who look after the land – Vidal

The Kaurna people are the people who looked after the land when we weren’t here – Zahra

The Kaurna people who looked after our land and we came alive and they are still looking after out land – Dimi

Why do we say the Kaurna acknowledgement?

Because it’s important – Cooper

We are saying thank you because they looked after our land – Dimi

We say that so we always care for them – Zahra


After talking about the Kaurna people, the Kaurna acknowledgement and the Aboriginal flag, we talked about how the Kaurna people took care of the environment and the importance of us taking caring for our own classroom environment. We engaged in a variety of different provocations based around Indigenous culture. Some students decided to create their own Aboriginal flags, hands with dot paintings and other students worked on their collaboration skills during investigations.

CLARA: Collaboration

Today we revisited our learning power of Collaboration. Mr Emu’s learning power is collaboration and his strengths are helping others, inclusion, welcoming others, team work, sharing ideas and being kind.

What does collaboration mean to you?

“Sharing” – Owen

“Team work makes the dream work”- Sonny

“Means like helping people with their learning”- Dimi

“Being friends”- Chase

“Share” – Sahib

“Means if you can’t do something your friend can help you” – Ishpreet

“Helping friends what they can’t do”- Zahra


We used our collaboration Learning Power to make or create anything in the classroom using our 100 languages. We had show that we were all working together, sharing and including others. Have a look at what we got up to.


“We drew bunnies”- Isabella

“Making Miss McCarthy and Mr Emu with Sahib”- Viraj

“We were helping each other cook food”- Emily

“I made a house with Ethan” – Kiet

“We were making a new dance up and collaboration”- Dimi

“We made a house. Me and Yasha used team work” – Ravleen

“I used Mr Emu to make a zoo with Hendrix”- James

“We were making magic wands. We made a rose and a gem one. We shared ideas and Angie had the idea of wands”- Ishpreet

“We were playing handball and Jordan, Jed, Kalil, Vidal and Sonny . We used team work like there was Cooper too and because there is suppose to be someone who is king and then a lot of people were King” – Jacob

“We made a cubby” – Annabella

Welcome back to Term 3!

Welcome back to the start of Term 3! We hope you all had fun and exciting holidays! We also welcome the new students and families starting in our room.

To start off our day, we decided to go to Grevillia Park. It was great to see students using their different character strengths such as bravery, love, kindness, leadership and curiosity.

Throughout the day we engaged in a variety of provocations based around individual interests from students in our room. Our students had the opportunity to play with the play dough, play with the kitchen in our room, do puzzles, play with the cars and aeroplanes, do craft and painting, play with the Lego and play outside. Our students showed great teamwork, resilience and creativity when playing during investigations.


Last Day of Term 2!

What a fantastic way to end Term 2! This morning we celebrated Viraj and Emily’s birthday by having shared fruit that was brought in by both Viraj and Emily.

Today we engaged in a range of literacy, numeracy and inquiry-based provocations. It was great to see different students showing Leadership, Creativity, Curiosity and Teamwork.

Have a safe holiday and we will see you all in Term 3!