Dear Parents/Caregivers,

Some children in our class suffer from a severe and potentially life threatening allergic reaction when they come in contact with certain foods. It is the aim to provide a nut-free environment for the safety of these children who have anaphylactic reactions.  We are asking for your support in not sending to school any food products that may trigger this reaction. We have recently welcomed a new student into our classroom, and whilst we have always had children with these allergies in our class this particular student can suffer from a much more severe reaction due the the level of his allergy.

Peanut and nut products that pose a risk include peanut butter, and any type of nut spread (eg Nutella) as well as peanuts, cashews and other nuts.  Other foods that are not so obvious include (but are not limited to) chocolate and muesli bars, pastries, cakes and biscuits.  If parents could check food labels to ensure that peanuts and nuts are NOT stated in the ingredients list before buying products for school lunches it would be greatly appreciated.

With this in mind please encourage your child to choose sandwich fillings and snack foods that do not present such a severe problem to children with life threatening allergies. The children are encouraged not to share food and are being encouraged to wash their hands before and after eating to prevent a reaction from any traces left on hands.

If you wish to discuss this matter further do not hesitate to contact us.

CLARA – Orientation to Learning!


Yesterday we looked at our final learning power to add to our learning power wall. We discovered the Orientation to Learning power.

We read a book called, The Lost Girl.

In this story a girl becomes lost. A Crow helps guide her back to her home and family. The crow helps her use her prior knowledge about the environment around her and helps her use this knowledge to remember where her family and home are.

The children felt that the Crow was very good at using his Orientation to Learning and also at helping others use their Orientation to Learning. It was then our new learning power symbol became a Crow.

The children set off to create our symbol.

Learning Numeracy through Play!

Number, shapes, measurement, money, patterns you name it we were exploring it in REF and REQ today.

It’s amazing what learning we can do when we are left to play as we please. Not only do we learn from ourselves but we learn from each other as we use our collaborative learning power. Take a look at our photos and listen to the voice of the children, the collaboration and the learning is very clear to see.

‘I made a tower with the coins, I had a dollar, and a cent. The notes are a dollar too.’ – Nhial.

‘It’s a big long, long like a snake. I was longer than me and longer than Mrs. Feher.’ – Daniel.

‘We are having a shop.’ – Oliver

‘We were play with the money. We were putting money in the casher. We had a lot of money.’ – Irin.

‘I am drawing money under the paper then when we make it we give it to Irin to put in the cash. We had fifty money.’ – Mya.


‘I made a big snake, it was 200 hundred feet, bigger than anyone.’ – Carmelo.

‘I am making the money with my friends. Some had 10 and some had 2.’ -Eva.

‘Let’s write this down, Irin. How many dollars do we have?’ – Oliver.

‘We are making a tower and it is like a rectangle.’ – Kobe B

‘I put the numbers, 1, 2, 3, 4, 5,  and the 7 was gone.’ – A.

‘We are drawing some shapes. We drew triangle and a circle.’ – Max

‘I was making a safe with shapes and the chalk. the safe has a combination, 1 , 8, 9 , 6.’ – Jason

‘I am building a rocket, it had a rectangle shape.’ – Richard.

‘We were going to make 100 money. We made lots of money and drew on them. I saw one and two on the money. There is a one dollar and its gold and the 20 cent is silver.’ – Anya.

‘I made a 2 and a 0 coin.’ – Eva.

‘I am making some dominoes and a house.’ –  Khyle.

‘We are playing Jango.’ – Jacob F.

‘I was making some money then it can be real money.’ – Mya.

‘I was making a long snake. It’s longer than all of us.’ – Dung.

‘I am tracing the shape of the stick on the ground.’ – Vincent.

‘I am making love heart shapes and triangles and rectangles.’ – Porsha.

‘I am decorating the bucket with different kinds of shapes. I drew square, triangle, diamond and star and rectangle.’ – Nhial.

‘I was drawing the line, we were going to Spanish in the line. Wee hd 5 people in the line.’ – Massa.

‘I made a pattern, it was baby pink and dark pink.’ – Charlize.

We Learn Literacy Through Play!

After we read our shared reading text, ‘The Very Sleepy Bear’, we played!

The children engaged in a variety of literacy based play activities, the children were extremely engaged and used all of their literacy skills while playing.

Some created words using paint and stamps, others made animated stories or typed stories using the laptops. Some decided to make ‘the very sleepy bear’ masks, make puppet shows, create letters and words using play dough, and others made a large rocket as a prop for their story.

‘I made a bear mask. What I done for the ears is I cut them out and I stapled it together. I had to cut the eyes out and then draw a flower on the left ear.’ – Eva.

‘I am making The Very Sleepy Bear book on the laptop.’ – Brooklynne.

‘I made a card for my friend and I put some writing on it.’ – Nhial.

‘I made a bear mask. I used sticky tape, and paper. I used the dog learning power (belonging). I used that one because it is like the bear in the story.’

‘I made The Very Cranky Bear mask but I put a smile on, because I want mine to be The Very Happy Bear!’ – Kobe H.

‘I made my name with the play dough. I made the letters.’ – Anya.

‘I made The Very Cranky Bear with play dough and shells.’ – Max.

‘I found the word, cat, c… a… t.’ – Aaron.


‘We are making a big rocket for our story! I sounded out and wrote the word rocket on the rocket lots of times.’ – Kobe B.

Mr Road read ‘Who Sank the Boat’ while Ivan, Sonny and Khyle acted out the different parts to the story using the hand puppets.

‘I can write cow!’ – Richard.


‘We are making our cave for The Very Cranky Bear.’ – Charlize and Emily.

‘I can write my name!’ – Christina.

‘I am making my name, now I just need to find the ‘r’ letter.’ – Connor.

‘It says cat. I can write it. Look I wrote cat!’ – Brooklynne.

‘I am making different letters with the play dough. I made an ‘a’ and an ‘f’. – Brooklynne.

‘The story says that the horse goes in the boat first!’ – Ivan.


CLARA – Hope and Optimism!

Today we had a look at another new Learning Power. We explored Hope and Optimism!

We watched a documentary on Elephants and learnt about how they are very brave and take lots of risks especially for their babies! We decided that a person who uses Hope and Optimism to learn is a person who knows what they want to be better at and someone who is willing to take risks with their learning to learn something new.

With this we decided that the elephant will symbolise our Hope and Optimism Learning Power!

Let them Play! Monday, Term 3, Week 3.

Today we had some new friends in our classroom, a sheep, cow, pig and horse!

The children read the book ‘Who Sank the Boat’ and acted out the story using the puppets.

‘We were making the ‘Who Sank the Boat’ with the cow, donkey, sheep and pig. It was also fun working together to make the story. We were using our Collaboration Learning Power.’ – Navya.

‘We were making the animals go in the boat because the animals have to get to the other side of the river. We were reading the book and copying the pages.’ – Anya.

‘I was playing with Anya, I was playing with the puppets, we put them in the boat together. Then we joined two boats together and we did it and it was really big. We were reading the book about the boats.’ – Brooklynne.

‘I was making a pirate with Eva and Navya. I made the treasure map and the telescope. Miss Quigley helped me to make the pirate hat and pirate patch. I made it out of paper. I was using the team work learning power, which is collaboration because I helped Miss Quigley get to stuff for the pirate hat and patch. I was also being creative like a spider.’ – Sonny.

Others were busy making a box fort!

‘I made a hover board. I used popsticks, straw and tiny little match sticks. Then I made a vest amour!’ Jason.

‘I made a car!’ – Connor.

‘I used paper and I made a plane.’ – Vincent.

‘We were making a box and putting things in there. We out in some little box and big box.’ – Irin

‘We used the cat (curiosity)  and the horse (collaboration)  learning powers!’ – Hayley.

‘I was drawing a treasure map, so we could find all of the people like my brother.’ – Brooklynne.


CLARA – Sense Making!

After revising the Learning Powers, we were so excited that we couldn’t wait to learn about the next Learning Power.

We decided to explore the Sense Making Learning Power.

We sung the song, ‘Five Little Monkeys’ and talked about the monkeys and how they were learning from their mistakes! Once they fell off of the bed and hurt themselves they knew that it was not a good idea to ever jump on the bed again!

We decided that someone who is using their Sense Making is someone who makes sense of a situation, someone who uses knowledge from a past learning experience to help them learn. We thought the monkeys did this well and for that reason we decided that the monkey was the perfect symbol for our Sense Making Learning Power.

Off we went again to create our symbol!

CLARA – Mindful Agency!

Today we refreshed our memories on the CLARA Learning Powers we have explored so far and remembered the icons and symbols we have created so far.

Together we created this visual chart of the Learning Powers, we will continue to add to this chart as we become familiar with each Learning Power.

After we explored the Mindful Agency Learning Power. We decided that someone who is using their Mindful Agency is someone who knows how to help themselves learn and knows what to do in a difficult situation, we thought that this seemed very wise! We thought that the best animal to symbolise this Learning Power would definitely be an owl!

Off we set to create our symbol!


Our Learning Area Turned into a Spider Web!

Today Kobe B and another student decided to make a spider web!

As our play continued and the time ticked by more and more children involved  themselves in the provocation.

Before we knew it we had at least ten different children working together in collaboration using both their collaborative and creative learning powers to create this VERY LARGE spider web. The web grew and expanded and became more and more complex by the minute. Mrs Feher couldn’t even access her desk or her cupboards without becoming entangled!

Suddenly Kobe H decided the web belonged to a Tarantula!

‘It must be a Tarantula! They are big and this is a big web. They are so fluffy like you might want to cuddle it but it’s too dangerous!’ – Kobe H.

Jacob B thought that it was way too big to belong to one spider,

‘No, we need to make lots of spiders! We will put them everywhere in the web!’ – Jacob B

Dung spent lots of time taping and cutting string to get the desired effect he was after!

‘I’m cutting these pieces so that they hang down like this!’ – Dung.