COLOUR EXPERIMENTS
We have been exploring colours and the colours of the rainbow. We conducted an experiment using different coloured water to see what colours could be made when mixed together. Paper towel is placed in the coloured water which then transfers into the adjacent cup.
Aicha: There’s yellow and blue and red.
Frankie: It’s (the colour) is going up and down.
Liam: You put yellow and blue make green
Will: Yellow and red make orange.
Ambrose: Red.
Arielle: Orange with yellow and red.
Tesi: Purple is blue and red.
COLOUR MIXING
Children have also been mixing primary colours to make secondary colours of orange, green and purple.
BIRDS AND NESTS
We watched the following video about the life cycle of birds. We had a discussion about this story.
Ellara: I found a bird with one eye with Uncle Mark and Lucy. I put it in my new shoe box
Will: birds to lay their eggs to keep them warm.
who would live in it?
Ellara: Birds when they want to get food they fly and get food
Tesi: they eat worms
Shruti: Birds are fly, in the sky.
Aicha : I had a bird at my old house.
Tesi: They eat worms.
Will: There were 6 eggs.
Joel: Then they hatched.
Tavae: The red bird is the daddy.
Liam: Why do birds lay eggs? How do they make eggs?
Will: Why do they have wings?
Some children have been using clay as a language to express their knowledge, understanding and experience of birds and their lifecycle.
Aicha: I make a worm because I need to feed the bird. I making the bird house. I squish, squish.
Olivia: Mine is really squishy. I’m a little bird. Birds eats the worms and they actually lay eggs and they fly and play like that stuff and one I’m a little bird, I like being with the other bird’s.
Aicha: And now I’m going to squish and make a house. The nest. Im going to make a lot of eggs inside and then they crash, I look after them. Nicole, you know at my old house I had a bird but it died.
Olivia: I making a cloud because the birds flies to the cloud.
Aicha: Nicole, this (nest) is like this, a circle.
We watched another video, of a bird hatching. We recorded the children’s comments as they watched the bird.
Tavae: It’s making a door to come out
Krisha: It’s a bird
Will: When it’s in its egg it doesn’t have its feathers yet
Frankie: The eggs wobbles
Aicha: The bird is wobbing the egg to go out
Frankie: It’s getting out
Omelia: A crack
Kanal: Crack
Frankie: It’s hatching
Aicha: It’s getting out.
Xavier: It’s getting out.
Ambrose: A egg.
Olivia: It looks like chicken trying to get out the egg
Tavae: The bird is coming out.
Frankie: It’s a girl.
Aicha: The head has come out.
Liam: It try to crack and it used its beak so it can get out the egg.
Frankie: It stuck
Tavae: It like a monster. The bird got a foot.
Will: The bottom still stck
Aicha: It don’t fly
Frankie: And the feathers make it fly.
NAMES
Some children have been working in small groups with Nicole in Home 2 on identifying and writing their names.
PLAY BASED LEARNING
Using their skills of creativity, curiosity and imagination, our children have engaged with different materials and resources in their play.
PRAYER
SPECKS OF GOLD
EARLY YEARS LEARNING FRAMEWORK
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children feel safe, secure, and supported
• Children learn to interact in relation to others with care, empathy and respect
OUTCOME 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
• Children learn to interact in relation to others with care, empathy and respect
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children become aware of fairness
OUTCOME 2: CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD
• Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation
OUTCOME THREE: CHILDREN HAVE A STRONG SENSE OF WELLBEING
• Children take increasing responsibility for their own health and physical wellbeing
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS.
- Children resource their own learning through connecting with people, place, technologies and natural and processed materials
OUTCOME 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
• Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children express ideas and make meaning using a range of media
OUTCOME 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
• Children interact verbally and non-verbally with others for a range of purposes