Minimbah Update
- Message from the Head of Campus
- The Nature of Expectations
- Virtual Campus Tours Online Now
- Exploring in The Hive
- Cocoon kids making the transition to school
- Telling our stories in Foundation
- Rocketing into term 4 with Years 1 and 2
- Catching up and looking forward in Year 3
- Happy Campers in Year 4
- Curious campers in Year 5
- Finishing on a high note in Year 6
- Calling all Woodleigh Artists, Makers and Market folk!
- Pinch-A-Poo to help vulnerable families
Message from the Head of Campus
Welcome back to Term 4. I trust the recent holidays were a refreshing break for all families. Students and families can look forward to a wonderful final term of 2022.
Book Week
I know the children loved our Minimbah Book week last week. It was so fantastic to see dress-up day back on the calendar. All the children who dressed up as favourite book characters did an incredible job. It’s always a highlight of the school year. The teachers, too, enjoyed performing Busting by Aaron Blabey for our Book Week assembly. Thank you to Briony Wright, our Librarian, for organising authors Danielle Binks and Patrick Guest to inspire our young writers, and for the Dream Puppets Theatre Company, who shared some very creative puppet storytelling with the students.
Year 2 Sleepover
Parents of Year 2 students will have enjoyed hearing tall tales from Friday’s sleepover. After a day out adventuring and hiking in Mt Martha, the children enjoyed activities back at school before pitching tents and having fun at their first school sleepover. Thanks to Alexis Tame for organising her team to support the students throughout the activity.
Music Soiree - Tuesday 18 October
We look forward to welcoming you to our next Music Soiree on Tuesday afternoon from 3.30 pm in the Minimbah Music Centre. These casual afternoons give children learning an instrument at school or outside, the chance to perform in a supportive and relaxed environment.
Camp Licola - Monday 24 to Friday 28 October
When Week 4 rolls around, we will farewell our Year 5 and 6 students as they head off to Licola Wilderness Village for their annual outdoor education camp. The children will be challenged by and enjoy a week full of active outdoor activities, including high ropes, giant swing, flying fox and initiative activities, just to name a few. The opportunity to support and work together in the outdoors helps build lifelong skills the children will continue to develop as they make their way through the School’s outdoor education program. For many, this trip to Licola will mark their first outdoor education camp, so we wish them much fun and adventure.
Year 6 Dinner - Friday 25 November
Further, into the term, our Year 6 students have their end-of-year dinner to look forward to on Friday, 25 November.
Other dates to keep an eye out for
We will hold our Team Athletics Day on Friday, 25 November also. We have a chess competition planned and a day to celebrate our Indonesian Language Studies. A step-up 2023 / Orientation morning is scheduled for mid-November.
It’s going to be a busy but rewarding final term!
Staffing News
This term, we welcome Brydie Hepworth to the Minimbah Team. Brydie has taken on Minimbah Enrolments and provides lunchtime release for Kerrie. I know you will all make Brydie feel very welcome as she settles into her new role and gets to know you all.
We also welcomed Andy Hicks back to school after his period of Long Service Leave.
Pam and Mel Pegler, our long-time cleaners, have decided to retire. Many of you will know that Pam has been unwell following a severe infection caused by a spider bite. Pam’s recovery has been steady but slow. The Peglers have been overwhelmed by the kindness and support shown to them by the Minimbah Community. Their presence here at Minimbah will be sorely missed. Pam and Mel have a long association with the School as both parents and employees. No one can clean like them, and Pam will be especially missed by the children as she was so beautifully connected through programs and activities. I am sure you will join me in wishing Pam, Mel, and their Family all the best for the future.
I have also received a formal resignation from Mrs Sarah Gow, who leaves us at the end of 2022 after 14 years of exceptional service to the School. Sarah is on leave exploring new opportunities in support and inclusion education. I am currently in the process of recruiting a new Head of Inclusion here at Minimbah.
Forthcoming Mid-Term Holiday and Pupil Free Day
Just some advance notification regarding our mid-term holiday and pupil-free day. On Monday, 31 October, the School provides a mid-term holiday before the Melbourne Cup Day Public Holiday on 1 November. The School has also scheduled a pupil-free day on Friday, 4 November.
Monday 31 October – Mid-term Holiday
Tuesday 1 November – Melbourne Cup Day Public Holiday
Wednesday, 2 November – School Day
Thursday, 3 November – School Day
Friday 4 November – Pupil Free Day
Updated Covid-19 Advice
You may be aware that the Victorian Government has announced changes to the COVID-19 isolation requirements.
This means that the mandatory orders around isolation for people with COVID-19 have ended, and instead, we move to health advice and recommendations for people with COVID-19 or COVID-19-like symptoms.
Our school will continue to adhere to the Department of Health’s recommendations to ensure that our school remains a safe environment for our staff and students.
The Department of Health strongly recommends that students and school staff:
- who test positive for COVID-19 stay home and isolate for five days and do not attend school after five days if they are still symptomatic
- who are symptomatic but have not tested positive, do not attend school. This does not include students with pre-existing conditions such as hay fever.
Parents and carers are recommended to continue to report their child having COVID-19 to both the school and the Department of Health.
We will, however, no longer report occurrences of positive cases to the school community.
We ask parents and carers to continue to remain vigilant in preventing COVID-19 transmission. Any unwell student should continue to stay at home. This is about keeping students healthy and well in our school and reducing the spread of COVID-19 and other respiratory diseases.
Parents and carers will be contacted if their child shows symptoms while at school.
Students who wish to wear a mask should continue to do so.
To keep our school as safe as possible, we will continue using COVID-19 prevention measures.
Thanks for your continued efforts to keep our school community safe and well.
Best wishes, everyone, for the term ahead.
ROD
Head of Minimbah Campus
The Nature of Expectations
As we enter the final term of the school year it is not uncommon to see a spike in anxiety in our students, particularly in relation to assessments and exams. As a community we all want the best for our young people however, in this context it is helpful for all of us to be mindful of the nature of the expectations we hold and how we may project these expectations onto our young people, consciously or unconsciously.
As with everything our children do, something is only a problem if it’s causing a problem. Depending upon circumstances, some students will internalize expectations to motivate them to do “their best” whilst others will want to be “the best”, or in other words to be “perfect”. This second contention often referred to as “perfectionism” is unrealistic and can lead to well-being issues including anxiety, depression, and burnout that can impact their confidence and capacity to fully engage in their learning.
What does perfectionism look like?
The behaviours that drive perfectionism might be different depending on the child, but here are some of the common ones:
- Refusing to try anything new or unfamiliar (to avoid failing or making a mistake).
- Difficulty completing work or being slow to finish (because of constant checking or repeating to make sure there are no mistakes).
- Procrastination – because it’s easier sometimes not to start than to face the possibility of failure.
- More likely to ask for help rather than try it themselves first. Asking for help is a strength, and we don’t want to discourage that, but if the request for help is driven by a fear of getting it wrong, it can be stifling and get in the way of being brave and taking life-giving risks.
- Giving up or becoming distressed, angry, irritable, or upset if they make a mistake, or if they believe that whatever they are working on might be less than perfect.
- Tendency to think in all-or-nothing terms – if it isn’t perfect, it’s bad/wrong/stupid.
- Tendency to be self-critical.
On the flipside
Beneath perfectionist tendencies will be the makings of character strengths such as grit, determination, and courage for that can be channelled into how we respond to what’s important to them (and us) in a manner that reframes the nature of expectation into character strengths that can be nurtured, whilst simultaneously dialing down the behaviours that stifle them. Here is where you come in.
1. Let it be about being brave, rather than being right/ brilliant/ excellent (because brave is all those things). Don’t base their worth on how they perform instead make it about their character strengths that you observe eg. kindness, teamwork, perseverance, courage, hope, humour, creativity, self-regulation and so on.
2. No one is perfect. Hard things take time to learn and to master and even when the skills are there, the polish can take longer. Praise effort outcome. This can help strip away any fear or shame that can come from failing to meet expectations.
3. The most potent way to dissolve shame is to bring the story into the open. Shame thrives on secrecy. Encourage conversation around challenges and imperfections, and hold back from judgment, criticism, or helping them to feel better. Let them sit with how it feels to own their imperfections in a safe, secure, loving environment – without self-blame, without pity, and without being talked out of how they feel. This will help them learn that imperfections don’t change how great they are, how loved they are, and how capable they are.
4. Let their imperfect moments connect with yours. When the people we most adore are struggling, it is understandable that we want to “fix” things. Sometimes the best thing we can do is keep our own anxiety and discomfort in check for long enough so they can find their own way forward. This may or may not include their need for us to help, but always can always be with our support and encouragement.
5. When young people have a fixed mindset of how things “should” be in terms of expectations, things can begin to unravel. The antidote is to encourage self-compassion and this requires courage. Responding to unmet expectations with self-compassion turns down the volume on perfectionism and anxiety, theirs and our own.
6. Learning how to respond to the highs and lows life presents opportunities to foster resilience.
7. Getting things done is better than getting things perfect. Encourage them not to put things off; once it’s done, it's done.
And finally …
As parents and educators, it’s important that we keep our own expectations in check. Young people will always learn more from what we do rather than what we say. When we, as the trusted adults in young people's lives, show them that we lovingly accept the ebbs and flows that will come with life’s journey, we give them the power to do the same. This freedom and safety to be where they are and not where we expect them to be, exploring their place in the world, learning from their mistakes, and being curious to explore their own interests and passions will enhance their capacity to flourish and thrive in an ever-changing world.
In kindness & optimism,
DONNA NAIRN
Director of Counselling
Acknowledgements & further reading/ resources
https://www.heysigmund.com/anx...
https://www.betterhealth.vic.gov.au/health/healthyliving/Year-12-exams-managing-stress
https://headspace.org.au/explo...
https://darta.net.au/wordpress-content/uploads/2017/03/PARENTS-2017-INTRODUCING-CHILD-TO-ALCOHOL.pdf
https://darta.net.au/wordpress-content/uploads/2022/02/PARENTS-VAPING-FS-FINAL-2022.pdf
https://darta.net.au/wordpress-content/uploads/2022/03/DoingDrugsPodcastS01E03.mp3
Virtual Campus Tours Online Now
Ever wanted to let your friends and family know what Woodleigh is like on the ground? Ever wanted to show off a bit, and let them see just how green the grass is on the other side of the fence? Well, now you can!
Just give them a holler and tell them to head over to the Woodleigh You Tour, and they can traipse around the place to their heart's content. Minimbah, Penbank, and the Senior Campus are all accessible, all the time, from anywhere in the world.
So, have a look yourself, and pass the link on, let everyone know what we’re up to, learning to thrive tucked away in our havens, here on the Peninsula.
ADAM LIDDIARD
Director of Community Engagement
Exploring in The Hive
"We explore and make sense of our world through the narratives we create."
The fourth term in The Hive has begun with a flourish of creativity and storytelling as we launch into our new Unit of Inquiry: How We Express Ourselves.
Our learning engagements and investigations for this unit will allow the children to explore and express themselves using a wide range of creative, playful, and engaging ways! The focus will be on observing, experimenting, discovering, and learning about the world around us through active exploration.
We will be learning about:
• Physical movement as a means of expression
• Ways we can explore materials as a means of expression and communication
• The ways we can express ourselves through verbal language and mark-making
• The form and function of a range of materials and musical instruments.
• The connection between materials and our ideas, narratives, and self-expression
The children will learn to be balanced risk-takers and communicators as they encounter new materials and collaborate with others to develop stories and performances from their interests. This Unit of Inquiry is always a joyful, magical learning journey as the children design and create using the visual arts, music, and creative movement.
Our storytelling and music workshop with Valanga Khoza was the perfect way to begin our new unit! The children were very engaged, finding wonder and awe in his storytelling and music, where we heard stories of his South African heritage and life lessons about life in another country, highlighting the importance of not being wasteful. The children were inspired and excited, expressing interest in making their own musical instruments.
"It's an oil can", Spencer
"Guitar" Tom
"I can make a guitar," Amelie S.
"We can make some", Noah
"I know clap sticks from sticks", Raffi
Learning provocations in the art studio with various coloured paints and textured paint brushes/clay led the children to discussions around 'Masterpieces'. Throughout the day, educators observed several children using this new vocabulary to describe their work, saying, "It's a masterpiece". To inquire into this interest, we have begun unpacking what a masterpiece is and how you create one. Our inquiry will begin by exploring the idea that art is not just a painting and build on the idea that mastery of all kinds of arts is an important skill.
"It's when you cover the whole page" Tom
"So, are you saying it takes persistence and practice?" Rachelle
"Yeah", Amelie
"It's my masterpiece", Dorothy
What is a masterpiece?
"A painting" Tom.
"Leaves" Amelie.
"So using nature to make art or tell stories like in the Bunjil story?" Rachelle
"Yes" Amelie.
"It makes you feel like this" Tom (makes a fist pump).
"So, you know it's a masterpiece because it makes you feel good?" Rachelle
"Yeah, and you take time." Maisie
"It means it a really good painting." Oscar
"Yeah art …" Spencer
"My clay is a masterpiece" Tom
"Playing the piano can be" Aaren
We look forward to seeing where the children's inquiries, creations, and interests take us this term!
LISA COXON
Head of Early Childhood
Cocoon kids making the transition to school
As we commence our final term in The Cocoon, reflecting on the growth and transformation the children have made throughout this year is incredible. They have indeed found their wings and are almost ready to flutter out of The Cocoon and off to school!
Our orientation visits have commenced for children moving into Foundation at Minimbah in 2023 and will continue throughout this term. Please check the orientation schedule displayed at the sign-in desk for further information.
We have already heard from several schools regarding orientation for children leaving Minimbah at the end of the year. Please let Cathy or your child’s school know if you would like to discuss your child’s transition to Foundation next year.
Cathy will prepare your child’s Transition Learning and Development Statement this term. This document is intended to provide your child’s teacher with an insight into their skills, interests, and strategies that may be useful as they make the transition to primary school. You are invited to share your thoughts as part of this statement, and the forms will be distributed this week. We ask that you return these as soon as possible, please.
“We explore and make sense of our world through the narratives we create.”
Inquiry
The fourth term in The Cocoon has begun with a flourish of creativity and storytelling as we launch into our new Unit of Inquiry: How We Express Ourselves.
Our learning engagements and investigations for this unit will allow the children to explore and express themselves using a wide range of creative, playful, and engaging ways! The focus will be on observing, experimenting, discovering, and learning about the world around us through active exploration.
We will be learning about:
• Physical movement as a means of expression
• Ways we can explore materials as a means of expression and communication
• The ways we can express ourselves through verbal language and mark-making
• The form and function of a range of materials and musical instruments.
• The connection between materials and our ideas, narratives and self-expression
The children will learn to be balanced risk-takers and communicators as they encounter new materials and collaborate with others to develop stories and performances from their interests. This Unit of Inquiry is always a joyful, magical learning journey as the children design and create using the visual arts, music, and creative movement.
The Early Years Learning and Developmental Framework refers to a process of children belonging, being and becoming. Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. Many different events and circumstances shape them. Becoming reflects this rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.
Over time, as educators, we reflect on how the children have developed and engaged with increasingly complex ideas and participated in increasingly sophisticated learning experiences. Sharing these moments of learning with you, our families, and the broader community is something we treasure.
We use a diverse range of methods to assess and capture children’s learning and development, and these processes do not focus exclusively on the endpoints of children’s education. Through our documentation, we aim to give equal consideration to the ‘distance-travelled’ by individual children and celebrate not only the giant leaps that children take in their learning but the small steps as well.
We look forward to seeing where the children’s inquiries and interests take us this term!
CATHY, RACHELLE, KELLIE, MILLY, EMMA and LISA
Minimbah ELC Educators
Telling our stories in Foundation
Dear Families, It was fantastic to welcome the Foundation students back to our classroom this week. They have all grown so much and returned from the break with big smiles and loads of enthusiasm. It was beautiful to watch them reconnect with each other and share their stories about home learning.
This term, we have begun exploring our new central idea People communicate meaning and express their identity through stories. We will be inquiring into:
- the role of storytelling (dramatic play, music, art, dance)
- our personal connection to stories
- expressing our identity through storytelling.
We had a visit from Valanga Khoza.
This unit will allow us to focus on the role and purpose of stories and how stories can be told in many different ways. We will explore poetry, narratives, plays, folk tales, and oral storytelling traditions. We will work on the structure of a story and investigate characters, settings, plots, and story sequencing. There will be many opportunities for the children to create and share their own stories. In the coming weeks, we will be asking them to share their favourite stories and talk to you about personal stories from your family or culture.
Maths
In Maths this term, we will continue to consolidate our understanding of place value and utilise practical situations to model addition, subtraction, and sharing. We will begin to explore patterns by copying, continuing, and creating patterns with objects, drawings, and numbers. Later in the term, we will investigate time and basic geometry.
Literacy
It has been great to recommence our Read Write Inc groups at school. The children will begin to bring home books and ditties to practice with you at home each week. Please ensure that these are returned to school each Monday. These are in addition to their ‘Read with Me’ books, which are three books that your child will choose themselves each week. These may not be decodable books, so there is no expectation that your child can read these independently, although they might like to read with you or attempt some of the words they can ‘Fred Talk’ themselves.
Book Week
This week in honour of Book Week we were lucky enough to have an author visit from Patrick Guest. Patrick is a wonderful storyteller, whose books touch on themes of courage and kindness.
Thank you for your assistance in making our return to the classroom a smooth transition. Please send me an email if there is any way I can support you or your child over the coming weeks. I am looking forward to a sensational term together!
Kind regards,
JACQUI
Foundation Teacher
Rocketing into term 4 with Years 1 and 2
Welcome back Year 1 and 2 students and families! We hope you all enjoyed the holiday break, and are feeling back in the swing of things.
We have certainly rocketed into the term with a very busy first two weeks with science-based Discovery Days, Book Week this week, and the Year 2 Sleepover on Friday! We are in for an action-packed rest of the term, with many exciting things happening as we make the most of every moment we have left together before the year wraps up!
Inquiry
In our unit of inquiry, for How the world works, we have been looking at the central idea that if we understand forces, this enables people to create and innovate. Our lines of inquiry are:
● Forces that can act on objects
● Variables that influence force
● Using our understanding of forces to create and innovate
It has been wonderful to see the students exploring the different types of forces that create and affect movement in the world around them. We have loved seeing them not only being able to identify the different forces but also using them in a broader sense as they applied them to engage in some spectacular design challenges. The way they combined their understanding and creative problem-solving skills to build their designs and explain why they worked was a joy to see.
In the coming weeks we will move on to our new unit of inquiry Sharing the planet where we will look at how people can work together to create sustainable practices and solutions for our world. Our lines of inquiry for this unit will be:
● choices that can lead to sustainable practices and solutions (responsibility, sustainable practices, choice, function)
● people and organisations that create sustainable practices and solutions (function, responsibility, sustainable practices)
● how we can work together to create sustainable practices and solutions (responsibility, causation, choices, solutions).
Literacy
The students will focus on narrative texts this term. They will look at a range of narratives and picture storybooks, discussing how stories work and identifying key elements of their structures. There will be an explicit focus on understanding the author's intention and what devices they used to express this to their audience. The children will then apply their understanding to develop their own creative story. There will be a focus on the editing process; from planning and developing, editing and revising, to finally publishing their stories.
This will include:
● reading a diverse range of texts and picture books and thinking of the perspective portrayed
● reading to self and reading aloud to others focusing on accuracy, fluency and comprehension
● creating mind maps and story planners for narrative texts.
● developing their skills by re-reading and editing texts
● applying the problem, action, solution structure of stories
● using their knowledge of the Read, Write Inc sounds to make attempts to spell unknown words
● expanding their vocabulary choice to include some 'wow' words
● understanding the importance of short 'power' sentences
● ensuring boundary punctuation and capital letters are used appropriately.
They will also be looking at procedure writing in line with our units of inquiry.
Maths
In Numeracy this term, the students will be introduced to some new concepts as well as consolidating previous learning such as multiplication and division. They will investigate a unit on fractions and develop their understanding of fractions in various applications. They will then move on to probability and money, before spending the rest of the year reflecting on the knowledge they have gained over the year.
Students will be exploring strategies such as:
● understanding, displaying, and manipulating fractions
● understanding that fractions can be part of a whole as well as part of a collection
● the relationship between division and fractions
● studying the place value of fractions and finding where they fit on a number line
● recognising, counting, and ordering small collections of Australian coins and notes
● that the likelihood of events can be predicted and expressed in different ways.
Here’s to another amazing term!
LIANE and LEXI
Year 1 and 2 Teachers
Catching up and looking forward in Year 3
Welcome Year 3 families to term 4! Traditionally 'the busy term', there's still time plenty of time for reflection and celebration as the kids prepare to step up into Year 4.
Year 3 Camp Round-Up
On Camp, the Year 3s settled as the bus tyres hit the road and we made our way to Top Fun Shack. Any nerves settled as they enjoyed some time playing golf, bowling and competing in the arcade area. By the time we arrived at camp, only the excitement remained, and we dived into activities that did not seem to stop until our return to school. Add to that spending time with friends in the cabins, eating together, bingo, trivia, Red Faces and a glow-light disco and you get the exhausted and elated children that came home at the end of term.
The students are looking forward to sharing their experiences with you at the Week 3 Assembly. Mark that date in your diary!
Inquiry
Our unit of study for How The World Works has been a fascinating deep-dive into biology. Students have enjoyed learning about the different parts of the body and what effect food has on our physical state. This term, we are further exploring the role of exercise in helping our body systems to function.
In Week 5 we will be transitioning to our next unit of study, How We Express Ourselves.
Please enjoy these photos from our first week back at school.
Numeracy
It is an exciting time. as we have just commenced another unit on Fractions, Decimals and Percentages. Connections between their real-world experience and maths are quickly and powerfully made. Over the coming weeks, keep an eye out to have a chat with your children about these concepts as they naturally occur at home.
Examples:
· Fractions – “We’ll leave in quarter of an hour”; 2 quarters of football is half time.
· Decimals – calculating how much some small purchases will cost or height/weight measurements
· Percentages – Discounts at shops and estimations. “When is dinner? I think I am about 80% finished”
All these mini-discussions will help students recognise the everyday value of learning Fractions.
Literacy
One thing the students always know is on the daily agenda is Literacy. For the entire year, after recess on Mondays, Tuesdays, and Fridays we have a dedicated literacy block that is specifically designed to build students' skills and capabilities with literacy. The session is run by 4 to 5 teachers for our small cohort of Year 3s. It has been exactly the kind of small group-focused program needed after years affected by lockdowns. It runs alongside our regular classroom literacy and integrated literacy experienced during Inquiry sessions.
A massive thank you to all the teachers who have helped make this possible this year!
- Jasmine Richards
- Bronwyn Burrows
- Kate Bird
- Sue Hastings
- Lisa Rix
Currently, we’re also writing an Information Text about our Human Body Systems, a recount of a day that was impactful and memorable, and a poem about a significant school experience from the year.
Book Week
Special guests, incredible costumes, a crazy assembly, and a love of reading: Book Week is one of the best events of the year and the students have adored every second. We were off to a great start this week with our first special guest on Tuesday, author Patrick Guest.
Further information about Patrick's books can be found on his website.
CRAIG KENNER
Year 3 Teacher
Happy Campers in Year 4
Camp!
What a way to finish Term 3. Our students long-awaited first Woodleigh camp experience did not disappoint. It was filled with challenge, laughs, and the opportunity to connect to each other in different ways. New friendships were forged as were memories that will last a lifetime.
Units of Inquiry
This term, we will continue our unit of inquiry How The World Works. Our central idea is that systems within the human body support it to function effectively. To begin with, we followed the line of inquiry – what the human body needs to function – and utilised our amazing kitchen garden program to help us go deep and look at how the food we eat influences the way our body functions. Many of our students were surprised to see the Australian Healthy Eating guide and realise that a large portion of what they eat falls under the ’sometimes’ foods category, and how this may impact their body and brain function.
We also utilised our mathematical skills to analyse nutritional information on food packages, and measured how many sugar cubes are in popular drinks; another eye-opener for our students.
In a short while, our school teams will compete in the Minimbah Team Athletics. To continue our inquiry, we posed a provocation to our students: Can you design a series of exercises for your school team that will enhance their chances of winning the team athletics?
To do so, our students will need go through the inquiry process: researching and understanding how the systems in the body work and how we can support these systems to function effectively – our other two lines of inquiry. They will be challenged to collect data about the effectiveness of their exercises on our body systems – a wonderful connection to real-world mathematical concepts. Finally, our students will have the opportunity to put their knowledge into action by taking exercise sessions with younger students to train them for Team Athletics day.
Here is an overview of the Approaches to Learning skills we will use through this unit.
Approaches to Learning
Thinking skills | Research Skills | Self-Management Skills | Communication Skills |
Reflection | Researching & Interpreting | Self-Motivation | Reading & Writing |
Our second unit of inquiry for the term is How We Express Ourselves. We will explore the following lines of inquiry:
- Ways people and communities express culture, beliefs, and values
- Interpretations and perceptions of expressions of culture, belief, and values
- Our responsibility when responding to the ways people and communities express culture, beliefs, and values
Mathematics
Our major unit this term in Mathematics focused on fractions. At this stage in our students’ mathematical development, we are inquiring into how fractions and decimals are quantities that can be ordered and compared. We will make explicit links between our number system and fractions, learning about how fractions and decimals can be placed on number lines and represented with different models. We are also exploring equivalent fractions, improper fractions, and finding strategies to compare and order common fractions.
Language
This term, we will lean heavily upon our language skills to support our inquiries – gathering and synthesising information, formulating questions, and summarising what we read. We’ll practice skills such as skimming and scanning for relevant information, interpreting diagrams and other visual texts, and using the features of non-fiction texts to help us navigate increasingly complex information. Additional to our inquiries, in the next short while our students will begin practicing their typing skills, will learning about the different uses for apostrophes, and engage in word inquiry, looking at how words are structured, common spelling patterns, word meanings, and generalisations that can be made in our language to help us when reading and spelling.
JAMES CLAPHAM
Year 4 Teacher
Curious campers in Year 5
This term we have welcomed back Mr Hicks and have enjoyed sharing our holiday stories over lunch as a whole group. We are excited about the term ahead.
Maths
The Minimbah Maths Talent Quest! What a way to kick-start the term! In week one, parents and families were invited to explore the many varied mathematical investigations researched and conducted by the Year 5 and 6 students. Maths was literally everywhere, and the Homestead was alive with curious parents and students learning and asking questions of the Maths experts.
We will extend our learning in math this term in the following areas:
Number and Algebra – our Central Idea is that fractions & decimals are ways of representing whole-part relationships.
Statistics and Probability – our Central Idea is that the probability of an event or outcome can be expressed using numbers in particular fractions.
We are excited to delve into the world of literature with the establishment of our Homestead Literature Groups. Our initial focus will be analysing the author's purpose and exploring ideas and differing viewpoints within texts. We will engage with different visual language formats, appreciating and describing why particular formats are selected to achieve particular effects.
Literacy
In writing, we will maintain this conceptual focus and explore the way we structure and organize our own written work to help others to understand and appreciate it. We will write for a range of purposes, both creative and informative, using specific structures and styles according to the purpose of the writing.
Inquiry
Albert Einstein once said, “The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when one contemplates the mysteries of eternity, of life, of the marvellous structure of reality”. Throughout our unit on How the World Works, we have used our curiosity to question how science can be used to understand and solve problems. In week 2 we will travel to Senior Campus to undertake some greater learning in science with student mentors.
Our final Unit of Inquiry for the year How We Express Ourselves follows 3 main lines of inquiry:
- How creativity can be used to express ideas
- Purposes and perspectives of creative expression
- Using our creativity to express ideas
Camp Licola
Risk-taking, open-minded, principled, caring, communicators, and inquirers. These are the learner profiles that we aim to embody as we strengthen our relationships with the Year 6 students at Camp Licola Wilderness Village in week 4. Licola is a beautiful small village nestled beside the Macalister River east of Melbourne. There will be a range of outdoor challenges such as the flying fox, orienteering, archery, raft making, canoeing, high ropes, and bush-cooking to name a few. Throughout the week, we hope to deepen our connection to and our respect for ourselves, others and our environment.
Activities
This term, Activities return on Wednesday afternoons. Students will rotate through a range of sessions focused on developing fine motor skills, following instructions closely and carefully, coordination and teamwork.
Homework is a tool that we use to develop our self-management, time-management, and communication skills, all of which are important as we move toward year 6. In the early weeks of this term, the focus of homework will be on preparation for the 5/6 Licola camp that will take place in week 4. Following the camp, our homework tasks will support our learning in our new unit of inquiry on How We Express Ourselves. We look forward to being open-minded, creative and flexible as we navigate the last weeks of learning as a Year 5 group.
ANDY and ZARA
Year 5 Teachers
Finishing on a high note in Year 6
It's the final countdown! Well, not just yet. While this is our final term of primary school, our journey is far from over.
Inquiry
This term sees us continuing our How the World Works unit as we continue to explore how various factors influence the design of structures as well as the principles that underpin their design. The lines of inquiry for this unit are:
- Principles that underpin the design of structures
- The influence of the environment on the design and construction of structures
- How technology influences design and construction
This unit is extremely hands-on and many of our investigations involve designing, constructing, and testing different structures. There are also many transdisciplinary opportunities as our work in Maths on 2D and 3D shapes, as well as looking into commentary on design and procedural writing feed into this unit authentically.
Our Year 6 engineers have faced quite a few challenges over the past few weeks. They have been tasked with creating purposeful structures using limited resources and limited time. They have had to consider various design principles during their construction activities, as well as employ all the skills needed to work successfully in a group. They have even attempted to go up against the World Champion Card Tower builder, paying special attention to his design tips. Ask them how they went!
As part of our Where We Are in Place and Time unit of inquiry, the Year 6 students created narratives that followed the life of an immigrant to Australia. During Art classes with Mrs Pilgrim, they have brought those heroes to life through sculpture and collage. This has been a wonderful opportunity for the students to extend their ideas and understanding across subjects within the school.
Our final unit of inquiry is How We Express Ourselves, which will begin when we return from camp.
Literacy
We are excited to begin Literature Clubs, where we will team up with the Year 5 students to examine literature, language, and context. Our writing will focus on the language features of procedural texts, followed by exploring the use of figurative language in preparation for their graduation reflections. Grammar foci will include plural suffixes.
Numeracy
The term has started with a mathematical bang! The Minimbah Maths Talent Quest was a huge success, with students taking full advantage of the opportunity to share their investigations with our community. Seeing the diverse range of interests and ways of investigating on display was amazing! Through our unit of inquiry, students will study the use of measurement in the design process making connections between length, area, volume, and capacity. As we finish the year, students will work towards an individual understanding of concepts from the year.
Music Workshop
At this time of year, the Year Six students are gathering the skills that they have learnt over the journey and preparing to celebrate the end of primary school at their graduation. It is a treat to see them practicing and working together during their Music Workshop sessions to produce a wonderful sound.
Camp Licola
Students are excited about the 5/6 camp at Licola Wilderness Village. We have begun student preparations in Week 2, ready for our stay in Week 4 (Monday 24 to Friday 28 October).
Other Important Dates
October
Wednesday 19 - District Cricket for selected students
November
Monday 21 - Year 6 Water Safety Day
Friday 25 - Minimbah Team Athletics Day AND Year 6 Dinner
December
Monday 5 - Year 6 Transition Morning @ Senior Campus
Tuesday 6 - Year 6 Graduation Ceremony
Thursday 8 - Year 4-6 Beach Picnic
Friday 9 - Final Assembly and Pool Jump - a rite of passage!
As always, please contact us if you have any questions.
JACQUI and JONNO
Year 6 Teachers
Calling all Woodleigh Artists, Makers and Market folk!
The Arty Market is back in 2022, and we need you!
Thought about starting a little creative side hustle? Got a killer cordial recipe? Need an excuse to get started? We need Arty Market stallholders for our upcoming whole-school event.
The Arty Market is a quintessentially Woodleigh occasion; a celebration of handmade, artisanal, quirky products, artworks, jewellery, food, and homewares designed and/or made by YOU!
We welcome stall holders who are students, staff, parents, and alumni. If you've been thinking about it, now's your chance! We will support you with signage, a trestle table, and assistance with setup.
The market will be held on Friday 2 December from 4pm - 8pm at Senior Campus, in the Visual Art Centre and Agora areas of the campus. Pop that date in your diaries folks!
It's free to have a stall at The Arty Market, however, a $20 stall donation would be welcomed. This donation contributes to the materials used for our student stalls; any profits on the day will be carried over for next year's event.
We look forward to seeing you there!
KAREN CHARLTON-MILLS
On Behalf of the Arty Market Committee
Pinch-A-Poo to help vulnerable families
Hi, I’m Phoebe Azzopardi, I am a Year 10 student in Homestead 1. You might remember last year I did a fundraiser for Pinch-a-Poo. I collected donations from across all 3 campuses and I collected over 700 hundred toiletry and sanitary products. This year I am hoping to achieve the same thing.
Pinch-a-Poo is an organization that supports the 1 in 5 Australians families who have to make the choice of buying food or personal hygiene products each week. Their vision is to make sure that every Australian has access to basic hygiene products. Pinch-a-Poo is run by an amazing lady, Kate Austin. Kate was a part of a domestic violence situation and had to leave immediately. Her first instinct was to grab her toothbrush and run. She knew that wherever she went, at least should could brush her teeth.
Click here to hear more about Kate’s story.
How you can help
I will start collecting donations from Tuesday 11 October. I am hoping to have all of the donations collected by 25 November. There will be a box at reception for all of the donations. Pinch-a-Poo is a really easy way to help out the less fortunate. All you need to do it pick up an extra toothbrush, toothpaste or some other toiletries when you go shopping.
Please only donate unopen items.
Items that they are in desperate need of include:
· Roll on deodorants
· Toothpaste
· Toothbrushes
· Face washers
· Singe Use Soaps
· Hairbrushes
Other items to donate:
· Shampoo/conditioner
· Body wash
· Body Lotion
· Deodorants
· Kids Toothbrushes
· Kids Toothpaste
· Razors
· Dental products (floss, mouthwash etc)
· Hair ties
· Sanitary Products
· Hand Sanitiser
· Skin care
· Hair care
· Makeup
· Lip Balm
· Fragrance
· Shaving cream
· Baby care
If you have any questions or would like to know more about the cause visit me in Homestead 1, email me at azzop24@woodleigh.vic.edu.au or visit Pinch-A-Poo.
Thank you in advance,
PHOEBE AZZOPARDI
Year 10
As we enter the final term of the school year it is not uncommon to see a spike in anxiety in our students, particularly in relation to assessments and exams. As a community we all want the best for our young people however, in this context it is helpful for all of us to be mindful of the nature of the expectations we hold and how we may project these expectations onto our young people, consciously or unconsciously.
As with everything our children do, something is only a problem if it’s causing a problem. Depending upon circumstances, some students will internalize expectations to motivate them to do “their best” whilst others will want to be “the best”, or in other words to be “perfect”. This second contention often referred to as “perfectionism” is unrealistic and can lead to well-being issues including anxiety, depression, and burnout that can impact their confidence and capacity to fully engage in their learning.
What does perfectionism look like?
The behaviours that drive perfectionism might be different depending on the child, but here are some of the common ones:
- Refusing to try anything new or unfamiliar (to avoid failing or making a mistake).
- Difficulty completing work or being slow to finish (because of constant checking or repeating to make sure there are no mistakes).
- Procrastination – because it’s easier sometimes not to start than to face the possibility of failure.
- More likely to ask for help rather than try it themselves first. Asking for help is a strength, and we don’t want to discourage that, but if the request for help is driven by a fear of getting it wrong, it can be stifling and get in the way of being brave and taking life-giving risks.
- Giving up or becoming distressed, angry, irritable, or upset if they make a mistake, or if they believe that whatever they are working on might be less than perfect.
- Tendency to think in all-or-nothing terms – if it isn’t perfect, it’s bad/wrong/stupid.
- Tendency to be self-critical.
On the flipside
Beneath perfectionist tendencies will be the makings of character strengths such as grit, determination, and courage for that can be channelled into how we respond to what’s important to them (and us) in a manner that reframes the nature of expectation into character strengths that can be nurtured, whilst simultaneously dialing down the behaviours that stifle them. Here is where you come in.
1. Let it be about being brave, rather than being right/ brilliant/ excellent (because brave is all those things). Don’t base their worth on how they perform instead make it about their character strengths that you observe eg. kindness, teamwork, perseverance, courage, hope, humour, creativity, self-regulation and so on.
2. No one is perfect. Hard things take time to learn and to master and even when the skills are there, the polish can take longer. Praise effort outcome. This can help strip away any fear or shame that can come from failing to meet expectations.
3. The most potent way to dissolve shame is to bring the story into the open. Shame thrives on secrecy. Encourage conversation around challenges and imperfections, and hold back from judgment, criticism, or helping them to feel better. Let them sit with how it feels to own their imperfections in a safe, secure, loving environment – without self-blame, without pity, and without being talked out of how they feel. This will help them learn that imperfections don’t change how great they are, how loved they are, and how capable they are.
4. Let their imperfect moments connect with yours. When the people we most adore are struggling, it is understandable that we want to “fix” things. Sometimes the best thing we can do is keep our own anxiety and discomfort in check for long enough so they can find their own way forward. This may or may not include their need for us to help, but always can always be with our support and encouragement.
5. When young people have a fixed mindset of how things “should” be in terms of expectations, things can begin to unravel. The antidote is to encourage self-compassion and this requires courage. Responding to unmet expectations with self-compassion turns down the volume on perfectionism and anxiety, theirs and our own.
6. Learning how to respond to the highs and lows life presents opportunities to foster resilience.
7. Getting things done is better than getting things perfect. Encourage them not to put things off; once it’s done, it's done.
And finally …
As parents and educators, it’s important that we keep our own expectations in check. Young people will always learn more from what we do rather than what we say. When we, as the trusted adults in young people's lives, show them that we lovingly accept the ebbs and flows that will come with life’s journey, we give them the power to do the same. This freedom and safety to be where they are and not where we expect them to be, exploring their place in the world, learning from their mistakes, and being curious to explore their own interests and passions will enhance their capacity to flourish and thrive in an ever-changing world.
In kindness & optimism,
DONNA NAIRN
Director of Counselling
Acknowledgements & further reading/ resources
https://www.heysigmund.com/anx...
https://www.betterhealth.vic.gov.au/health/healthyliving/Year-12-exams-managing-stress
https://headspace.org.au/explo...
https://darta.net.au/wordpress-content/uploads/2017/03/PARENTS-2017-INTRODUCING-CHILD-TO-ALCOHOL.pdf
https://darta.net.au/wordpress-content/uploads/2022/02/PARENTS-VAPING-FS-FINAL-2022.pdf
https://darta.net.au/wordpress-content/uploads/2022/03/DoingDrugsPodcastS01E03.mp3
Ever wanted to let your friends and family know what Woodleigh is like on the ground? Ever wanted to show off a bit, and let them see just how green the grass is on the other side of the fence? Well, now you can!
Just give them a holler and tell them to head over to the Woodleigh You Tour, and they can traipse around the place to their heart's content. Minimbah, Penbank, and the Senior Campus are all accessible, all the time, from anywhere in the world.
So, have a look yourself, and pass the link on, let everyone know what we’re up to, learning to thrive tucked away in our havens, here on the Peninsula.
ADAM LIDDIARD
Director of Community Engagement
"We explore and make sense of our world through the narratives we create."
The fourth term in The Hive has begun with a flourish of creativity and storytelling as we launch into our new Unit of Inquiry: How We Express Ourselves.
Our learning engagements and investigations for this unit will allow the children to explore and express themselves using a wide range of creative, playful, and engaging ways! The focus will be on observing, experimenting, discovering, and learning about the world around us through active exploration.
We will be learning about:
• Physical movement as a means of expression
• Ways we can explore materials as a means of expression and communication
• The ways we can express ourselves through verbal language and mark-making
• The form and function of a range of materials and musical instruments.
• The connection between materials and our ideas, narratives, and self-expression
The children will learn to be balanced risk-takers and communicators as they encounter new materials and collaborate with others to develop stories and performances from their interests. This Unit of Inquiry is always a joyful, magical learning journey as the children design and create using the visual arts, music, and creative movement.
Our storytelling and music workshop with Valanga Khoza was the perfect way to begin our new unit! The children were very engaged, finding wonder and awe in his storytelling and music, where we heard stories of his South African heritage and life lessons about life in another country, highlighting the importance of not being wasteful. The children were inspired and excited, expressing interest in making their own musical instruments.
"It's an oil can", Spencer
"Guitar" Tom
"I can make a guitar," Amelie S.
"We can make some", Noah
"I know clap sticks from sticks", Raffi
Learning provocations in the art studio with various coloured paints and textured paint brushes/clay led the children to discussions around 'Masterpieces'. Throughout the day, educators observed several children using this new vocabulary to describe their work, saying, "It's a masterpiece". To inquire into this interest, we have begun unpacking what a masterpiece is and how you create one. Our inquiry will begin by exploring the idea that art is not just a painting and build on the idea that mastery of all kinds of arts is an important skill.
"It's when you cover the whole page" Tom
"So, are you saying it takes persistence and practice?" Rachelle
"Yeah", Amelie
"It's my masterpiece", Dorothy
What is a masterpiece?
"A painting" Tom.
"Leaves" Amelie.
"So using nature to make art or tell stories like in the Bunjil story?" Rachelle
"Yes" Amelie.
"It makes you feel like this" Tom (makes a fist pump).
"So, you know it's a masterpiece because it makes you feel good?" Rachelle
"Yeah, and you take time." Maisie
"It means it a really good painting." Oscar
"Yeah art …" Spencer
"My clay is a masterpiece" Tom
"Playing the piano can be" Aaren
We look forward to seeing where the children's inquiries, creations, and interests take us this term!
LISA COXON
Head of Early Childhood
As we commence our final term in The Cocoon, reflecting on the growth and transformation the children have made throughout this year is incredible. They have indeed found their wings and are almost ready to flutter out of The Cocoon and off to school!
Our orientation visits have commenced for children moving into Foundation at Minimbah in 2023 and will continue throughout this term. Please check the orientation schedule displayed at the sign-in desk for further information.
We have already heard from several schools regarding orientation for children leaving Minimbah at the end of the year. Please let Cathy or your child’s school know if you would like to discuss your child’s transition to Foundation next year.
Cathy will prepare your child’s Transition Learning and Development Statement this term. This document is intended to provide your child’s teacher with an insight into their skills, interests, and strategies that may be useful as they make the transition to primary school. You are invited to share your thoughts as part of this statement, and the forms will be distributed this week. We ask that you return these as soon as possible, please.
“We explore and make sense of our world through the narratives we create.”
Inquiry
The fourth term in The Cocoon has begun with a flourish of creativity and storytelling as we launch into our new Unit of Inquiry: How We Express Ourselves.
Our learning engagements and investigations for this unit will allow the children to explore and express themselves using a wide range of creative, playful, and engaging ways! The focus will be on observing, experimenting, discovering, and learning about the world around us through active exploration.
We will be learning about:
• Physical movement as a means of expression
• Ways we can explore materials as a means of expression and communication
• The ways we can express ourselves through verbal language and mark-making
• The form and function of a range of materials and musical instruments.
• The connection between materials and our ideas, narratives and self-expression
The children will learn to be balanced risk-takers and communicators as they encounter new materials and collaborate with others to develop stories and performances from their interests. This Unit of Inquiry is always a joyful, magical learning journey as the children design and create using the visual arts, music, and creative movement.
The Early Years Learning and Developmental Framework refers to a process of children belonging, being and becoming. Children’s identities, knowledge, understandings, capacities, skills and relationships change during childhood. Many different events and circumstances shape them. Becoming reflects this rapid and significant change that occurs in the early years as young children learn and grow. It emphasises learning to participate fully and actively in society.
Over time, as educators, we reflect on how the children have developed and engaged with increasingly complex ideas and participated in increasingly sophisticated learning experiences. Sharing these moments of learning with you, our families, and the broader community is something we treasure.
We use a diverse range of methods to assess and capture children’s learning and development, and these processes do not focus exclusively on the endpoints of children’s education. Through our documentation, we aim to give equal consideration to the ‘distance-travelled’ by individual children and celebrate not only the giant leaps that children take in their learning but the small steps as well.
We look forward to seeing where the children’s inquiries and interests take us this term!
CATHY, RACHELLE, KELLIE, MILLY, EMMA and LISA
Minimbah ELC Educators
Dear Families, It was fantastic to welcome the Foundation students back to our classroom this week. They have all grown so much and returned from the break with big smiles and loads of enthusiasm. It was beautiful to watch them reconnect with each other and share their stories about home learning.
This term, we have begun exploring our new central idea People communicate meaning and express their identity through stories. We will be inquiring into:
- the role of storytelling (dramatic play, music, art, dance)
- our personal connection to stories
- expressing our identity through storytelling.
We had a visit from Valanga Khoza.
This unit will allow us to focus on the role and purpose of stories and how stories can be told in many different ways. We will explore poetry, narratives, plays, folk tales, and oral storytelling traditions. We will work on the structure of a story and investigate characters, settings, plots, and story sequencing. There will be many opportunities for the children to create and share their own stories. In the coming weeks, we will be asking them to share their favourite stories and talk to you about personal stories from your family or culture.
Maths
In Maths this term, we will continue to consolidate our understanding of place value and utilise practical situations to model addition, subtraction, and sharing. We will begin to explore patterns by copying, continuing, and creating patterns with objects, drawings, and numbers. Later in the term, we will investigate time and basic geometry.
Literacy
It has been great to recommence our Read Write Inc groups at school. The children will begin to bring home books and ditties to practice with you at home each week. Please ensure that these are returned to school each Monday. These are in addition to their ‘Read with Me’ books, which are three books that your child will choose themselves each week. These may not be decodable books, so there is no expectation that your child can read these independently, although they might like to read with you or attempt some of the words they can ‘Fred Talk’ themselves.
Book Week
This week in honour of Book Week we were lucky enough to have an author visit from Patrick Guest. Patrick is a wonderful storyteller, whose books touch on themes of courage and kindness.
Thank you for your assistance in making our return to the classroom a smooth transition. Please send me an email if there is any way I can support you or your child over the coming weeks. I am looking forward to a sensational term together!
Kind regards,
JACQUI
Foundation Teacher
Welcome back Year 1 and 2 students and families! We hope you all enjoyed the holiday break, and are feeling back in the swing of things.
We have certainly rocketed into the term with a very busy first two weeks with science-based Discovery Days, Book Week this week, and the Year 2 Sleepover on Friday! We are in for an action-packed rest of the term, with many exciting things happening as we make the most of every moment we have left together before the year wraps up!
Inquiry
In our unit of inquiry, for How the world works, we have been looking at the central idea that if we understand forces, this enables people to create and innovate. Our lines of inquiry are:
● Forces that can act on objects
● Variables that influence force
● Using our understanding of forces to create and innovate
It has been wonderful to see the students exploring the different types of forces that create and affect movement in the world around them. We have loved seeing them not only being able to identify the different forces but also using them in a broader sense as they applied them to engage in some spectacular design challenges. The way they combined their understanding and creative problem-solving skills to build their designs and explain why they worked was a joy to see.
In the coming weeks we will move on to our new unit of inquiry Sharing the planet where we will look at how people can work together to create sustainable practices and solutions for our world. Our lines of inquiry for this unit will be:
● choices that can lead to sustainable practices and solutions (responsibility, sustainable practices, choice, function)
● people and organisations that create sustainable practices and solutions (function, responsibility, sustainable practices)
● how we can work together to create sustainable practices and solutions (responsibility, causation, choices, solutions).
Literacy
The students will focus on narrative texts this term. They will look at a range of narratives and picture storybooks, discussing how stories work and identifying key elements of their structures. There will be an explicit focus on understanding the author's intention and what devices they used to express this to their audience. The children will then apply their understanding to develop their own creative story. There will be a focus on the editing process; from planning and developing, editing and revising, to finally publishing their stories.
This will include:
● reading a diverse range of texts and picture books and thinking of the perspective portrayed
● reading to self and reading aloud to others focusing on accuracy, fluency and comprehension
● creating mind maps and story planners for narrative texts.
● developing their skills by re-reading and editing texts
● applying the problem, action, solution structure of stories
● using their knowledge of the Read, Write Inc sounds to make attempts to spell unknown words
● expanding their vocabulary choice to include some 'wow' words
● understanding the importance of short 'power' sentences
● ensuring boundary punctuation and capital letters are used appropriately.
They will also be looking at procedure writing in line with our units of inquiry.
Maths
In Numeracy this term, the students will be introduced to some new concepts as well as consolidating previous learning such as multiplication and division. They will investigate a unit on fractions and develop their understanding of fractions in various applications. They will then move on to probability and money, before spending the rest of the year reflecting on the knowledge they have gained over the year.
Students will be exploring strategies such as:
● understanding, displaying, and manipulating fractions
● understanding that fractions can be part of a whole as well as part of a collection
● the relationship between division and fractions
● studying the place value of fractions and finding where they fit on a number line
● recognising, counting, and ordering small collections of Australian coins and notes
● that the likelihood of events can be predicted and expressed in different ways.
Here’s to another amazing term!
LIANE and LEXI
Year 1 and 2 Teachers
Welcome Year 3 families to term 4! Traditionally 'the busy term', there's still time plenty of time for reflection and celebration as the kids prepare to step up into Year 4.
Year 3 Camp Round-Up
On Camp, the Year 3s settled as the bus tyres hit the road and we made our way to Top Fun Shack. Any nerves settled as they enjoyed some time playing golf, bowling and competing in the arcade area. By the time we arrived at camp, only the excitement remained, and we dived into activities that did not seem to stop until our return to school. Add to that spending time with friends in the cabins, eating together, bingo, trivia, Red Faces and a glow-light disco and you get the exhausted and elated children that came home at the end of term.
The students are looking forward to sharing their experiences with you at the Week 3 Assembly. Mark that date in your diary!
Inquiry
Our unit of study for How The World Works has been a fascinating deep-dive into biology. Students have enjoyed learning about the different parts of the body and what effect food has on our physical state. This term, we are further exploring the role of exercise in helping our body systems to function.
In Week 5 we will be transitioning to our next unit of study, How We Express Ourselves.
Please enjoy these photos from our first week back at school.
Numeracy
It is an exciting time. as we have just commenced another unit on Fractions, Decimals and Percentages. Connections between their real-world experience and maths are quickly and powerfully made. Over the coming weeks, keep an eye out to have a chat with your children about these concepts as they naturally occur at home.
Examples:
· Fractions – “We’ll leave in quarter of an hour”; 2 quarters of football is half time.
· Decimals – calculating how much some small purchases will cost or height/weight measurements
· Percentages – Discounts at shops and estimations. “When is dinner? I think I am about 80% finished”
All these mini-discussions will help students recognise the everyday value of learning Fractions.
Literacy
One thing the students always know is on the daily agenda is Literacy. For the entire year, after recess on Mondays, Tuesdays, and Fridays we have a dedicated literacy block that is specifically designed to build students' skills and capabilities with literacy. The session is run by 4 to 5 teachers for our small cohort of Year 3s. It has been exactly the kind of small group-focused program needed after years affected by lockdowns. It runs alongside our regular classroom literacy and integrated literacy experienced during Inquiry sessions.
A massive thank you to all the teachers who have helped make this possible this year!
- Jasmine Richards
- Bronwyn Burrows
- Kate Bird
- Sue Hastings
- Lisa Rix
Currently, we’re also writing an Information Text about our Human Body Systems, a recount of a day that was impactful and memorable, and a poem about a significant school experience from the year.
Book Week
Special guests, incredible costumes, a crazy assembly, and a love of reading: Book Week is one of the best events of the year and the students have adored every second. We were off to a great start this week with our first special guest on Tuesday, author Patrick Guest.
Further information about Patrick's books can be found on his website.
CRAIG KENNER
Year 3 Teacher
Camp!
What a way to finish Term 3. Our students long-awaited first Woodleigh camp experience did not disappoint. It was filled with challenge, laughs, and the opportunity to connect to each other in different ways. New friendships were forged as were memories that will last a lifetime.
Units of Inquiry
This term, we will continue our unit of inquiry How The World Works. Our central idea is that systems within the human body support it to function effectively. To begin with, we followed the line of inquiry – what the human body needs to function – and utilised our amazing kitchen garden program to help us go deep and look at how the food we eat influences the way our body functions. Many of our students were surprised to see the Australian Healthy Eating guide and realise that a large portion of what they eat falls under the ’sometimes’ foods category, and how this may impact their body and brain function.
We also utilised our mathematical skills to analyse nutritional information on food packages, and measured how many sugar cubes are in popular drinks; another eye-opener for our students.
In a short while, our school teams will compete in the Minimbah Team Athletics. To continue our inquiry, we posed a provocation to our students: Can you design a series of exercises for your school team that will enhance their chances of winning the team athletics?
To do so, our students will need go through the inquiry process: researching and understanding how the systems in the body work and how we can support these systems to function effectively – our other two lines of inquiry. They will be challenged to collect data about the effectiveness of their exercises on our body systems – a wonderful connection to real-world mathematical concepts. Finally, our students will have the opportunity to put their knowledge into action by taking exercise sessions with younger students to train them for Team Athletics day.
Here is an overview of the Approaches to Learning skills we will use through this unit.
Approaches to Learning
Thinking skills | Research Skills | Self-Management Skills | Communication Skills |
Reflection | Researching & Interpreting | Self-Motivation | Reading & Writing |
Our second unit of inquiry for the term is How We Express Ourselves. We will explore the following lines of inquiry:
- Ways people and communities express culture, beliefs, and values
- Interpretations and perceptions of expressions of culture, belief, and values
- Our responsibility when responding to the ways people and communities express culture, beliefs, and values
Mathematics
Our major unit this term in Mathematics focused on fractions. At this stage in our students’ mathematical development, we are inquiring into how fractions and decimals are quantities that can be ordered and compared. We will make explicit links between our number system and fractions, learning about how fractions and decimals can be placed on number lines and represented with different models. We are also exploring equivalent fractions, improper fractions, and finding strategies to compare and order common fractions.
Language
This term, we will lean heavily upon our language skills to support our inquiries – gathering and synthesising information, formulating questions, and summarising what we read. We’ll practice skills such as skimming and scanning for relevant information, interpreting diagrams and other visual texts, and using the features of non-fiction texts to help us navigate increasingly complex information. Additional to our inquiries, in the next short while our students will begin practicing their typing skills, will learning about the different uses for apostrophes, and engage in word inquiry, looking at how words are structured, common spelling patterns, word meanings, and generalisations that can be made in our language to help us when reading and spelling.
JAMES CLAPHAM
Year 4 Teacher
This term we have welcomed back Mr Hicks and have enjoyed sharing our holiday stories over lunch as a whole group. We are excited about the term ahead.
Maths
The Minimbah Maths Talent Quest! What a way to kick-start the term! In week one, parents and families were invited to explore the many varied mathematical investigations researched and conducted by the Year 5 and 6 students. Maths was literally everywhere, and the Homestead was alive with curious parents and students learning and asking questions of the Maths experts.
We will extend our learning in math this term in the following areas:
Number and Algebra – our Central Idea is that fractions & decimals are ways of representing whole-part relationships.
Statistics and Probability – our Central Idea is that the probability of an event or outcome can be expressed using numbers in particular fractions.
We are excited to delve into the world of literature with the establishment of our Homestead Literature Groups. Our initial focus will be analysing the author's purpose and exploring ideas and differing viewpoints within texts. We will engage with different visual language formats, appreciating and describing why particular formats are selected to achieve particular effects.
Literacy
In writing, we will maintain this conceptual focus and explore the way we structure and organize our own written work to help others to understand and appreciate it. We will write for a range of purposes, both creative and informative, using specific structures and styles according to the purpose of the writing.
Inquiry
Albert Einstein once said, “The important thing is not to stop questioning. Curiosity has its own reason for existing. One cannot help but be in awe when one contemplates the mysteries of eternity, of life, of the marvellous structure of reality”. Throughout our unit on How the World Works, we have used our curiosity to question how science can be used to understand and solve problems. In week 2 we will travel to Senior Campus to undertake some greater learning in science with student mentors.
Our final Unit of Inquiry for the year How We Express Ourselves follows 3 main lines of inquiry:
- How creativity can be used to express ideas
- Purposes and perspectives of creative expression
- Using our creativity to express ideas
Camp Licola
Risk-taking, open-minded, principled, caring, communicators, and inquirers. These are the learner profiles that we aim to embody as we strengthen our relationships with the Year 6 students at Camp Licola Wilderness Village in week 4. Licola is a beautiful small village nestled beside the Macalister River east of Melbourne. There will be a range of outdoor challenges such as the flying fox, orienteering, archery, raft making, canoeing, high ropes, and bush-cooking to name a few. Throughout the week, we hope to deepen our connection to and our respect for ourselves, others and our environment.
Activities
This term, Activities return on Wednesday afternoons. Students will rotate through a range of sessions focused on developing fine motor skills, following instructions closely and carefully, coordination and teamwork.
Homework is a tool that we use to develop our self-management, time-management, and communication skills, all of which are important as we move toward year 6. In the early weeks of this term, the focus of homework will be on preparation for the 5/6 Licola camp that will take place in week 4. Following the camp, our homework tasks will support our learning in our new unit of inquiry on How We Express Ourselves. We look forward to being open-minded, creative and flexible as we navigate the last weeks of learning as a Year 5 group.
ANDY and ZARA
Year 5 Teachers
It's the final countdown! Well, not just yet. While this is our final term of primary school, our journey is far from over.
Inquiry
This term sees us continuing our How the World Works unit as we continue to explore how various factors influence the design of structures as well as the principles that underpin their design. The lines of inquiry for this unit are:
- Principles that underpin the design of structures
- The influence of the environment on the design and construction of structures
- How technology influences design and construction
This unit is extremely hands-on and many of our investigations involve designing, constructing, and testing different structures. There are also many transdisciplinary opportunities as our work in Maths on 2D and 3D shapes, as well as looking into commentary on design and procedural writing feed into this unit authentically.
Our Year 6 engineers have faced quite a few challenges over the past few weeks. They have been tasked with creating purposeful structures using limited resources and limited time. They have had to consider various design principles during their construction activities, as well as employ all the skills needed to work successfully in a group. They have even attempted to go up against the World Champion Card Tower builder, paying special attention to his design tips. Ask them how they went!
As part of our Where We Are in Place and Time unit of inquiry, the Year 6 students created narratives that followed the life of an immigrant to Australia. During Art classes with Mrs Pilgrim, they have brought those heroes to life through sculpture and collage. This has been a wonderful opportunity for the students to extend their ideas and understanding across subjects within the school.
Our final unit of inquiry is How We Express Ourselves, which will begin when we return from camp.
Literacy
We are excited to begin Literature Clubs, where we will team up with the Year 5 students to examine literature, language, and context. Our writing will focus on the language features of procedural texts, followed by exploring the use of figurative language in preparation for their graduation reflections. Grammar foci will include plural suffixes.
Numeracy
The term has started with a mathematical bang! The Minimbah Maths Talent Quest was a huge success, with students taking full advantage of the opportunity to share their investigations with our community. Seeing the diverse range of interests and ways of investigating on display was amazing! Through our unit of inquiry, students will study the use of measurement in the design process making connections between length, area, volume, and capacity. As we finish the year, students will work towards an individual understanding of concepts from the year.
Music Workshop
At this time of year, the Year Six students are gathering the skills that they have learnt over the journey and preparing to celebrate the end of primary school at their graduation. It is a treat to see them practicing and working together during their Music Workshop sessions to produce a wonderful sound.
Camp Licola
Students are excited about the 5/6 camp at Licola Wilderness Village. We have begun student preparations in Week 2, ready for our stay in Week 4 (Monday 24 to Friday 28 October).
Other Important Dates
October
Wednesday 19 - District Cricket for selected students
November
Monday 21 - Year 6 Water Safety Day
Friday 25 - Minimbah Team Athletics Day AND Year 6 Dinner
December
Monday 5 - Year 6 Transition Morning @ Senior Campus
Tuesday 6 - Year 6 Graduation Ceremony
Thursday 8 - Year 4-6 Beach Picnic
Friday 9 - Final Assembly and Pool Jump - a rite of passage!
As always, please contact us if you have any questions.
JACQUI and JONNO
Year 6 Teachers
The Arty Market is back in 2022, and we need you!
Thought about starting a little creative side hustle? Got a killer cordial recipe? Need an excuse to get started? We need Arty Market stallholders for our upcoming whole-school event.
The Arty Market is a quintessentially Woodleigh occasion; a celebration of handmade, artisanal, quirky products, artworks, jewellery, food, and homewares designed and/or made by YOU!
We welcome stall holders who are students, staff, parents, and alumni. If you've been thinking about it, now's your chance! We will support you with signage, a trestle table, and assistance with setup.
The market will be held on Friday 2 December from 4pm - 8pm at Senior Campus, in the Visual Art Centre and Agora areas of the campus. Pop that date in your diaries folks!
It's free to have a stall at The Arty Market, however, a $20 stall donation would be welcomed. This donation contributes to the materials used for our student stalls; any profits on the day will be carried over for next year's event.
We look forward to seeing you there!
KAREN CHARLTON-MILLS
On Behalf of the Arty Market Committee
Hi, I’m Phoebe Azzopardi, I am a Year 10 student in Homestead 1. You might remember last year I did a fundraiser for Pinch-a-Poo. I collected donations from across all 3 campuses and I collected over 700 hundred toiletry and sanitary products. This year I am hoping to achieve the same thing.
Pinch-a-Poo is an organization that supports the 1 in 5 Australians families who have to make the choice of buying food or personal hygiene products each week. Their vision is to make sure that every Australian has access to basic hygiene products. Pinch-a-Poo is run by an amazing lady, Kate Austin. Kate was a part of a domestic violence situation and had to leave immediately. Her first instinct was to grab her toothbrush and run. She knew that wherever she went, at least should could brush her teeth.
Click here to hear more about Kate’s story.
How you can help
I will start collecting donations from Tuesday 11 October. I am hoping to have all of the donations collected by 25 November. There will be a box at reception for all of the donations. Pinch-a-Poo is a really easy way to help out the less fortunate. All you need to do it pick up an extra toothbrush, toothpaste or some other toiletries when you go shopping.
Please only donate unopen items.
Items that they are in desperate need of include:
· Roll on deodorants
· Toothpaste
· Toothbrushes
· Face washers
· Singe Use Soaps
· Hairbrushes
Other items to donate:
· Shampoo/conditioner
· Body wash
· Body Lotion
· Deodorants
· Kids Toothbrushes
· Kids Toothpaste
· Razors
· Dental products (floss, mouthwash etc)
· Hair ties
· Sanitary Products
· Hand Sanitiser
· Skin care
· Hair care
· Makeup
· Lip Balm
· Fragrance
· Shaving cream
· Baby care
If you have any questions or would like to know more about the cause visit me in Homestead 1, email me at azzop24@woodleigh.vic.edu.au or visit Pinch-A-Poo.
Thank you in advance,
PHOEBE AZZOPARDI
Year 10