An Update from The Hive Week 6, Term 1

The children are settling well into life in the Hive. We have been using our visual cue cards to follow the routines of the day and learn about each other. Our primary focus has been on emotions; the feelings we experience and how we can change these. This interest has led us on many learning adventures such as finger painting, colour mixing, drawing, developing a classroom agreement and learning about what it means to be a good friend. These playful explorations are part of our unit of inquiry 'Who we are' and have provided us with opportunities to get to know one another better as they are based on the children's interest and play. We hope you are enjoying Seesaw; we document in many formats to record, discover and explore the children's conversations, skills and learning. These observations inform our planning and learning spaces. Our reflections will give you an insight into these inquiries along with upcoming events. We hope you and your family enjoy sharing our updates.

“Who We Are”

Birthday celebrations in The Hive

Children’s birthdays are a special event and one that we value in the Hive. They provide us with a wonderful opportunity to celebrate the child’s identity and support them in feeling unique, valued and an important member of our community. For the children, their birthday is a very exciting and important day, and they enjoy celebrating with their family and friends.

We provide the children with agency about how they celebrate their birthday in the Hive. They have the choice of wearing our unique birthday hat, crown and cape. Extra responsibilities are offered for the day if children are happy to take them on for example being a leader, saying their friends’ names at mat time or being the first person to have a turn in a game. 

Last week, Henry sat in the birthday chair and chose the decorations for our wooden birthday ring. He recognised the numeral 4 and added it along with four candles.

He chose to wear the birthday hat for his birthday.

As a group, we sang Happy Birthday and clapped four times, plus one to make Henry grow. 

We hope you had a wonderful birthday Henry and enjoy your magical wishing crystals. May all your dreams and wishes come true!!!

“Children have a strong sense of identity.” 


Healthy Eating in The Hive

As part of our healthy eating policy, we work on encouraging healthy eating habits for all children. In addition to packing your child’s nutritious foods for snack and lunch, we invite you to send along some fruit or vegetables for sharing at the beginning or end of the day. We work with the children to prepare a healthy platter which is shared amongst the group. 

“Children take increasing responsibility for their own health and physical wellbeing.”

(VEYLDF: Wellbeing)

An inquiry into how my emotions impact on myself and others…

Exploring emotions through picture stories and transferring our understandings to new situations

As part of our unit of inquiry ‘Who we are’ the educators carefully selected and shared picture books that have provided rich provocations for our play in a group. Key ideas covered include the ways emotions help us to interact with care and respect for each other. These ideas are complex for young children, so it has been essential for us to investigate in our learning through play. The children have deepened their understandings and responses to these stories through open-ended sensory and craft experiences. The following picture storybooks have been influential in the early days as we respond to our own and others’ emotions…

  • Everybody is different 
  • I like myself
  • The Feelings Book

Children engage with a range of texts and get meaning from these texts

This is evident when they:

  • View and listen to printed, visual and multimedia texts and respond with relevant gestures, actions, comments and/or questions
  • Explore texts from a range of different perspectives and begin to analyse the meanings
  • Actively use, engage with and share the enjoyment of language and texts in a range of ways


After reading the book ‘Everybody Is Different,’ children communicated their reflections, and we began to explore differences and similarities in our bodies.

  • “We all have a heart”.
  • “Our blood is the same”
  • “We all have five fingers” 

Children practice counting their fingers and recognise this is a similarity in the Hive group.

  • “Why are our numbers (age) not like our hands, my hands are smaller but I’m bigger” 

The children created individual handprints and made them unique, just like themselves.

We are a learning community with responsibilities

The Hive children came together and decided on some things that we can all do to ensure we have a happy and healthy year together in the Hive. This agreement is an important part of our classroom; it sets the tone for collaboration and teamwork. The children came up with the following shared norms and expectations.

There was a strong focus on respect, teamwork, caring, sharing and offering a hug or care when needed. To embed these norms and expectations, we sing a song called ‘The circle of friends’ every morning, which reinforces our roles and responsibilities to each other. 

Our classroom agreement is a working document that we refer back to with the children as problems arise, or we need to work through challenging situations. We won’t be laminating this document as we will be living it and revisiting it often. We were very impressed that the children understand that we all learn in different ways, and we all have the need to feel safe and supported here in The Hive. 

“Children are connected 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 civic participation.”

(VEYLDF: Community)

We are Risk Takers

(PYP Learner Profile)

The children have been enjoying lots of outdoor play and are learning to take responsible risks and listen to their bodies as they climb on the climbing frames, jump off the rocks and move heavy logs in the yard.

  • “I’m going to sit and slide.” 
  • “I can jump really big.” 
  • “I am going to jump.” 
  • “I scared. I hold you” 
  • “Watch me, I can do it now”.

Children take increasing responsibility for their own health and physical wellbeing.