PE

We have had an exciting start to the year in Physical Education! The senior school have been learning all about the ‘summer sports’ in line with our interschool sport program. They have attended interschool sport each Friday morning to practise against other schools, in the lead up to the District Summer Sport Lightning Premiership. We are super proud of all students who participated and congratulations to the Boys and Girls Volleyball teams and Girls Cricket team who are going to progress to the Division finals after winning their competitions on the day! Also shout out to the Girls Basketball and Boys Cricket team, who came runners-up!

The middle school has been learning all about invasion games. We have practised a variety of skills and applied them into some modified games that replicate invasion sports; such as football, soccer, basketball and netball. The juniors have been practising the fundamental movement skills through a variety of social games, and the preps have been learning all about participating in PE at OPPS!

We are looking forward to finishing the term on a high with House Cross Country day in week 10, we can’t wait to see everyone run the cross country course representing their house!

We are also looking forward to some big events in PE next term, including district cross country, winter sport and House Athletics!

Visual Art

During Term 1, students explored mixed media practices to create artworks for Harmony Day, developing an understanding of cultural diversity, inclusion, and belonging. Students experimented with a range of materials, techniques, and processes, while building skills in visual arts practices.

Prep – Explored texture and colour through printmaking techniques, using balloons and paint to create a globe, then refining details with drawing materials.

Grade 1 – Investigated colour and shape, inspired by Wassily Kandinsky, using paint sticks and collage to create expressive heart compositions, developing fine motor and compositional skills.

Grade 2 – Developed observational drawing through self-portraiture, using line and shape, then applied cutting and assembling techniques to construct a unified composition.

Grade 3 – Explored painting techniques and collaborative practice, creating globe artworks that represent place and identity, incorporating symbols, colour, and personal imagery.

Grade 4 – Engaged in collaborative artmaking, using tracing, mixed media, and embellishment to create a collective installation that represents unity and diversity.

Grade 5 – Investigated cultural identity through food, applying drawing techniques to develop form and detail, and experimenting with mixed media (oil pastel and watercolour pencil) to create layered compositions.

Grade 6 – Explored perspective and form through paper construction, designing and creating 3D artworks inspired by significant cultural landmarks, using paper manipulation techniques.

Across all year levels, students demonstrated an understanding of how visual arts can communicate ideas about identity, culture, and community, reflecting the values of Harmony Day.

STEM

In term 1, students developed their understanding of scientific and engineering practices through hands-on investigations, and built skills in observing, predicting, and testing, while exploring key concepts such as materials, states of matter, and how science is used to solve real-world problems.

Prep – Explored the world using their five senses to develop early observation and predicting skills through hands-on sensory activities. Students investigated how materials can be combined for a purpose and how physical actions like squashing, twisting, and stretching can change the shape of materials without changing what they are made of.

Year 1 – Built on observation skills by describing and comparing materials using their senses. Students explored how materials can be combined to create new objects and investigated how changing the shape of materials affects their use, strengthening their understanding of physical changes.

Year 2 – Developed skills in recording observations and making predictions. Students explored material properties and mixtures, investigating how combining ingredients changes their characteristics. They applied this knowledge to design and build simple structures, like play dough and slime.

Year 3 – Investigated properties of materials and states of matter (solids, liquids, and gases). Students conducted experiments to observe how materials behave and began classifying and explaining their observations using scientific language and simple data.

Year 4 – Applied scientific knowledge to solve real-world problems through the engineering design process. Students designed, built, and tested solutions such as water-saving plant pots, using observation and data collection to evaluate and improve their designs.

Year 5 – Explored changes in states of matter, including melting and evaporation, and investigated reversible changes. Students collected and analysed data from experiments, developing an understanding of how scientific ideas explain everyday phenomena.

Year 6 – Examined how scientific knowledge evolves over time through collaboration and refinement. Students investigated reversible and irreversible (physical and chemical) changes, conducted experiments, and improved design solutions by building on the ideas of others, justifying their thinking using evidence.

Across all year levels, students demonstrated an increasing ability to think like scientists and engineers—asking questions, making predictions, testing ideas, and reflecting on their learning—while developing an understanding of how STEM is used to understand and improve the world around them.

Performing Arts Update – Mrs Downie & Mrs Mather

This term in Performing Arts, students across all year levels have been enthusiastically preparing for their class items in Matilda Jr the Musical. It has been wonderful to see the excitement building as students learn their songs and choreography in readiness for our performances.

Our Prep to Year 2 students have been exploring the foundations of music, focusing on pitch, rhythm, and tempo. They have been using their bodies, voices and instruments in fun and engaging ways to develop these skills.

Students in Years 3 to 6 have been extending their musical understanding through music theory, learning to read notes on the treble clef staff and using solfa, while continuing to build their knowledge of pitch, rhythm, and tempo.

Across the school, all students have been learning about safe dance practices, including the importance of warming up with cardio and stretching. They have also been making connections between these practices and other sports. It has been fantastic to see students demonstrate resilience as they learn new dances and work collaboratively as teams to combine singing and movement.

Below are the songs that all of our Year levels have been working on learning and will perform on stage.

Prep- Miracle & When I Grow Up

Year 1-The Hammer & When I Grow Up

Year 2- The Hammer & Smell of Rebellion

Year 3- Miracle & Bruce

Year 4- Miracle & Revolting Children

Years 5 & 6 - Chokey Chant & School Song

On Thursday 26th March, our Principle, Supporting, and Cameo cast participated in a rehearsal day, where they worked through a number of scenes from our musical. The level of passion, energy, and excitement from the students was outstanding, and it was a joy to see their hard work coming together.

We are incredibly proud of the efforts of all students and are very excited to share their learning with our school community on the 17th and 18th of June, at the Tony Scheumack Centre. More information will be shared via Compass with families next term regarding which night your child/ren will be performing and how to purchase tickets. We look forward to seeing you there!

Orchard Park News

Going Further Together

Issue 5 · 27 Mar 2026

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