Specialist Classes
ISS - Round 8 - 12th June
Library
PE - Division Cross Country
On Thursday June 4, ENPS had 9 students compete at the Division Cross Country Championships. The conditions were far from perfect, but as a winter sport the event went ahead. All students did an amazing job and we are very proud of their efforts, both on the day and in the trainings leading up to the event.
Madison Barnes, Angus Fletcher & Will Schroeder will now progress to the Regional Championships in Kilmore on June 17th. We wish them all the best!
Science
Junior Visual Arts
Lots of mixed media work happening in the Art room at the moment. Foundation students have made monster envelope puppets, Year Twos, castles from pop sticks and Year Ones are busy with their turtles. Good job everyone!
PS See above for some beautiful finger puppets students in Year Two created as well. 😊
Performing Arts
DANCE PERFORMANCE!!!!
I hope you can join us tomorrow to watch our spectacular Grade 2 and 3 & 4 students dance at assembly, TOMORROW!!! Friday 12th June.
All three cohorts have been so busy learning their dance steps and all 3 dances are ready and are looking absolutely fantastic!!
We are starting earlier at 2:45pm, so please arrive on time to see our heel and toes and grapevines !!
The Grade 2’s still kick us off, followed by 3/4 C, D & E and 3/4 A and B will close the dance segment!!
I have discussed with all students their options to wear casual clothing to match the theme for their dance. They are to bring the clothing in a separate bag, normal school uniform is still to be worn tomorrow.
Looking forward to seeing you all there and thank goodness the weather looks to be good, no rain predicted!
Ms Jedrys
Senior Visual Arts
Auslan
Foundation
Over the last two weeks foundation students have been continuing to practise signing the Auslan alphabet. They have also enjoyed learning to sign zoo animals e.g. elephant, turtle/tortoise, koala, zebra, lion, tiger, bear, crocodile, giraffe, money, meercat, snake, rhino, parrot, spider, lizard, batbutterfly, zebra. They revised pets e.g. dog, cat, rabbit, guineapig, turtle, snake, lizard, chicken, bird, horse. It has been lovely seeing how enthusiastic they have been when signing in Auslan. A highlight has been our-find your animal pair- where the students silently signed their animal and roved around the room finding their match.
Level 1
We have revised colours by watching Auslan signed videos, played ‘Looking for the colour _________ (e.g. blue), where?’ Students loved signing and finding matching colours around the classroom. Kahoots, a group based interactive i-pad colour game, was also a favourite. I was so proud how teams worked together to answer the colour quiz.
Level 2
Level 2 students also revised ‘Colour’. They watched part of the story, ‘The Coloured Echidna and signed along with the storyteller. Students enjoyed colouring the numbered parts of their own Coloured Echidna, following the instructions signed by the teacher- “Number 3 colour blue’. They also played ‘Looking for the colour _________ (e.g. blue), where?’
Library -Junior
Foundation & Level 1 students have been exploring Non- fiction texts by looking at the difference between fiction and non-fiction books- identifying key features of non-fiction books. They have been identifying wereh they find Picture story books and chapter books, as well as non-fiction texts within the library.
Jnr Performing Arts
Foundation and Level 1 students have continued developing their understanding of beat and rhythm through a range of engaging musical and dance-based activities, including body percussion.
Foundation students continued to explore the Italian musical terms largo (slow) and presto (fast) by responding to changes in the beat and tempo of music through movement. Working collaboratively, students created and performed group dances that demonstrated contrasting slow (largo) and fast (presto) movements, developing their understanding of how music can influence the way we move. Their performances were recorded, providing an opportunity for students to watch themselves and reflect on their learning. Through teacher-guided class discussion students identified WWW (What Went Well) aspects of their performances, such as moving appropriately to the tempo, participating confidently and working cooperatively with others. Students also considered EBI (Even Better If) feedback, suggesting ways to improve their dances, including movement on the beat and maintaining eye contact with the audience throughout the performance. This reflective process supported students in developing their ability to respond to, discuss and evaluate music and movement experiences. As well as how they worked well as a team (supportive, kind and caring).
Level 1 students performed their own choreographed body percussion sequences to the song Five Fat Frogs. Students demonstrated their ability to explore and organise movement and sound patterns by combining actions such as clapping, tapping, patting and stamping in time with the music. Performances were recorded, allowing students to watch and reflect on their work. Through guided discussion, students identified WWW (What Went Well) aspects of their performance, such as maintaining a steady beat, performing actions in the correct sequence, and demonstrating confidence during the performance. Students also considered EBI (Even Better If) feedback, identifying ways to improve their work, including stronger beat keeping, clearer body percussion sounds, improved timing with peers, and greater accuracy in movement sequences. This reflective process supported the development of self-assessment skills and reinforced key Victorian Curriculum Music outcomes related to performing, responding to and evaluating music.