Specialists

Performing Arts

Welcome back to another exciting Term of Performing Arts!

We have started the term by reintroducing the foundations of drama through a variety of fun and interactive games. Students have been exploring three key elements of drama - character, place and action -and discovering how these elements work together to bring stories to life.

Students have also been developing their creativity and imagination through activities using invisible objects. They have explored how an object's size, weight and shape influence the way we hold it, interact with it and pass it to someone else. These activities encourage students to think carefully about their movements and expressions while building confidence in using their bodies to communicate meaning.

It's been a fantastic start to the term, and I'm looking forward to seeing students continue to grow in confidence, creativity and collaboration throughout the weeks ahead.

Physical Education

Over the past two weeks, students have been settling back into the PE program through a variety of fun and engaging group games. These activities have helped students reconnect with their peers while developing teamwork, communication and cooperation skills.

Students have also been revisiting PE rules, routines and expectations to ensure a safe, respectful and enjoyable learning environment for everyone. It has been a great start to the term, and we look forward to continuing to build skills and confidence throughout the weeks ahead.

Español - Spanish

¡Bienvenidos al Español, Trimestre 3!

The first two weeks in the Spanish Casita have been busy and the students have impressed me with how much español they have retained from Semester 1.

Students in years 1-6 started the term with a vocabulary and grammar exercise introduced in terms 1 and 2; students built sentences using a teacher-modelled template to write about their school holiday experiences. Students in junior school learnt to identify places in Spanish using visual aids, students in upper primary added more detail including people and verbs. Students in years 4-6 also started using contractions in Spanish, changing "a el" to "al". Students made connections to literacy realising that places with proper nouns like McDonald's and Timezone stay the same and still require an uppercase letter. Students were introduced to verbs including: "vi" (I saw) and "jugué" (I played).

Español en Prep 

Students in Prep begun learning the first part of our weather song "¿Cómo Está el Día Hoy?" (How is the Weather Today?) using actions to learn how to say "hace calor" (it's hot) and "hace frío" (it's cold). As a class we discussed ways to keep cool when "hace calor" and ways to keep warm when "hace frío". Students practised "escribir" (to write) the new vocabulary on a "doble pagina" (double page) and worked on their fine motor skills drawing pictures from the board with guidance from the teacher.

Español en Grados 1 y 2 

Students in years 1 and 2 begun our Term 3 unit: "Bajo el Mar" (Under the Sea).

Students were introduced to the topic watching the "Bajo el Mar" (Under the Sea) clip from The Little Mermaid in Latin Spanish and practised the new "tema" (topic) name. Students learnt "pez" (fish), "peces" (fish plural), "medusas" (jellyfish) and "estrella de mar" (sea star) and created a "doble pagina" (double page) "bajo el mar" artistic masterpiece with bubble writing.

Español en Grados 3 y 4 

Students in years 3 and 4 begun our Term 3 unit: "La Hora" (The Time).

Students were introduced to the time using a big, class clock and learned the difference between 1 o'clock and the rest of the hours. Students learnt to respond to the questions "¿Que hora es?" and "¿Que horas son?" telling the time from 1 o'clock to 12 o'clock to the hour responding with "Es la..." or "Son las...".

Español en Grados 5 y 6 

Students in years 5 and 6 begun our Term 3 unit: "Español en Conversación" (Spanish in Conversation). Students in years 5 and 6 were introduced to linguistic meaning through cognates and realised they already know about 1000 words in Spanish that they do not realise they know. Students identified cognates through the romantic languages and learnt about Latin origins. Students learnt about a pattern that emerges in language creating Spanish-English cognates where most - but not all - words ending in "tion" in English are usually translated to Spanish by changing the ending to "ción". The students were so engaged that I had to give them extra words to translate!

STEM

The first two weeks back this term have been wonderful and I'm very grateful for the warm welcome I've received from the students after my parental leave last term. 

It's been great seeing how the students have grown and how consistent their routines have become! 

Term 3 is focusing on Digital Technologies.  

Foundation & Grade 1

The Preps and Grade 1 students have begun learning about digital devices. We've been defining what these devices are, comparing them to objects and tools that aren't digital devices and have learnt about their different uses, such as communicating, entertaining and informing. 

Grades 2 & Grade 3

The 2s and 3s have begun an introduction to Scratch Jr. We discussed what an coding algorithm is and have been defining the different types of instruction blocks that can be used on Scratch Jr. The classes have really enjoyed practicing the news skills then applying them more creatively to their own animations. 

Grades 4 & Grade 5

The 4s and 5s are learning about ‘user Interfaces’. We’ve unpacked the different elements of user interfaces and explored how their design and functionality are used to support users to achieve certain goals using digital devices. We’ve begun setting up their Google Classroom accounts to work in STEM and will pracise creating some user interfaces over the coming lessons. 

Grade 6s

The Grade 6s are working on a Gaming unit. We’ve explored the functionality and usability of 2D games and have explored how the actions of users (players) in games can be sorted into Objects, Events and Behaviours. This week we used Scratch to build the code for a functioning ‘keepy uppy’ game. 

Visual Arts 

Welcome Back!

Welcome back to another exciting term in the Art Room! Our students have jumped straight into creating, exploring and learning about different cultures through our Art Around the World unit. It has been wonderful to see their creativity already shining!

Preps:

Exploring Europe Through Stained-Glass Art

As part of our Art Around the World unit, our Foundation students have been exploring the continent of Europe and discovering the beauty of stained-glass windows.

Students learned that stained-glass windows are created by joining together pieces of coloured glass to form beautiful pictures and patterns. These colourful artworks can be found in many churches, cathedrals, castles and historic buildings across Europe. When sunlight shines through the glass, the vibrant colours create spectacular displays of light.

Inspired by this traditional European art form, students created their own stained-glass masterpieces using colourful mosaic squares. They carefully arranged shapes and colours to recreate the look of real stained-glass windows while developing their understanding of colour, shape and pattern.

Grade 1 & 2:

Inspired by European Stained-Glass Windows

Our Grade 1 and 2 students have also begun the term exploring the continent of Europe and investigating the striking beauty of stained-glass windows. These colourful artworks have decorated churches, cathedrals and historic buildings for hundreds of years and continue to inspire artists today.

Inspired by these magnificent windows, students explored how artists use line, shape and colour to create eye-catching designs. Rather than using many different colours, students focused on one colour family, experimenting with a range of shades and tones to create contrast and depth. They discovered how lighter and darker variations of the same colour can transform a simple design into a vibrant work of art.

Using bold black lines to represent the lead strips found in traditional stained-glass windows, students designed geometric compositions before filling each section with carefully blended shades of their chosen colour. This project strengthened their understanding of colour relationships while developing their drawing, colouring and design skills.

We are incredibly proud of the beautiful artworks our Grade 1 and 2 students have produced. Their creations are a wonderful example of how artists can create impact using line, shape and a single colour palette.

Students in grade 3, 4, 5 & 6 are continuing to complete their activities from last term…..

Grade 3 & 4:

Embossed Fish Artworks 

Our Grade 3 and 4 students have continued building on their learning from last term by exploring pattern, colour and texture through vibrant fish artworks inspired by Canadian artist Sandra Silberzweig.

Students investigated how artists use bold colours, repeated patterns and symbolism to communicate ideas and create expressive artworks. They experimented with embossing techniques, pressing designs into foil to create texture before enhancing their work with bright colours and strong outlines inspired by Silberzweig's distinctive style.

Throughout the unit, students strengthened their understanding of the visual art elements of line, shape, colour and pattern while confidently experimenting with new materials and techniques. Their finished artworks are a wonderful celebration of creativity, texture and cultural exploration.

Grade 5 & 6:

African-Inspired Scratch Art

Our Grade 5 and 6 students have continued their learning from last term by exploring pattern, symbolism and cultural storytelling through striking African-inspired scratch art.

Students investigated artistic traditions including colourful Kente cloth and Adinkra symbols, learning that patterns and symbols can communicate important ideas, identity and cultural values. Using scratch-art paper, they carefully etched intricate circular designs filled with repeated patterns and symbolic motifs, creating vibrant artworks full of contrast and detail.

Throughout the unit, students thoughtfully considered how artists use visual symbols to tell stories and represent ideas such as community, strength and connection. Their finished artworks showcase outstanding creativity, precision and thoughtful design.

We encourage families to ask their child about the patterns they created and the meanings behind their artwork.

Thank you for your continued support of our Visual Arts program. We look forward to another fantastic term filled with creativity, cultural exploration and inspiring artistic experiences.

Do you want to come in and be a classroom helper?

Are you able to do some framing of work for the art show? 

If it’s a yes, please come and have a chat with me at school pick up, I am always out on yard duty at this time. 

Also I am looking for artists, performers and musicians within the school community please, please reach out if you are one as I really want to involve you in this year's artshow. 

Thank you very much 

Lauren Jamieson

Visual Arts Teacher