Specialist News
News from Visual Arts
Year 5/6 students have completed drawing the scenes for our school production, Pirates of the Curry Bean. We voted for the best drawings for each scene, and here are the winners—congratulations! The selected drawings will be used as backdrops on the day of the performance.
Scene 1
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STEM Update
This term in STEM, Prep students have been exploring how digital systems help us learn, communicate and share information. In the first five lessons, they identified familiar digital systems, learned the difference between hardware and software, practised using tablets to take and edit photos, and designed their own model of a digital system. These hands-on activities have supported their understanding of how digital technology works and how to use it safely and creatively.
Year 1/2 students have been building their technology literacy by learning to identify hardware and software, compare digital systems like iPads and desktop computers, and explore how technology supports different jobs. Through problem-solving tasks such as the “Lost Pet” activity and evaluating pet trackers, students are developing confidence in using digital systems and understanding how they help in everyday life.
Year 3/4 students have been learning about digital systems and how they process and represent information. They identified different types of peripheral devices, describing how these provide input and output for digital systems. Students explored a variety of data types, including text, numbers, photos, audio and symbols, and investigated how the same information can be represented in different ways. Using zoo maps and other real-life examples, they practised analysing and explaining how data representations help people to navigate and make sense of information. Through hands-on activities, group tasks and discussions, students are building their understanding of how digital systems and data are used in everyday contexts.
In the first part of this term, Year 5/6 students have been learning how to be safe and respectful digital citizens while working collaboratively online. They began by exploring online safety, focusing on protecting personal information and creating positive digital footprints. Students then applied these ideas by forming groups to take part in a collaborative project, proposing the best location for a new community skatepark. They created shared folders, organised their project timelines, and learned how to evaluate reliable websites before gathering research to support their proposals. Most recently, students began drafting their group reports, using online tools to write together respectfully and give constructive peer feedback to improve their work.