Week 10 - Reddam House

Transcription

Amy’s Message
1 APRIL 2016
By Amy Goodlace, Principal
We started our Parent Feedback Sessions
with our families this week, which is a first
for Reddam Early Learning School,
Woollahra. Reflecting back on the past
year, I felt the need from our parent
body to receive more regular feedback
on the progress and development of the
children and we are pleased to be able
to spend time with you to discuss your
child’s development throughout this past
term.
Holiday Programme As we move toward the end of the term,
I urge all parents to kindly let us know
whether your child will be attending the
Holiday Programme as it is essential for
our planning and staffing.
With the change in weather is has been
lovely to change our Piazzas into an
Autumn wonderland.
Thank you to all the families that have
been so complementary of this process
and affirming the need for this and of
course to the amazing team that have
spent so much time in preparing.
Wishing all our families a lovely weekend!
Kind regards
Amy
REDDAM EARLY LEARNING SCHOOL | WOOLLAHRA NEWSLETTER
1
The Nest
We’ve got a fish!
By Tatiana Botrel, Lois Ma, MaryClaire Cronin
The children in The Nest have been very
excited since our new fish arrived in the
classroom. The children enjoy stopping and
observing the fish swim. They enjoy watching
the fish being fed and have had turns feeding
the fish unable to hide the proud smile on
their faces.
Having a pet in the classroom will support the
engagement and encouragement of the
seven values we prioritise in our Early Learning
School:
1. Quiet Voices
2. Gentle Hands
3. Good Manners
4. Respect
5. Kind Hearts
6. Listening Ears
7. Walking Feet.
These seven values are part of our Grace &
Courtesy program and are developed
throughout the whole school. Our little fish will
be one of the many strategies used in our
environment throughout the year to reinforce
respect and kindness towards one another.
We continued using our fish as an object of
beauty in our art atelier. Last week the
children spent time painting paper plates. This
week they were busy making fish scales on
the paper plates, sticking pieces of paper
cups onto it. The children loved using the glue
sticks to stick the “scales” on the plate, as it is
something that they have been exploring for
a few weeks now. This activity will be
displayed on our documentation wall, next
week.
Naming our fish — the families in The Nest
helped us decide on the perfect name for
our little friend. Teachers Lois, Mary Claire,
Shirley and Tati have chosen a name each
and the families voted for their favourite
names. We also invited the other Stages to
come down to our classroom and choose
their favourite name. Some of the children
were very excited to greet the other stages in
our space as they have siblings in the ELS. We
will announce the winning name next week.
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The Nest
Photo Gallery
3
The Nest
Photo Gallery
4
Fledglings
Exploring raindrops and clouds
By Hannah McCooey, Olivia Binions and Eva Loo
During morning our group time this week, we
noticed that it was raining outside and that
there were lots of clouds in the sky. It was the
perfect day for us to explore raindrops and
clouds. It was also a great extension to our
provocation. The children went right to work
using their hands or the tongs provided to
pick up the cotton ball clouds and soaking
them up in our blue rain water. This
encouraged the children to use their fine
motor skills to manipulate the clouds and
squeeze the water, and in the process they
also enjoyed the soothing experience of
water play. Children learn best through
‘hands on’ experiences and this sensory play
also enables the children to see and touch
the material.
We promoted our discussion by reflecting
back on the pictures and words of the rain
and clouds displayed in our classroom and
also our weather bottles.
It was highly
engaging and a great way to stimulate
children’s imagination. We sang “rain, rain go
away” and remembered that it is the rain that
helps our plants grow.
Learning Outcome 2: Children are connected
with and contribute to their world. EYLF, 2009.
Inviting Creativity
In our classroom we often provide the
children with activities that encourage the
children to be creative and to use their
imagination. We leave blank paper in the
Atelier with a range of crayons, pencils or
markers for the children to choose from. This
allows the children to express their ideas and
thoughts through drawings or scribbles. It is
clear that the children enjoy the time they get
to spend in the Atelier, sitting with their peers
and having conversations about their
creations.
The children often notice the
object of beauty that is displayed on our
atelier table.
It is wonderful to see the
children sharing materials and fostering
friendships.
Learning Outcome 4: Children are confident
and involved learners
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Fledglings
Photo Gallery
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Fledglings
Photo Gallery
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Fledglings
Photo Gallery
8
Stage 2
Our Wonderful World
By Daniella Gosty, Karla Cabezas, Monika Ranjitkar, Helen Wilson and Raquel Rachnitz
For the Kookaburras this week it was still all
about Easter as the children requested the
Easter Egg hunt books again and in group
time talked about what we did over our
holiday weekend.
Addi- “ I went to the farm. He (grandpa)
brushed my dog. He stuck his hand into the
cows bottom looking for a baby.”
Stella- “My holiday. I found many eggs hiding
from the Easter Bunny and he left 4 eggs.”
Charlie-M- “I had a haircut. I had chocolatea big chocolate.”
Layla - “ I went to the bus with mummy to the
park. I played with the horses”
Maxwell- “I just went in a holiday- I played
with Jax- kick the ball- soccer.”
Jax- “I played with Maxwell football and
played with the football team. “
Ian - “I stayed at home and ate dinner. I
played with Jax and Maxwell and mummy
and daddy.”
Tully- “I went on holidays to skiing. My Easter
eggs were melting so they went into the
fridge.’
Gabriel- “ I went to the Easter Show. I went on
some rides. The Cars. I went on a red car.”
Harriet B“ 4 little Easter eggs- little- shared
them with Oscar.”
Avery- “I went to the Easter show. I went on
the jumping swinging chairs with my sister.
Savannah- “Little Easter eggs in my house”
Freya- I went on an Easter egg hunt in
Celebration park. It was a chocolate Easter
bunny,
Sarah- “The park- I found a chocolate Easter
egg with mummy”
Amelia- I had a chocolate Easter Egg.”
Sasha- “I found the eggs with my mummy,
daddy and baby brother.’
Sol- “ I went to Byron. I had a big Gold egg
from mummy”
Noah- “I went to the Easter show and got my
Olaf hat.”
Zali- “I found pink eggs. I shared with Harry
(cousin). Teacher- “Where were they hiding?”
Zali- “In the flower”.
Zachary- “ I got a bunny rabbit. Chocolate. I
ate the ears first.”
Kate- “Easter eggs- pink eggs. Big “
Hattie- “I didn’t let the Easter bunny come to
my house because I didn’t like him. I got
some eggs at my friends house.”
Vincent- Teacher- “Did you get Easter eggs”“Chocolate “
Alexander-“ Mummy and daddy, Lucas and
Aiden, bunny and chocolate.”
The Tree Frogs were very excited to tell us
what they had been up to during their long
w e e k e n d
a t
h o m e
Amy and Mia – “we did egg hunt”
C ha rl i e
S
–
“b eac h
and
fi s h ”
S o p h i a
–
“ s w i m m i n g ”
Ari – “went on the bus” .
Demitra- “I gave my bunny a cuddle”
Isabelle- “I went on a train”
Mila – “went on the bus with daddy”
Helena – “ I stayed home”
Elle-“ I got an egg, a pink one”
During the past week we have been loving
our outdoor space and the wonderful
opportunities it brings for the children, we
have been climbing, jumping and playing
ball games and they have especially enjoyed
the parachute which is great team building
exercise, it further develops their turn taking
skills and it engages them in social play.
9
Stage 2
Photo Gallery
10
Stage 2
Photo Gallery
11
Stage 3
All About Me
By Nina Bergel, Christina Mandalidis, Susan Casey, Deanne Jacobs and Jason Corrigan
Welcome back and we hope everyone
had a lovely Easter break.
Our provocation ‘All About Me’ has
continued to spark children’s interest and
has extended into how their body works.
We have set up a mini hospital in one of
the Stage 3 classrooms where there has
also been discussion about healthy foods
and what keeps us fit and strong. The
children have been very engaged and it
is exciting to watch their exploration in the
dramatic play area, collaborating in their
play experiences as they listen to their
friends and attend to their “ailments”. The
dolls in the area have received lots of
attention in the last week with numerous
injections and much probing.
Dramatic play has been researched and
found to be an excellent way for children
to develop their imagination and
creativity. It is also an opportunity for
children to express their feelings freely. It
has been found that “children who
participate in dramatic play are able to
act out feelings they may otherwise not
be able to show or say directly. For
example a child, who may be afraid of
the doctor, can express his or her fear by
using dramatic play” (extension 2015.)
Engaging in dramatic play also enhances
young children’s development. As
children play and interact in the dramatic
play area, they practice the following
skills:
Social/emotional: negotiating different
roles and themes, cooperating to keep
the play happening, acting out roles and
situations
Physical: using large and small muscles to
put on costumes and manipulate props,
practicing eye-hand coordination
Cognitive: thinking of and acting out a
story, organizing and expressing ideas,
paying attention to how other people see
the world, finding creative solutions to
challenges
Language:
asking
and
answering
questions, using language related to a
role they are playing (e.g., “How are you
feeling?”), early literacy and writing skills.
12
Stage 3
All About Me
By Nina Bergel, Christina Mandalidis, Susan Casey and Deanne Jacobs
During a group discussion the children
were asked what healthy foods they
enjoyed eating and here are their
responses:
Toby: “I have everything out of the fruit
bowl. We have bananas and pears and
one knife.”
Leo – “I like apple and spaghetti
bolognaise. I got my mummy some ice
and we mix together.”
Toby – “We have yoghurt in the fridge.”
Amelia – “I eat pasta and mandarins and
strawberries.”
Matilda – “Spaghetti bolognaise and
some apple and pear and stewed
apples.”
Arabella – “Blueberries.”
Joshua – “Strawberries and blueberries.”
Aidan – “Apple juice.”
The children also helped make a delicious
green juice for morning tea with many of
the super foods as ingredients. Most of
the children had a taste and many drank
it all with requests for second helpings.
Below is the recipe if you want to make it
at home.
Super Healthy Green Juice
2 Cups baby spinach
Few Kale leaves – separate off stalk
1-2 Bananas
1/2 Cup raspberries
1/2 Avocado
1 Cup coconut water
1 Cup water
1 T. Coconut Oil
2 T. Chai seeds
Mix in Blender
After a chocolate filled Easter this juice will
do wonders in restoring you back to good
health.
Best wishes for the week ahead
The Stage Three Team
13
Stage 3
Photo Gallery
14
Stage 3
Photo Gallery
15
Stage 4
Exploring
By Anita Martin, Kristina Rochi, Cheryl Freeman, Jane Pledger & Alissa Turinui
“Experiencing belonging – knowing where
and with whom you belong – is integral to
human existence. Children first belong to
a
family,
a
cultural
group,
a
neighbourhood and a wider community.
Belonging
acknowledges
children’s
interdependence with others and the
basis of relationships in defining identities.
Belonging shapes who children are and
who they can become.”
Early Years Learning Framework
After many discussions throughout the
term about ourselves, our families and our
homes, we recently talked about another
place where many of us spend a great
deal of time – school. As the first term
comes to an end the children have firmly
established their sense of belonging within
Reddam and most importantly Stage 4.
The children feel safe, supported and
respected during their time at school, and
they
have
devel oped
positive
relationships with teachers and their
peers. Some of their answers were as
follows:
Saskia – I love Reddam because the
teachers are there and they love me.
Cael – I love coming to school because
my friends are there.
Nina – I like to see my brothers at school
and play with Saskia
Ethan L – All my friends are at Reddam
Jordana – I love to play with all of the
equipment everywhere
Willem – I love Reddam because the
teachers always help us to learn things
Nicholas – I love to play in the big
playground
Clementine – I love school because I love
my friends
Spencer – I love to come to Reddam
because I learn lots of things like reading
and the teachers teach me how to write
words.
The children have spent some time
reflecting on their first term together and
on why they feel like Reddam is a special
place to them. So together they decided
to band together as a team to create a
miniature model of Reddam House. The
children grabbed their clipboards and sat
as a group on the grass outside to
document Reddam’s important features
through their drawings. They noted the
things that stood out the most to them
when they looked at their school.
From this, the children painted a very
large box and added the important
features to it using recycled materials.
They also drew a picture of themselves as
well as their siblings and other friends
looking out one of the many windows at
school.
16
Stage 4
Photo Gallery
17
Stage 4
Photo Gallery
18
Dance
By Laura Hudson
Stage 4 - Objectives:
Activities include:
Children will demonstrate an
understanding of an adventure story
through a teacher led improvisation,
responding to questions and instructions
as the teacher starts telling the story in
role in using reverse chronology.
Voice warm up: Tongue Twisters and call
and response.
Skills learnt this week:
Following direction
Using their imagination
Working together
Spatial awareness
Discussed Adventures, what happens in
an adventure, what a plot is and reverse
chronology is as well as famous Explorers
preparing to be an Adventurer
The children went on an adventure
(finding a secret message and going on a
treasure hunt)
Reverse chronology is a method of story
telling whereby the plot is revealed in
reverse order
19
Physical Education
By Spencer Clifton
The stage 3 and stage 4 children had
another successful week of sport. We
started the lesson off with core
strengthening and dynamic movements
to get the muscles warmed up and
ready. This involved short sprints with a
quick change of direction, frog hops,
kangaroo jumps and lion crawls. The
exercises target keys areas for core
strengthening and stability.
After a well deserved water break, we
jumped into our next activity that
involved a game called treasure hunt.
The game focuses on problem solving,
colour associated cues, team work, stop/
starting movement and counting. The
children are split up into four teams,
working together in their groups they must
try and collect as much treasure from the
exercise area as possible in the time
period. Each group is then asked to count
how much treasure they have collected.
The game can be manipulated to add
more value to different types of treasure.
The stage 2 children had another action
packed week of sports. We started the
lesson off with a warm up that consisted
of a variety of movements that
encourage core strengthening, stability,
balance and co-ordination. These
movements stimulated the
children's imagination and encouraged
them to mirror animal actions and sounds,
for example the lion crawl and roar or the
frog hop and ribbit.
After a quick break the children jumped
into our next activity with great
enthusiasm. We started off with the
beginning stages of our new game
called treasure chest. As their are many
rules and different ways to get the most
out of the treasure pieces collected, the
children started with a few
demonstrations in which they were given
different roles to play in discovering our
new game. These activities stimulated
problem solving, counting, colour
recognition, team work and fun.
20
Holiday Program
21
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Holiday Program
22
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Holiday Program
23
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Week 10 - Reddam House

Transcription

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