This fun filled fortnight, we have learnt about some of the sensational animals that are distinctive to Asia and the Philippines in particular.
We were surprised to discover some beautiful animals such as the Philippines eagle is critically endangered and in need of care in sanctuaries and zoos in the Philippines in order for the species to survive extinction.
We talked about the importance of conservation and deforestation and the beauty of the tropical climate in the Philippines.
Here the year 1-3 classes are discussing the similarities and differences between the Philippines eagle and Pangolin in comparison to our Australian Eagle and the Sugar Glider Possum.
Its great to see our students confidently using their prior knowledge and their previous understandings of animal characteristics to compare and contrast with their new knowledge of animals in the Philippines.
Here the children are describing the physical characteristics in the Tarsiers- their beautiful big eyes!
Here the students are describing the beautiful crown of feathers on the head of the Philippines eagle.
Here the girls are describing and comparing the wingspan of the Australian eagle with the Philippines Eagle.
To complement our learning we completed a written task, and we drew some of the animals we studied including particular distinguishing features.
The years 4, 5 & 6 classes worked as a team to discover information about 2 chosen animals- the Sugar glider possum and the Pangolin, and compared the climate, eating habits, physical characteristics as well as their special features in a co-ordinated team effort!
I was impressed that the students we able to use not only the information sheets given to them but to work as a team and confidently use their I pads to find related information to complete their task and present a fully completed report, linking their past knowledge with new ideas taught during the lesson.
As a team, they were able to present a complete and detailed report.
We are looking forward to seeing you this Wednesday for our Three-Way interviews.
Please read the summary reminders below :
What are Three Way Learning Conferences and what do they look like?
Three Way Learning Conferences are a conversation between the student, their parent/s and their teacher.
The student has an opportunity to share with their parents, with the support of their teacher, their growth as a learner.
All three parties – student, parents and the teacher – sit together and talk about the student’s learning by looking at and discussing representative work samples.
Each conference will last for fifteen minutes with times pre-selected through our on-line booking system.
Three Way Learning Conferences achieve the following:
• help students demonstrate evidence of learning
• teach students the process of reflection and self-evaluation
• facilitate the development of organisational and oral communication skills and increase their self-confidence
• encourage students, parents, and teachers to engage in open and honest dialogue
• encourage students to accept personal responsibility for their learning
• increase parental understanding of their child’s learning journey
What does some of the research say?
Professor John Hattie identifies student self-reporting as the most significant indicator linked to raising student achievement.
‘If the focus is to be kept on learning, and the ownership of the learning with the child, then the best person to talk about the learning is the learner’… ‘Not only is the student the best person to tell their parents what they have learnt, but if we believe that students build their knowledge by communicating what they know, then providing an opportunity for the students to tell their family what they know can significantly assist with that learning.’ Absolum, (2006)
What Parents are asked to do during the Conference
•Turn up on time and listen carefully and ask clarifying questions.
• View and provide encouraging comments on student work, progress and achievement.
• Support goal setting and learning intention opportunities.
What Parents are asked to do after the Conference
:• Positively support and take an interest in helping your child to achieve their goals.
• Continue to encourage your child to aim for their personal best through challenge and support while reducing stress and anxiety.
Please respect time limits, and please show genuine respect, care and gratitude toward both your child and their teacher, as your teacher will do for you. Our relationships with one another are so important in setting your child up for success – both emotionally and academically. Children are keen observers – may they see us all at our best – wise, kind, considerate, reflective, positive!
The MS Society of WA is holding its annual Enerflex Step Up for MS event on Sunday, 7 June 2015. Enerflex Step Up for MS is a unique vertical challenge open to people of all ages. Participants will run or walk the 1,103 stairs (53 flights), to the top of Perth’s tallest and most iconic building, Central Park.
This year a Kids Challenge, has been introduced and specifically targets those aged 6-11. This challenge will see children, (who must be accompanied by a parent), run from level 41, to the top of Central Park, finishing on the roof.
Last year a phenomenal $212,385 was raised for Western Australians living with MS.
Senior Events Coordinator
The Multiple Sclerosis Society of WA (Inc.)
The Sisters of St Joseph of the Apparition (founded by St Emilie de Vialar) celebrate their 160 year Anniversary this year, after first arriving here in WA on the Lady Amherst in 1855!
This morning our Year Three class paid tribute to the Sisters by reciting a poem we wrote for them and by singing the song ‘My God’ to our special guests.
Dressed in their habits, the girls of course stole our hearts!
This item was followed by morning tea, where we were able to personally thank again the wonderful women, who have done so much good, serving the needs of many different people, for so many years.
We feel very humbled indeed to pay tribute to each and every one of the Sisters, both past and present, and we are grateful for the example of genuine Christian service they have shown. Good people, putting the Gospel message into action!
While the Sisters are getting older, with few to take their place in religious life, it is of course our prayer that our young will be inspired by the Sisters example to go out and serve others in ways that make a real difference also.
Below is the poem the children shared!
We’ve been talkin about
and how protecting our environment’s important….
God created our world
For us all to enjoy
And it really needs the care
Of every girl and boy!
Did someone say CARE?
Why do you ask?
Well the Sisters of St Joseph
had-a-very-big –task …
In 1855, they had a
special mission –
these were the Sisters
of the Appa-rition!
Arriving in Freo –
on the ‘Lady Am-herst’,
They made the choice
to put their loving God first!
The Swan River Settlement,
just 20 years old
Four French sisters
stepped ashore, we are told.
Oh the times were tough
and the people were poor
The young sisters themselves
had to beg-from-door-to-door.
Their goal was to give
each child an edu-cation
They knew this calling –
For many long years
these nuns and many more
Opened lots of schools
served the sick and served the poor.
The hope in people’s hearts
they helped to sustain –
They worked to spread God’s Word
by sharing people’s pain.
From Northam back to Freo
Kalamunda, Albany –
The sisters sacrificed so much
To let-their-love-flow free!
Hilton Park and Spearwood,
Mount Barker, Beagle Bay,
all these towns, they found their way.
So this-is-why-we honour –
these sisters here today
They’ve helped so many people
in so many special ways.
They’ve taught us to be humble,
kind and generous too
They’ve taught us to serve others –
as Jesus wants us to.
So thank you all dear sisters,
for being here today
Thank you for the time you’ve given
and now we hope and pray…
That God will hold you gently
each day, your whole life through
And God will guide your footsteps-
His light will shine on you.
Time to end this rhyming poem
But first we made a pact –
To sing you all a little song
from the movie, Sister Act!
We hope you all enjoy it –
The words all really say,
That life is so much better
When we hope and trust and pray!
A great Listen!
In this recording we hear Sister Marietta and Sister Elizabeth Rose speak on ABC radio about the history of the Sisters of St Joseph of the Apparition along with some of their own memories of their time in the Albany region.
Our next P&F Canteen Day will be a Pizza – Sushi Lunch on WEDNESDAY 10th of JUNE.
Please complete the order form (click the link) Pizza & Sushi Day Order Form and return it to school by THURSDAY 4th of JUNE with the correct money, in a sealed, labelled envelope. Please ensure your child’s name and class is filled in and use only one form per child.
UNFORTUNATELY, LATE ORDERSCANNOT BE ACCEPTED and CHANGE CANNOT BEGIVEN.
The Pizza is supplied by Eagle Boys and the Sushi by Sushy Izu.
A reminder that we need your questions so that we can incorporate and answer these leading up to and on the night. No question is too short or too basic and all feedback is appreciated.
Remember to keep an open mind and please make the time to read and reflect upon all information shared along the way, so that you are well informed and not relying on second or third-hand information from others 🙂
Below is the email address dedicated to all questions, comments, feedback regarding this initiative! Feel free to send as few or as many as you wish.
Today Mr Greg Mitchell spent the day at St Emilie’s in our specialist classrooms and then after school with staff to share some valuable professional development.
One of the many interesting ideas we explored was the importance of supporting children (and ourselves as adults) to develop a GROWTH mindset.
Research shows that a student’s belief about their intelligence plays an important role in their school achievement, and that parents and teachers can positively influence the development of these beliefs.
Students who believe their intelligence is simply a fixed trait fare more poorly, especially as school becomes more challenging, than students who believe their intellectual abilities can grow.When students are taught the growth-oriented view—they show an increase in their enjoyment of learning and in their grades.
What can parents do?
Praise the process– children’s effort or strategies—creates eagerness for challenges, persistence in the face of difficulty, and enhanced performance.
Next time you are tempted to tell your child that he or she is the next Einstein or future Picasso, stop yourself. Instead, take the time to appreciate the effort they put into their work, not what the work means about their innate brains or talent.
Ask them how they went about something and show them how you appreciate their choices, their thinking process, or their persistence.
Ask them about strategies that didn’t work and what they learned from them.
When they make mistakes, use these mistakes as an opportunity for teaching them to come up with new strategies.
When they do something quickly, easily, and perfectly, do not tell them how great they are. Tell them, “I’m sorry I wasted your time on something too easy for you. Let’s do something more challenging that you can learn from.”
Look for ways to convey your valuing of effort, perseverance, and learning—rather than some empty display of ability. Instead of false confidence in fixed ability, these methods will foster a deeper appreciation for the true ingredients of achievement.
It is now abundantly clear that brains and talent alone don’t bring success. The work of Benjamin Bloom and of Anders Ericsson shows clearly that people of outstanding accomplishment—be it in science, the arts, or athletics–are often no more talented than many of their peers. In fact, their peers who seemed most brilliant at the start often turned out to achieve very little. This is most likely because, believing too much in the power of their brains and talent, they did not put in the effort that all great accomplishment requires.
In short, believing in brains or talent as something fixed and all-powerful works against long-term success in school, careers, and life in general.
Talking to your children about their brain being like a muscle – the more they use it, the stronger it gets is a great way to go!
Let’s all become more mindful about HOW and WHAT we say to our children so that we can develop a GROWTH MINDSET in school and in life!
Please click on the links below to access the Year Three Purposeful Practice grid for week 5 and any other resources that may be needed to complete purposeful practice in week 5. Please note, there is no purposeful practice grid for week 4 as NAPLAN week does not require students to complete purposeful practise tasks.