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.
This term our Inquiry topic is focused on the concept of “Sustainability.” Our unit is leading children to uncover some of the incredible changes of the earth over time. We will be looking at global warming, climate change and natural disasters and their effects on our planet.
Students have been exploring how a natural disaster is the consequence of the combination of a natural hazard (a physical event like a volcanic eruption, typhoon, tropical cyclone, tornado an earthquake, a landslide or a tsunami) and human activities.
drawn a detailed and labelled a diagram of a particular natural disaster to show the process the land and environment goes through during the course of action.
participated in a mapping activity in groups whereby they had to research and locate the areas around the world prone to certain natural disasters.
been researching a recent natural disaster that has occurred in the world and are writing a summary on the main details surrounding their chosen disaster.
Some of the info the children have discovered so far are:
Most natural disasters are caused by weather. Weather disasters can be caused by hurricanes, tornadoes, floods, tsunamis, thunderstorms, windstorms, wildfires, avalanches and blizzards.
Earthquakes can occur both underground, on land and also under the water in the ocean.
Earthquakes are the cause of other natural disasters such as volcanic eruptions and tsunamis.
Earthquakes are not generally killers. The events afterwards are the cause of death including buildings collapsing, tsunamis and volcanoes.
Nearly 90 percent of all volcanoes are in the “Ring of Fire,” a group of volcanoes that circle the Pacific Ocean.
Cyclones, hurricanes and typhoons are the same thing. Different names are used in different parts of the world. In the Atlantic Ocean they are known as hurricanes, in the tropics they are known as tropical cyclones, in the Indian Ocean they are known as cyclones and in the Pacific Ocean they are known as typhoons.
Worldwide in 2011, there were 154 floods, 16 droughts, and 15 cases of extreme temperature.
Over the past few decades, the frequency and impact of natural disasters have increased dramatically. Millions have been killed, billions have been affected, and the cost of damage has been immeasurable. But while we can’t change when, where or how often they occur, we can prepare for and minimize their impact.
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!
After the Year 2 assembly this Friday 8th Mayat 8.45am, you are invited to a simple morning tea in the lesser hall, from about 9.20-10am – a lovely opportunity for a cuppa, cake and a chat with friends and an opportunity to perhaps make a new one!
Feel free to bring littlies (perhaps bringing some toys and a rug might be a good idea too!)
Any Dads that would like to come and help serve coffee and cake, you would be very welcome!
Looking forward to seeing you there!
PS : PP Mums – you are then going to be pampered by your little darlings back in the classroom at 10.00am 🙂
This week in Maths we have been learning about “TIME”. We are very good at reading a digital clock and now we are learning how to read the time in different ways. The different ways we can read and represent the time are:
Here are some pictures of us completing one of the time challenges… We were even timed how quickly we could match up the different times with the different representations.
We are also reading, writing and drawing the time to the minute.