Who We Are

An inquiry into the nature of the self; beliefs and values, personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

During the provocation the learners explored various activities to discover how their interests influenced their identity. The students also had the opportunity to role play groups they see at home and in the community. 

We then explored how our differences make us unique. The students discussed the meaning of the word 'different’ What does it mean? If something is different it is not the same. We discussed if being different was a bad thing and decided that it is good to be different. This is a summary of the discoveries kindergarten made. ‘We are not the same, we do not all like the same things or look the same.’

The students then inquired into how they can group themselves together based on their similarities. Below are some examples.

Kindergarten then investigated different groups they are part of at school and at home. We then wrote about the different groups we are part of and shared these during topic talks.

Next kindergarten inquired into the importance of understanding our responsibilities when interacting with others. The learners identified that many of their responsibilities at school are similar to their responsibilities at home.The students also identified ways to maintain friendships and they also talked about the importance of being nice to each other.

Kindergarten students were interviewed by 5/6 students. The learners were asked to identify what groups they are part of and their responsibilities within these groups.

Michael Feerick

How the World Works

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; humans and their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Central Idea:

Observations lead to understanding

Lines of Inquiry:

An inquiry into patterns in the natural world

An inquiry into using patterns to make predictions

An inquiry into the consequences of disrupting a natural cycle

During remote learning, students began to explore changes in the season at home. 

Provocation

When returning to school from remote learning, students began to explore the unit with a provocation, where they were asked to make a pinwheel but were not given instructions. The students were shown the end product and left to work out how to do it by themselves. Some children felt very frustrated, others worked in teams to work it out. Afterwards, with many confused students, we discussed how they could have been more successful in creating their pinwheel. Most students said they would have been successful if they had listened to instructions and watched someone else make one first.

Patterns in the Natural World

Kinder discussed which skills they needed to be able to understand the instructions. They discussed using observation skills to gain an understanding. Then, they applied these skills to find patterns. The students found patterns in the natural world, around our school and created their own patterns. The students also explored patterns in cycles such as the seasons, day and night, days of the week and the life cycle of a caterpillar.

Together, we explored the story ‘When the Snake Bites the Sun’ to understand an Aboriginal perspective of how day and night were created.

We also explored patterns in Maths, with all students having a go at creating their own patterns.

Some students used their observation skills and presented an observational report. They were able to film these with some amazing background.

Using Patterns to Make Predictions

With their new knowledge of patterns, seasons and day and night, Kinder made predictions about the weather. We were surprised to find there was no particular pattern for the weather but we could still make an accurate prediction using our observation skills or senses. Kinder White video called another Kinder class from another school to compare the weather at their schools.

Caitlin Meany

Sharing the Planet

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Central Idea

Protective behaviours contribute to survival in the natural world

Lines of Inquiry

An inquiry into the needs of the natural world (Function)

An inquiry into how communities organise themselves to support growth (Connection)

An inquiry into actions/behaviours required to support survival (Causation)

Provocation

Kindergarten could not go to the Zoo, so the zoo came to us! Students and their cuddly animal guest observed animals in their adapted habitats, eating, sleeping, playing and interacting with each other. Students noticed that many animals are like us – they like to eat, play, sleep and spend time with others.

Following our provocation we explored the needs of people and animals. We discovered that people and animals have many similar needs such as food, water and shelter. Students noticed that people use natural resources to make things that make life more comfortable and food tasty. We like our chicken cooked and wheat as flour to make cake, bread and pasta. Animals are happy to eat food in its natural form.