Junior School


Junior School

July 23, 2021

Foundation – Year 6 Remote Learning & Onsite Supervision

For the third time this year, I have been very impressed with the way our Ormiston staff, students and school community have transitioned back to Remote Learning with confidence and determination to do their personal best despite not being onsite at Junior School.

It has been inspiring to see many members of the Ormiston community go above and beyond for others. I have seen and heard our community help others in need during this difficult time and many of our students continue to be there for others not only in their class, but in their year level. Our School values of Respect, Integrity, Commitment, Hope and Courage are evident in everything we do here at Ormiston, and I would encourage our community to continue to use these values during this lockdown period.

With over one week of Remote Learning completed, I would like to thank parents and extended family members for supporting our Remote Learning program. We have all got our fingers crossed that Foundation to Year 6 students will return to onsite learning next Wednesday 28 July.

During Remote Learning, we continue to have a group of students onsite to allow their parents to continue to work as essential workers within our community. Once again, an enormous Thank You to Lisa Williams our CGGS Swimming Coach for looking after this group of students during this difficult period. Lisa has been a wonderful support for this group for over the last 12-months and she has made a very positive impact on their learning.

As part of our continuous improvement plan at Ormiston, I encourage Foundation – Year 6 families to contact me via email, donohuep@cggs.vic.edu.au to provide feedback on the Remote Learning program. We are regularly making changes and any feedback is valuable for future planning.

Wishing all our Ormiston families a restful weekend.

Yours sincerely,

Paul Donohue
Head of Junior School

Early Learning 3 Artists!

In Early Learning 3, we provide children with the time and opportunity to engage with different drawing tools and explore how these can be used to express their ideas, reflections and thinking. Drawing is one of the earliest forms of communication – a visual text that children develop. When children draw, they often talk and provide an explanation or narrative about their drawing. In the classroom, these words are documented by the child or the teacher through written language or audio recording. This is important because it creates a multimodal text: drawing, talking and writing – that is, visual, oral and aural. Whilst drawing provides opportunities for creativity and rich expression, talking and drawing together are powerful because the dialogue deepens the message and shows the increased complexity of the visual text – the drawing. As teachers, we value this dialogue because it demonstrates ‘thinking in action’ and provides opportunities for further understandings of the learner and the learning that is occurring. It also creates opportunities for the teacher to support and scaffold this learning, this means, the teacher can support and build on what the child knows and can do (Mackenzie, 2018).

Associate Professor Noella Mackenzie from Charles Sturt University believes that drawing promotes strong communication skills and young children learn to make sense of their world through drawing. Her research has explored the key relationships between drawing and talking, drawing and writing, and drawing, talking and writing.

If interested, you can listen to Professor Mackenzie talk about the importance of drawing in her conversation with Gareth Parker. The link is available here.

Angela Follacchio
Early Learning 3 Teacher

Early Learning 4 Full-Time – Strengthening their Sense of Identity

The children are strengthening their sense of identity as they move forward with a new term and prepare for their transition into Primary school.

“Identity is unique to each individual, and defines who people are, what shapes their interests and how they come to view the people and events around them (DET 2016, p. 18)”.

The sense of awareness of personal identity involves both self-expression and self-awareness. The children have worked on their personal identity and awareness of self, which can be summarised in the statement ‘I know who I am’.

It is rewarding to see the children’s sense of identity grow as they express themselves in the medium of Art. The children have used balls, hoops, music, puppets, paper mache, coloured blocks, drawing and painting to express their ideas.

The children have focused on expressing their ideas through creating three-dimensional models and structures. These tasks assist in the development of co-ordination, communication and collaboration. In the classroom, the children are surrounded with interesting three-dimensional objects, both large and small, to stimulate new ideas and develop their awareness of form and shape.

Ramila Sadikeen
Early Learning 4 Full-Time Teacher

Early Learning 4 Part-Time – Bucket Fillers

This term in Early Learning 4 Part-Time, we have been discussing ‘bucket filling’. Bucket filling refers to actions or words that show you care about someone. The ‘bucket’ represents your mental and emotional self. When your ‘bucket’ is full, you feel more confident, secure, patient and friendly. The metaphor of the ‘bucket’ is one that young children can easily relate to and understand. It easily explains to children how negatives actions and words can ‘dip’ from your ‘bucket’, but that positive actions and words have the opposite effect and will ‘fill’ it.

Azalea – “Bucket filling is when you care for someone when they are sad.”

Isabella – “If you say something mean, you are dipping their bucket. If you say, ‘I love you so much’, you are filling their bucket.”

Eugenie – “When someone says, ‘I don’t like you’, you are dipping bucket.”

Emilia – “When I play with Azalea and Aileen, it fills my bucket.”

Scarlett – “When mum says, ‘I love you,’ it fills my bucket.”

This term, the children are learning to notice when someone is filling their bucket. Each time they or the teacher observes bucket filling, we put a glass stone in our classroom bucket. At the end of each day, the children are encouraged to recall when someone filled their bucket. Then we count how many glass stones are in the bucket. Learning about ‘bucket filling’ relates to children’s sense of ‘identity’. Children will learn how to interact with others with care, empathy and respect. They will begin to empathise and express concern for others and reflect on their own actions and consider the consequences for others.

Lilian Bishop
Early Learning 4 Part-Time Teacher