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We started our inquiry process by asking our students what they wanted to learn. Quite a few said something that related to “The Sea”. We then asked each student what their favourite sea creature was and what they wanted to learn about them. We scribed their “I wonder” questions. We then discussed how we would find out the information to answer our “I wonder” questions.

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PP children in a child initiated game of the grass is lava. Using the blocks to get from one concrete area to the other, were encouraged to code the instructions to their friends

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During outdoor play, some PP children discovered many earthworms amongst their play equipment after a particularly wet weekend. Concerned that they were going to get hurt on the concrete and under their large equipment, they set about a solution to safely look after them. Together they shared ideas and learnt from each other before coming up with the solution to relocate them to nearby soil, prompting a natural circle of inquiry. The children continued to observe and discuss the earthworms and their actions over the course of the day. Extending on this in the classroom, we researched earthworms and discovered why they had come out to the concrete, what they like to eat and how clever they are. We are planning to start our ECE worm farm back up for business for 2019.

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We were in teams and had 7 different challenges to complete. When we had completed each challenge we were given a letter card. At the end of the challenge we put all of the letters together to spell out a secret message and reveal the special prize.

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We made maracas from the alpaca story!

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Can you get the whale to the seal?

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Room M were constructing their weekend using LEGO before we wrote them down

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Designing and making healthy sandwiches 

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Designing and making healthy sandwiches 

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Following the ORPS Design process to make the longest paper chain from an A3 sheet

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Following the ORPS Design process to make the longest paper chain from an A3 sheet

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Collaboration and creation as 21st Century learners 

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Collaboration and creation as 21st Century learners 

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Because the only thing set in concrete should be her tower..

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Because the only thing set in concrete should be her tower..

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Year 1 and Year 3 students share unplugged challenges

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Year 1 and Year 3 students share unplugged challenges

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The level of engagement remains high with students taking part in rotation activities.

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Lego = developing the engineering experience

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Lego = developing the engineering experience

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Quality construction opportunities

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Buddy time practising creating steps for algorithms

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Digital Technology Rotations as Buddy Time 

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Digital Technology Rotations as Buddy Time 

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Students in Year 1 and Year 3 share the challenges of STEM and technology both plugged and unplugged collaboratively together.

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With access to open ended materials, children frequently pose their own questions and collaborate with others to solve them.

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Potion Lab Discovery... Whilst we’ve been using our potion lab to explore capacity, we’ve also been working our fine motor and self regulation skills, exchanged fantastic conversations with our peers involving mathematical and scientific concepts and most importantly promoted wonder and curiosity. Today Mrs Mearns added a “mystery liquid”. We discovered some amazing things! We ended up guessing the liquid was oil and discussed why it sits on top of the water. We loved discovering that adding coloured liquid created “balls” in our potions. We also loved comparing the colours we made to the new paint swatches in the area and tried so hard to sound out the colour names. We thought they were so funny!

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Room 14
An unusual bridge design for inside a cave system was constructed carefully by two Year 3 students.

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Kindy - Design a structure to keep your toy dry.

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Kindy - Design a structure to keep your toy dry.

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Children took part in the science week challenge. They designed a structure and then using their plan as a guide they built their structure from recycled materials.

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Who says the winter rain has to keep you inside? Students designed a device to keep you warm and dry outdoors during our winter weather. They then had to bring their designs to life by creating a prototype.

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No electricity? No problem! The students in Room 24 designed and created solar ovens that would be powerful enough to melt a marshmallow. Who’s excited for testing time? 🙋🏼‍♀️

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"Imagination is more important than knowledge"

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"Imagination is more important than knowledge"

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Einstein himself would have appreciated this student's creative entry for our SCIENCE WEEK GAME CHANGER competition. This hi-tech 'glove' allows the wearer to control shelter-gadgets to protect from harsh weather conditions.

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Learning to work effectively in a team is a vital skill. Year 3 students have begun Term 4 by participating in a research and design task. The process of 'random selection' was followed to select partners. Creativity abounds with the juggled dynamics.

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Leaf Investigation in Year 3, Room 14 STEAM

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Leaf Investigation in Year 3, Room 14 STEAM

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Before we design and create an artistic back drop for the Year 3 jungle themed musical, we took a scientific look at leaves in our own playground! We drew and measured as carefully as we could.

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Learning to program Dash and Dot is child's play!

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Learning to program Dash and Dot is child's play!

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Year 3 robotics

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Year 3 students

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Science Week Game Changer Challenge - Year 3, Room 14

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Science Week Game Changer Challenge - Year 3, Room 14

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Our Year 3 Game Changers were creative when finding ways to keep people dry outside. They followed the DESIGN PROCESS and sought peer feedback before representing their design by constructing a small scale prototype.

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Combining a text in Literacy with a STEM challenge - create a free- standing object to display the ingredients of GEORGE'S MARVELLOUS MEDICINE

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Design a structure to keep you dry.

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Room 7 were  learning about ocean animals. We chose an animal and thought about it's habitat and created a thaumatrope.

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Parents were asked to create something using newspaper.

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Year 1 Room 7

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We were learning about the "oi" digraph and read "the Very Noisy Bear" by Nick Bland.
Room 7 used the design process to create a noisy instrument.

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Science Week mentoring

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STEM Challenge Winners Challenge

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STEM Festival

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Shaving cream art

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Beeboard - three in a row
Rm 17

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Rm17

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Life cycle of a Silkworm

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Rm17

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PP Room 8

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PP Room 8

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Room 8 PP

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Room 8 PP

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Using the design process with open ended materials during lunch play.

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Room 8

Loose parts are always available and rotated frequently in the block area.

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PP Room 8

The building sticks were placed out as a free choice activity and the children decided to build a house together. As we use the design process frequently in Room 8, the children naturally followed the process as they worked together. One child said “let’s build a house”, as another agreed, the third child said “how can we do it?” (Ask). Together they brainstormed and planned orally, then created. As more children joined they tested different parts and modified accordingly. In this instance, an educator didn’t once step in to co-construct, the children worked through it independently to reach their desired outcome.

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Room 8 PP

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In PP Room 8 we have consolidated the learning of our CVC words by makng them out of toothpicks and jelly beans!

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In PP Room 8 we have consolidated the learning of our CVC words by makng them out of toothpicks and jelly beans!

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Of course the children absolutely loved this task!

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The year 5 and 6's were challenged to design a Japanese Flowing Noodles device and then catch and eat the noodles. Lots of fun and yummy times!

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A STEM Sandwich Challenge following the design process.

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We have been exploring the big question 'why are bees disappearing' . We have researched how flowers are pollinated and the role of bees. We've explored the grounds and observed the insect life at school. Looked at the parts of a flower and bees under the microscope, designed and created flowers to 'attract' bees, created a bee and flower for our video ( reports) and used scratch to make animations of bees pollinating flowers.

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Year 6s Dry Ice Donation What will happen if...?

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STEM professional in schools
Bioacoustics

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Electrical Circuits in the Science Lab

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BULLYING MOVIE FOR PASSION PROJECT SHOW DAY

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Community invites for Passion Project Sharing Day

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Community invites for Passion Project Sharing Day

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Authentic Learning-oral presentations for Passion Project Sharing Day

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Authentic Learning-oral presentations for Passion Project Sharing Day

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K-9 Rescue received funds raised by selling dog biscutis for Passion Projects

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K-9 Rescue received funds raised by selling dog biscutis for Passion Projects

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Acceptance of Difference for Passion Projects

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Acceptance of Difference for Passion Projects

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Room 24 Using Scratch to animate the connections we are making in Reading.

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Room 24 Using Scratch to animate the connections we are making in Reading.

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Design a scarecrow to help solve our school crow problem.

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Students from Room 12 and 13 read a story called Country Mouse and City Mouse. The students created a marble maze design from the story. Then they tested their design, made alterations, improved the design and shared with others.

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Loose parts are a wonderful tool in the classroom. Children are engaged with the materials and as they play and explore, demonstrate mathematical skills and scientific processes.

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Room 24 Paper Rockets - Does the launch angle affect the distance our rockets fly?

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Room 24 Paper Rockets - Does the launch angle affect the distance our rockets fly?

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When the rain drove the Kindy kids inside for lunch, out came the collaborative fun! Together they brainstormed, imagined, planned, created, tested, improved and shared. As they created different sections of the train track and joined it to others, they tested how it worked, made improvements, tested again, then shared their accomplishments with others.

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Middle school students use Dash to learn about shape properties, measurement, angles and coding.

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Junior students use Dash to help with adding using a number line and Blockly coding.

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First we brainstormed ways we could get across the river.
Second we discussed which way might be the best choice.
Once it was decided a bridge would be a good idea, we looked at features of bridges and different designs.
Students drew their designs and the created them.

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Our 'Welcome Back to School' task for Term 3 required collaborative skills and lots of creative thinking.

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With a fairytale theme this term Room 1 created the castle of creativity. Students are able to engage in the design process independently through a structured play environment.

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This year we linked STEM in with our NAIDOC Week activities. One of our whole school activities was to create a Rainstick following the Design Process.

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Our class read a story called You be you by Linda Kranz. This story is about how all fish are diverse but very special. We then used the design process to design our own fish that represented how we were unique and special. We painted our design onto rocks. Our rocks will be placed outside in our Pre-Primary play area.

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Years 2 & 3 pretended to visit Japan. They created a photo in their favourite spot in Japan using the green screen.

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As a part of our inquiry into "what are clouds made from?", Kindy made some 'cloud dough' and used our senses to describe the process.

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Upper School Stem Project
Students were required to code with Scratch to design a game using Makey Makey to learn the properties of 2D Shapes. Students worked in groups of 5 and followed the engineering design model to manage their project

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The Kindy kids love to explore the materials provided and create interesting things from junk materials.

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Room 17 Substitution Geometric structures

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Room 17 Substitution Geometric structures

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In Room 17 we are working on substitution. As a class we decided that creating geometric 3D shapes from premade jelly lollies and matchsticks was too easy!.....so we used our Design Process to use lolly snakes instead. We used lots of trial and error and teamwork to build the geo-shapes. Some with more success than others but we all had fun!

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The Young Einsteins create engaging and fun Science lessons which they run with the whole school as part of our Science mentoring program

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Finding out how to take something apart is the real life challenge! Team work helps in the Tinker Station

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Finding out how to take something apart is the real life challenge! Team work helps in the Tinker Station

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What IS inside??? Finding out with Room 19's Tinker Station

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What IS inside??? Finding out with Room 19's Tinker Station

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Year 4/5 students investigate what is inside electronic products in the Tinker Station with great enthusiasm

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Year 4/5 students investigate what is inside electronic products in the Tinker Station with great enthusiasm