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Planning Week gave us the perfect opportunity to explore the festival of Kodomo No Hi - Children’s Day.

Students made flags and Koinobori (carp streamers). The weather was so perfect for the preps today as their streamers flew beautifully in the wind. There were so many squeals of delight and happy faces.

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Over the past three weeks, we’ve been fortunate to welcome the AFL Frankston SEDA class who have taken our students through a series of AFL sessions—and safe to say, they may have uncovered a few future stars along the way!

Each class rotated through a variety of skills, drills and small-sided games on the oval, with plenty of fun, laughter and the occasional “expert” celebration after a goal. The SEDA students were fantastic—encouraging, engaging and full of energy—making every session something our students looked forward to.

Unfortunately, the weather didn’t quite get the memo and our Year 3 and Year 5 students missed out this time around. Fingers crossed we can welcome the SEDA crew back next year (with sunnier conditions!) so no one misses out on the action.

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Congratulations to all of our students who represented the school at the Winter Lightning Premiership! It was a fantastic day of competition, teamwork and school spirit with our students displaying outstanding effort, sportsmanship and determination across all sports.

A special congratulations to our teams that have progressed through to the Division Championships:

Netball A Division

Boys Volleyball

Boys Loaded Softball

We would also like to acknowledge our runner-up teams who performed exceptionally well throughout the day:

Girls AFL 9s

Netball B Division

Girls Volleyball

The success of the day would not have been possible without the support of our wonderful parent and staff volunteers. Thank you to everyone who assisted with coaching, umpiring, timekeeping and supporting our teams throughout the competition. Your time and commitment are greatly appreciated.

A big thank you also goes to our Year 4 students who stepped in to assist throughout the day. Your help, enthusiasm and willingness to lend a hand did not go unnoticed.

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Mt Martha Primary School Cross Country team competed last week at the Mornington District Competition representing the school across a range of races throughout the day. The top 10 place-getters in the 9/10, 11 and 12/13 age groups have now progressed to the Peninsula Division Cross Country, which will be held at Hastings Foreshore next week.

We had so many talented runners on display from Mt Martha, with several outstanding performances finishing inside the top 10 and earning valuable points for our school. While it wasn’t quite enough to claim the District Champions title this year, we finished 5th overall, with only the smallest margin separating 3rd and 5th place — a fantastic team effort by all students involved.

Congratulations also to our Year 2 students, who finished in the top 10 of their races. Although they do not progress to Division level their efforts, determination and enthusiasm on the day were outstanding.

4th Piper F, 6th Lily D & 10th Nee

2nd Brodie S & 10th Milton H

PODIUM FINISHERS
🥇 1st Place – Luika H (9/10-year-old Boys)
🥈 2nd Place – Hendrix L (11-year-old Boys)

The following students have also progressed through to the Peninsula Division Cross Country Championships:  Patrick J, Hunter M, Bella S, Lincoln F and Harvey C.

It was also fantastic to see so many parents attending the event — not only supporting their own children but also cheering on all of our Mt Martha students throughout the day. Your support and encouragement were greatly appreciated by both myself and the staff in attendance.

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With the track set and the weather on our side the stage was perfectly set for an exciting day - a wonderful opportunity to bring our whole school community together.

We began with our Prep students tackling the 1km race with many fast and enthusiastic runners dashing past parents, officials and teachers. Throughout the day there were countless memorable moments, along with some very exhausted competitors proudly crossing the finish line. Students demonstrated great persistence, each completing the required distance for their race.

A huge thank you to our sports leaders – Nate, Ben, Beau, Brooke, Ruby, Arielle & Isabella - who not only competed in their own 3km race but also took on the role of ‘hares’ for every other event. It was a significant commitment and they embraced it with enthusiasm, enjoyment and pride.

Thank you also to the Dromana Secondary students and their teacher Matt A for supporting us throughout the day. We also had Charlie S from Padua assisting at the finish line all day which was a huge help.

Points were awarded in every race contributing to the overall house results, which will be announced at the next whole school assembly. Stay tuned 😊

Congratulations to all students who placed in the top 10 in their races and to those progressing to the District Cross Country to represent our school on Monday 18th May. We wish them all the very best.

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Prep and Year 1 students have been learning to say and write the numbers to 10 in Japanese over the last few Languages classes. They have focused on stroke order and pronunciation.

You can use this link to watch a video to help practise.

https://clipwise.com/watch/14a464da-06c2-4d70-9949-8d7567dc3948

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Social and Emotional Learning – Zones of Regulation

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Social and Emotional Learning – Zones of Regulation

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Over the next few weeks in Social and Emotional Learning, students will be exploring emotions through the Zones of Regulation. This framework helps children recognise their feelings, understand how emotions can affect behaviour, and develop strategies to support self-regulation throughout the school day.

Students have been learning about the four coloured zones:

Blue Zone – feeling tired, sad, sick, or low energy

Green Zone – feeling calm, focused, happy, and ready to learn

Yellow Zone – feeling excited, worried, frustrated, or silly

Red Zone – feeling angry, overwhelmed, or out of control

Through class discussions, role plays, games, stories, and reflection activities, students will practise identifying emotions in themselves and others. They will also explore helpful strategies they can use when they move into different zones, such as deep breathing, movement breaks, talking to a trusted adult, mindfulness activities, or taking time to calm their bodies and minds.

A key focus has been helping students understand that all emotions are normal and that everyone experiences different zones throughout the day. Students are building confidence in recognising their feelings and learning positive ways to manage emotions, solve problems, and support their wellbeing and relationships with others.

You may hear the chidlren mention Bear Ben is Blue, Gabby Goat is good to go, Yasmine Yak- Yikes! and Roxie Rabbit- GRRR!

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Foundation

This week in SEL, Foundation students explored the difference between fair, friendly and violent behaviour. Students discussed how people may feel when others are being mean or violent and identified emotions such as sadness, fear and frustration. Through games, movement and class discussions, students practised recognising words and actions that show kindness, fairness and inclusion when playing and learning together.

Year 1&2

This week in SEL, Year 1 students learnt about being gender fair and respecting everyone’s choices and interests. Students discussed what it means to treat people fairly and explored ways to respond kindly and confidently to unfair comments such as “Girls can’t play football.” They also reflected on the importance of making choices based on what feels right for them, rather than stereotypes about boys and girls.

Years 3 & 4

This week in SEL, Years 3 and 4 students explored the concepts of rights and responsibilities. Students learnt the difference between a right and a responsibility and identified examples that apply to their own lives at home, school and in the community. They also discussed the important role that family members, teachers and other trusted adults play in helping to protect children’s rights and wellbeing.

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Foundation

This week, Foundation students focused on fair and friendly play. They reviewed the rules of fair play in games and discussed what kind and unkind behaviour can look and sound like when playing with others. Students explored how everyone can join in games and activities in a fair, inclusive and respectful way.

Year 1 and 2

This week, Year 1 and 2 students learnt about the “No, Go, Tell” safety strategy. They practised ways to say “no” using both words and body language, explored when to leave an unsafe situation, and identified trusted adults they can go to for help. Students developed confidence in recognising safe choices and seeking support when needed.

Year 3

This week, Year 3 students explored how gender pressures can influence people’s choices and behaviours. They identified ways peers may place pressure on others because of gender stereotypes and discussed respectful ways to support people expressing themselves freely. Students also practised strategies for challenging unfair comments or behaviours in a respectful and inclusive way.

Year 4

This week, Year 4 students revisited the “No, Go, Tell” model and applied it to situations involving unsafe or inappropriate behaviour. They identified the three key safety steps and practised advising what actions someone could take if they experienced or witnessed gender-based violence. Students strengthened their understanding of help-seeking strategies and the importance of accessing trusted support.

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This week, students engaged in rich and thoughtful discussions during our Week 3 lessons. They explored important ideas about respect, fairness, identity, and relationships, and practised skills to help them communicate and interact positively with others.

Foundation
Students are learning that people can be both strong and gentle at the same time. They are practising how to balance these qualities and discussing situations where it is important to show both strength and gentleness.

Year 1
Students are learning about fair play and how rules help keep games safe and enjoyable for everyone. They are exploring how unfair behaviour can impact others and why playing fairly matters.

Year 2
Students are learning about consent, including how to ask for it, give it, or refuse it. They are practising respectful ways to communicate their choices and respond to others.

Year 3
Students are still learning to explore gender stereotypes through stories. This week we looked at traditional fairytales and compared them to how society is different today.

Year 4 (Consent in action)
Students are learning how consent works in everyday situations. They are practising how to ask for, give, refuse, and respectfully respond to consent in different scenarios.

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This week, students took part in engaging and meaningful discussions during our Week 2 lessons. They explored ideas about identity, respect, fairness, and how people are treated, helping to build their understanding of themselves and others.

Foundation
Students are learning to think about their future and the hopes and dreams they have for themselves. They are recognising that their goals and interests are not limited by gender, and that everyone can pursue what matters to them.

Year 1
Students are learning about labels and why they are useful for objects but not for people. They are exploring how labels like “boy” and “girl” can be limiting, and why it is important to see people as individuals.

Year 2
Students are learning that respect is the opposite of violence. They are identifying respectful behaviours, practising ways to solve problems fairly, and understanding why respect helps keep everyone safe and included.

Year 3
Students are learning to explore gender stereotypes through stories. They are identifying traditional roles in fairy tales and recognising that people can choose their own interests and roles.

Year 4 (Gender-based violence)
Students are learning about gender-based violence and what this term means. They are exploring different types of behaviours, and discussing how these actions can affect individuals and communities.

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Students across all year levels have begun this term learning about the Doll’s Festival, Hinamatsuri! Hinamatsuri celebrates girls annually on March 3rd. Families display hina-ningyo dolls representing the Heian-period imperial court, eat festive foods such as hina-arare rice crackers, and welcomes the arrival of spring. The dolls are used to transfer bad luck, which were floated down the river.

The Year 1&2 students made their own origami paper dolls and they are on display in the Languages room.

Ja mata,

Van Hoof Sensei

🍙🍡🎎

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Prep
Students learned about identity by identifying things they enjoy and comparing their preferences with others. They explored how similarities and differences make each person unique.

Year 1
Students built their understanding of identity by naming their personal preferences and finding common interests with classmates. They discussed how differences between people make our community more interesting and enjoyable.

Year 2
Students learned about what violence is, including different types such as physical and verbal. They explored how violence can make people feel.

Year 3
Students explored their individuality by identifying ways they are similar to and different from others. They learned that people can share interests and that it is important to respect and value differences. The Human Bingo above was a fun activity to complete!

Year 4
Students developed their understanding of violence by identifying different types (verbal and physical), recognising the feelings associated with it, and discussing how acts of friendship and kindness can support others.

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Respectful Relationships – Weekly Snapshot, Week One, Term Two

Foundation:
Students explored “Who am I?” by sharing things they enjoy and identifying similarities and differences with classmates. They learned that everyone has different interests and discussed what to do if someone says they can’t do something because of their gender.

Year 1:
Students named their personal preferences (e.g., favourite food or game), found things in common with peers, and discussed why it’s important and positive that people have different interests.

Year 2:
Students were introduced to the concept of violence. They identified different types (e.g., hitting, name-calling), explored how these actions make people feel.

Years 3–4:
Students explored individuality and identity, recognising similarities and differences between people and understanding that anyone can have any interest, regardless of gender. They also identified types of violence (verbal, physical, emotional), discussed the impact on feelings, and explored ways to support others through friendship and kindness.

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Respectful Relationships Curriculum: Topics 7 & 8

We are pleased to let families know that this term in SEL Class our students will continue with learning from previous years of Topics 7 and 8 of the Resilience, Rights and Respectful Relationships (RRRR) program. These topics, Gender and Identity and Positive Gender Relations, continue to build on the foundational learning students have already completed in areas such as Protective Behaviours and Help-Seeking this year and are a core component of the Victorian Curriculum.

In Topic 7, students explore the concept of gender identity, reflect on how gender roles and stereotypes influence individuals and society, and consider how we can all contribute to inclusive and respectful communities, appropriate to their developmental age. Topic 8 focuses on understanding the importance of positive and respectful relationships, and helps students build the confidence and skills to respond to disrespect, unfair treatment and violence. Students also learn the importance of privacy, their bodies and consent. These topics are designed to be age-appropriate, strengths-based, and aligned with the Victorian Curriculum.

At our school, we are committed to supporting every student to feel safe, included, and proud of who they are. Our school expectations of  — Be Kind, Be Safe, Be Proud, Be a Learner — are at the heart of these lessons and every respectful relationship.

If you have any questions or would like more information about these topics, please don’t hesitate to get in touch with your child’s SEL teacher.

Mel Moorhouse (Years Prep A & B, 1, 2, 3 and 4 SEL Teacher)

Jerry Gaiser (SEL Specialist, Year Prep C, Years 5 and 6 SEL Teacher)

For more specific information about the individual activities please follow the link below to access the full curriculum.

Resilience, Rights and Respectful Relationships: Teaching and Learning Materials (Topics 7 & 8)
https://arc.educationapps.vic.gov.au/learning/sites/respectful-relationships/1785/Respectful-Relationships-resources

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Respectful Relationships resources | Respectful Relationships resources | Arc

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Teaching and learning resources to support a whole-school approach to Respectful Relationships

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It has been an exciting term of discovery in Science, with students across all year levels engaging in hands-on learning and developing their understanding of the world around them.

*Our Prep students have been learning about how things move. They began by exploring how their own bodies move and then extended this learning to other objects. Through investigations with hoops, hoppers, counters and helicopter seeds, they experimented with different types of movement, including rolling, bouncing, spinning and jumping.

*Year 1 students have been investigating the topic of sound through a range of engaging experiments. They explored how sound travels along a string in their cup phone investigation and observed how vibrations can cause rice to move. They also measured sound in decibels to determine the loudest instrument. As part of their learning, students examined the inner workings of the ear and were fascinated to discover how the ear turns vibrations into electrical impulses.

*This term, Year 2 students have been investigating push and pull forces. They have learned that moving an object away from themselves is a push, while moving an object towards themselves is a pull. Through a range of hands-on activities, students have strengthened their understanding of these forces. They particularly enjoyed playing tug of war and recently had fun creating balloon and straw rockets.

*Year 3 students have been investigating heat and heat transfer. They are developing an understanding that heat moves from warmer objects to cooler objects and that some materials conduct heat more easily than others. Through their learning, students have explored how heat is transferred and how different materials respond to it. Early next term, they will take part in an “Ice-Box Challenge”, where they will need to keep a Zooper Dooper frozen for more than 20 minutes when placed in a heated container.

*Year 4 students have been learning about ice ages, climate change and the impact humans have had on the environment, particularly during the last 12,000 years, known as the Holocene epoch. They have discovered that scientists believe Earth has experienced five ice ages and that we are still living in the most recent one. Soon, students will examine data showing how our world is getting warmer and how weather patterns are changing. They will also develop an understanding of the actions we can take to help slow global warming.

*Year 5 students have enjoyed learning about light through a range of hands-on activities. They have explored how light can be reflected and refracted, and have developed an understanding of how we see things by learning about the inner workings of the eye. Students have also investigated the visible light spectrum and discovered how rainbows are formed. In addition, they learned that three things are needed to make a shadow: a light source, an object and a surface. They also explored how changing an object’s distance from a light source can affect the shape and size of its shadow.

*Year 6 students have been learning about electricity and simple circuits. They have experimented with both series and parallel circuits, incorporating components such as buzzers, bulbs, motors and switches. Students are now beginning to design a model or piece of artwork that includes a simple circuit. Throughout this process, they have developed a deeper understanding of conductors and insulators.

It has been wonderful to see students across the school engage so enthusiastically in Science this term. Through questioning, experimenting and investigating, they have built their knowledge and curiosity while developing important scientific skills.

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We wrapped up our term by focusing on the importance of using our senses, particularly taste, as a way to slow down and be present. Drawing on ideas from Smiling Mind, students explored how paying close attention to flavours, textures, and smells can help them feel calmer and more aware. Smiling Mind explains that mindful eating involves engaging all of our senses and taking the time to notice our food, rather than rushing or eating on autopilot . They also highlight that savouring taste allows us to “heighten awareness of pleasure” and make positive feelings last longer.

In the junior classes, students shared their favourite meals and drew them in their books, reflecting on what makes those foods enjoyable. These simple, sensory-based activities are powerful for mental health, as slowing down and savouring small moments can boost positive emotions, reduce stress, and help children feel more grounded and appreciative in their everyday lives.

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In our recent sessions, we introduced students to the ideas of savouring and mindfulness—simple but powerful ways to support wellbeing. Savouring is about slowing down to fully enjoy positive moments, even small ones, like a warm sunny day, a laugh with a friend, or the satisfaction of finishing part of a task. Mindfulness complements this by encouraging students to be present in the moment, noticing their thoughts, feelings, and surroundings without rushing or judging.

We talked as a group about how easy it is to move quickly from one activity to the next without really noticing what’s happening around us. By practising slowing down, students are learning to appreciate the “little things” and build a sense of gratitude in everyday life. These skills can help them feel calmer, more focused, and more resilient.

With the senior classes, we explored these ideas through a creative activity. Students were asked to carefully duplicate a drawing, but with an important twis, the focus was not on finishing or producing a perfect result. Instead, the emphasis was on being present in the process: observing details, taking their time, and noticing how it felt to concentrate without pressure. This allowed students to experience what it means to be “in the moment,” rather than rushing toward completion.

We encourage you to support this at home by taking small opportunities to pause, notice, and appreciate everyday moments together.

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In Week 8, our wellbeing learning focused on the five senses, with a particular emphasis on listening and sensory awareness.

Teaching students about their senses is an important part of supporting their overall development. Sensory awareness helps children become more present and focused, which strengthens their ability to learn in the classroom. By learning to notice what they can hear, students begin to build skills in attention, concentration, and self-regulation.

A key part of this learning is helping students understand how different sounds can affect their emotions and wellbeing. Recognising whether a sound feels calming or overwhelming allows children to better understand their feelings and respond in positive ways.

We also introduce simple mindfulness practices, such as focusing on breathing and listening. These strategies give students practical tools they can use when they feel distracted, anxious, or overstimulated, helping them to return to a calm and ready-to-learn state.

Developing these skills early supports not only academic learning, but also emotional awareness, resilience, and wellbeing, skills that are essential both in and beyond the classroom.

Thank you for your continued support in helping build these important life skills.

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The Listening Game  | Cosmic Kids Zen Den - Mindfulness for kids

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This term, the Year 1 students have been investigating the topic of sound through a range of engaging experiments. They explored how sound travels along a string during their cup phone investigation and observed how vibrations can cause rice to move. They also measured sound in decibels to determine the loudest instrument. As part of their learning, students examined the inner workings of the ear and were fascinated to discover how the ear turns vibrations into electrical impulses.

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This term, the Preps have been learning about how things move. They began by exploring how their own bodies move and then extended this learning to other objects. Through hands-on investigations with hoops, hoppers, counters and helicopter seeds, they experimented with different types of movement, including rolling, bouncing, spinning and jumping.

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We are learning about Japanese Kawaii ‘cute’ culture.

I can engage in learning about Kawaii culture.

I can recognise Hello Kitty and understand her relationship to pop culture.

I can follow instructions carefully to produce a Kawaii drawing of Hello Kitty.

How much fun is Planning Day!

Today, the Year 2 students explored Kawaii and Hello Kitty’s pop culture phenomenon in Japan, and around the world.

We learned all about Hello Kitty - where she was from, her likes, and where we have seen her before.

Students shared some of their own interests with friends.

Finally, students followed a directed drawing video very carefully of Hello Kitty and were then given the opportunity to give her a ‘new look’. They used their own interests to create a Hello Kitty that reflected this.

I think you’ll agree that their designs are amazing.

🥢 Sensei 🍙

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Over the past three weeks, our Year 5 and 6 students have taken part in try outs for our school sporting teams in basketball, teeball, lawn bowls, Hot Shots tennis, Kanga Cricket and kickball. It has been fantastic to see so many students eager to get involved and represent the school.

Throughout the trials, students demonstrated great skill, persistence and enthusiasm, while also showing excellent sportsmanship and teamwork. Selecting teams is never easy, as many students performed extremely well and showed great potential.

Thank you to all students for their effort and positive attitude during the try outs. We look forward to seeing our teams represent the school proudly in the upcoming competitions.

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Jogging Club has started!!! Every student has either the same card or a new card ready for 2026. Prep students have already hit the track running showing their enthusiasm as they strive for that first 10km certificate. If they aren’t 100% sure of the track, the 2026 sports leaders will assist with doing a lap with them. Certificates for milestones will be presented at year level assemblies.

The track is as follows: Start at Basketball courts near prep playground, run around all 3 basketball courts and head down the ramp towards the oval. Running around the oval on red track, continuing up past the gym on path past prep playground and down to get cards marked off by sports leaders in orange vests.

Jogging Club runs every Tuesday, Wednesday & Thursday mornings at 8:40

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On Tuesday 10th March, our school swimming team competed in the Mornington District Swimming Carnival at the YAWA Leisure Centre in Rosebud.

All students proudly represented our school and took on strong competition throughout the day, achieving some excellent results. We are pleased to share that several students have progressed to the Division Championships. Best of luck to Ruby and Oliver in their individual events, as well as our 9/10-year-old relay team of Olivia, Macy, Ruby and Charlotte.

A big thank you to Mrs Cartwright and Mrs Jones for assisting with our school team on the day. We would also like to sincerely thank the parents who came along to support—not only their own children, but the entire school team.

Overall, Mt Martha Primary School finished 4th place at the district carnival, which is a fantastic achievement. Congratulations to all of our swimmers on a wonderful effort.

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Another fantastic week with the prep students in the Japanese room. This week, students revised vocabulary from last session and added even more!

🎌🇯🇵🎌🇯🇵🎌🇯🇵🎌🇯🇵🎌🇯🇵🎌🇯🇵

🍣 Revision 🍣

Ohayo - good morning

Konnichiwa - hello/good afternoon

Sayonara - goodbye

Sensei - teacher

🍡 New vocabulary 🍡

Arigato - thank you

Hajimemashite - nice to meet you

Watashi wa … desu - I am …

Ja mata,

🍙 Van Hoof Sensei 🎑

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Konnichiwa,

The learning in the Japanese room over the last fortnight has been fantastic. Well done to all students for their fabulous efforts.

🎎 Year 1&2 Kanji to 10 🎎

Our learning centred around recalling the names of numbers in Japanese and remembering how to write them in Kanji. Students were taught little tricks to help them identify what the Kanji looked like, and practised writing them using correct stroke order.

ichi 一

ni 二

san 三

shi 四

go 五

roku 六

nana 七

hachi 八

kyuu 九

jyuu +

🎎 Year 3&4 Days of the Week 🎎

Students learned where the days of the week (yobi) got their names from. The names of the week in Japanese are influenced by celestial bodies or elements.

Monday - Getsuyobi

Tuesday - Kayobi

Wednesday - Suiyobi

Thursday - Mokuyobi

Friday - Kinyobi

Saturday - Doyobi

Sunday - Nichiyobi

🎎 Year 5&6 Hiragana Vowels 🎎

Our focus for this fortnight has been on learning the sounds of the Hiragana vowels and how to write them using the correct stroke order.

a - ‘ar’ as in ‘bark’

e - ‘e’ as in ‘get’

i - ‘ee’ as in ‘see’

o - ‘o’ as in ‘on’ (a tough sound as it is not a direct match)

u - ‘oo’ as in ‘boot’

Sayonara,

🎏 Van Hoof Sensei 🎍

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Welcome to SEL Term One 2026.

Please feel free to contact Mrs. Moorhouse or Mr. Gaiser if any questions.

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Wow! It was so wonderful meeting our new preps this week and introducing them to the Japanese learning space.

Students were introduced to the Japanese culture, engaging in information about Japanese food, clothing and locating Japan on a world map.

They compared the Japanese flag to the Australian flag, and learnt the meaning behind the colours and shapes of the flag.

Students shared some fabulous life’s experiences that connected to our learning with confidence and enthusiasm.

Vocabulary:

Ohayo - good morning

Konnichiwa - hello

Arigato - thank you

Sensei - teacher

Next lesson, we will be focusing on revising the vocabulary taught as well as introducing some new words.

For now,

Sayonara!

🍡 Van Hoof Sensei 🎏

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Konnichiwa!

A massive welcome back to all our students in years 1-6! It’s been a fantastic two weeks already in the Languages learning space.

I managed to snap some photos of the junior students working on their greetings activities and some students at our ‘Bonus Learning’ stations (how great do they look in their kimonos)!

🍱Year 1&2 Greetings🍱

Vocabulary:

GOOD MORNING Ohayo gozaimasu

GOOD AFTERNOON Konnichiwa

GOOD EVENING Konbanwa

GOOD BYE Sayonara

GOOD NIGHT Oyasumi nasai

🍱Year 3&4 Mapping🍱

Geography:

Students located Australia and Japan on a world map and compared shape and size.

New learning centred around how Japan is divided up into prefectures and we worked together to name our Australian states and territories.

Finally, students used a labelled map of Japan and a list of cities to label their own maps.

🍱Year 5&6 Emails🍱

Sentence Structure:

Students were supported to create an email in Japanese.

They used templates and included the following criteria:

‘To’ and ‘From’ (ie. Stephanie san)

Subject Kyujitsu (holidays)

Greeting of choice

Sentence about somewhere they went

Sentence about something they ate

Sign off

Kaomojis

This was a great opportunity for students to share their holiday experiences and compare the layout of Japanese sentences to English sentences, introducing sentence structure in a fun and simple way. Students rose to the challenge in an impressive way!

Stay tuned for a Prep post! They have their first Japanese lesson on Wednesday and I am so excited to meet them all!

Sayonara,

🎎 Van Hoof Sensei 🎌

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This term, the Year 2 students have been investigating push and pull forces. They have learned that moving an object away from themselves is a push, while moving an object towards themselves is a pull. Through a range of hands-on activities, students have developed their understanding of these forces. They particularly enjoyed playing tug of war and recently had fun creating balloon and straw rockets.