Term 4 Inquiry Groups

The focus of our inquiry has been to understand our world. With all the climate change devastation, it’s equally important that we have insights into how we can continue to contribute to positive change, and see examples of this.

All living things depend on their (built and natural) environments for their survival and wellbeing.

The way we interact with our environments affects them and us in both positive and negative ways.

For the last 4 weeks, we have been exploring our environments in relation to

  • waste systems
  • transport systems
  • urban planning
  • water systems
  • land and conservation

We have been able to read a variety of articles (using 3 Close Reads as a reading comprehension strategy) related to our focus, research issues and topics of our own interest as, well as make connections to the ways people are able to help and hinder sustaining our environment.

Home Connections

If you see any examples of people, groups, or organisations who are working towards sustainability, regeneration or encouraging positive change, please highlight this with your family and share your networks with us.

Summer holidays are also a great time to involve the family in community clean-ups, replanting, etc. in your own neighbourhood. These events are also opportunities for your child to meet like-minded kids, local councilors, environmentalists, and other role models that may inspire their passions and future pathways!



Deconstructing and Constructing Learning with Nudel Kart

On Friday, students in the Transport Inquiry group were given the opportunity to use Nudel Kart as a provocation for their inquiry. Students participated in an incursion with the Nüdel Kart, facilitated by Play Specialist Cat Sewell.  Nüdel Kart is a deconstructable, mobile play kart that can be reconfigured in endless ways to encourage self-directed learning. It contains research-backed specially selected materials to stimulate children’s development. They explored, played and designed their own structures using the open-ended materials. For more information check out their website: https://www.nudelkart.com/


Graduation song

The year six students began practicing their graduation song this morning. It’s been a few weeks of the song committee working away curating song and lyric choice together with Deb, but has taken shape quite well now. Singing as a choir requires a lot of coordination and commitment from the students and some great direction from Deb. There are quite a few classics in there, so you’re in for a treat in a few weeks time.

Hope, skip, and a jump

On the 17th of October, all the grade 5/6 students went out to the big oval to have a skipping rope jump-off. At the end of the jump-off we had a competition for the longest continuous skip,  after a solid 15 minutes of skipping Hugo and Noah came victorious.

The reason we have the jump-off is to raise awareness for heart disease, also to donate to the jump rope for heart website, where they give the money to people suffering from heart disease.

A huge thank you to Maddy for organising the event.

Written by Ames Anderson

Special Visit: The Polished Man

Earlier in the year we were looking at ways we can contribute to the community to make a difference. Jackson Saunders came to visit the 5/6 Neighbourhood talk about Polished Man. Polished Man is a charity that raises money for children that suffer from abuse. 

Jackson is in year six and shared with us about how he used to be bullied very severely at his previous school. This allowed him to think about how terrible it feels to be marginalised and targeted. After his bullying experience, he found out about Polished Man and started raising money for it. 

In his first year he raised $3000 he raised $10,000 in his second year and then in his third year he raised over $50,000! Jackson was very inspirational. He shared some secrets for success which included having fun events and being playful with fundraisers.

Click to find out more about Jackson or to donate to his cause.

Written by Harriet Brown 56M

Weekly Planners are Here!

This term, we have new personal Weekly Planners! The purpose of the planner is to help us organise our priorities for the week, by having an overview of the upcoming weeks.  Task due dates, events that may take us away from class time, and any misunderstanding or questions that need extra teacher support need to be recorded in this planner. Teachers are also writing specific notes in the planner for individuals as they conference with each of us.

Further Developing Our Communication Skills to Take Advantage of Social Media

Last term we chose a topic relating to our inquiries into social, emotional, physical, spiritual and mental aspects of ourselves to research. We then wrote a formal Information Report.  Our Information Reports were a highly structured piece of writing that informed and educated our audience.

This term we are beginning to look at Infographics. We know they are also designed to inform an audience, yet the structure and functions are quite different. As we explore templates on Canva.com and discuss their form and function; we are co-creating the assessment expectations. We have a week to create our own infographic using a template from Canva. Canva is a useful resource for students moving into secondary school, as the templates enable students to quickly present research and content in a professional way.

Using the research topic from last term, we will decide on our individual target audience and then try to inform this audience in the most concise way possible.  Many of us need to add more statistics to our research to ensure the information is interesting to our selected audience.

Home Connections: Ask your child to show you the Canva website and explain what an Infographic is; as well as the purpose/ or difference between and Infographic and an Information Report. This will help your child articulate their understanding. It may also highlight any misunderstandings that you can help rectify or share with homeroom teachers for further clarification.

It would also be helpful to discuss colour and font associations to enable us to make more informed choices in our presentations. Playing association games at the dinner table may be a good laugh for everyone…”When you see the colour _____, what does it remind you of? Explain…

Moving Beyond Ourselves In Our Learning…

As we round out our learning focus on our selves ( We change as we grow – physically, mentally, emotionally and spiritually. The choices we make in our lives continue to impact on our identity and wellbeing), we are now beginning our unit focus on our community.

Our new central idea is

All living things depend on (built and natural) their environments for their survival and wellbeing. The way we interact with our environments affects them and us in both positive and negative ways.

As we begin to consider the world around us and how we rely on our environments for survival and wellbeing; we opened the inquiry with a Materials Gallery Walk. In pairs and small groups, we were asked to consider what we already knew about the materials presented on display. Where did materials originate or how were they sourced? What properties or qualities did they have? How could they change or be manipulated for our own needs? It was interesting that many of us knew that a material such as fabric, clay or paper came from natural sources, but we were unsure of the processes these materials underwent to arrive in their commercial state.  We are now in the process of trying to fill in some of these gaps by collaborating or researching further. 

Family Connections: Now would be a great time to explore materials using apps, non-fiction texts or a trip to the museum or gallery together. It would be beneficial to point out interesting materials and discuss creative ways in which materials have been manipulated. Architecture/engineering or cooking, for example, are fun ways to explore some of these concepts.

If you have any expertise in natural resources or material processing, we would love to have you as a guest in our Neighbourhood.


Year 6 Camp Reflection

After the Year 6 Canberra Camp, students were encouraged to reflect on their experience. Here’s a piece written by Anton.

Dialogical Pedagogy

Dialogic pedagogy is a term used by a growing number of scholars, practitioners and policy-makers to describe learning processes in which teacher and pupils critically interrogate the topic of study, express and listen to multiple voices and points of view, and create respectful and equitable classroom relations.”


While we are not new to the structure and expectations of Dialogical Pedagogy in our neighbourhood, this week we were excited to participate in a panel or audience that considered statements such as, ‘Is our identity within our control?’ and ‘When or where are we not ‘ourselves’?

Many of our conversations took into account variables such as location, time, culture, religion, our need to feel accepted and influences of social media. We have really begun to consider a wide variety of influences on how our identity is formed, and many of us acknowledge how lucky we are to have a family and environment that encourage our individual identities to flourish.