Fun At School and Why not?


We made posters for our Beanie Boo party. Ivy made invitations for the Beanie Boo Party


Rosa was invited to the Beanie Boo party and she brought along a friend


It was a great party. Beanie Boos were so happy.


Our special much loved Beanie Boos were excited.


Even Madi’s mum helped out with the party hats for the party.


It was great fun.


Hi all, here we are outside with some mums helping to keep our garden tidy.


We also have some special helpers.


It’s looking good.


Working hard.


Big smile for a happy garden in the 1/2 area.


What else do I do during ‘developmental play’? I read. I look for interesting information in the newspapers.


Hi there, I draw and make cards.


Poke’mons are here to stay.


I really love my Poke’mon cards and I look after them.


I can tell you a lot of things about my cards. The cards make reading and maths fun.


I like to play with Lego.


We are building a station for our fire truck.










1/2B students may also wear ‘bling’ such as bracelets

packs-friendship-pack-10-bracelets-1 unknown glitzy-rocks-colored-freshwater-pearl-stretch-bracelet-8-9-mm-p13048497 turquoise_wrap_bracelet_large

or ribbons on their wrists…

unknown-1 sw1722602_web





img_4133 Footy Day Assembly was an amazing success because mostly everyone was dressed up in their favourite footy team colors.   By Aliceimg_4208img_4204img_4201

This morning we had a Footy Day Parade.

My favourite part was when all the kids got up in their favourite footy team colors and walked in the parade.   By Mikayla

img_4199img_4198Even the teachers got dressed up.

img_4173It was awesome.  By Khloeimg_4166img_4164img_4148

We had a special visitor!!img_4143img_4139img_4136img_4134img_4133


This morning we had a Footy Day Parade. I love footy and football (Soccer).  by Harriet


My favourite part was when all the kids got up in their favourite footy team colors and walked in the parade.   By Mikayla



“I can’t find my jumper!!!” or “………. where is your jumper?” is this all too familiar???


We are  really concerned with the number of clothing that has been left behind by the students in the 1/2 Area.  We have discovered that all the ones that you see in the photos do not have names.   Please ensure that your child has their name on each piece of school clothing as this will help us return it to them.  This will also be helpful during our swimming program, starting late Term 4.  Please help us by labelling all your children’s clothing.

Label their bomber jackets and jumpers on the inside ribbing in large letters.

Label the rim of their hats with their name.

Families are always welcome to come to the 1/2 area to locate, select or identify their piece of clothing or else we may have to donate them all.

Next term we are thinking of putting unlabelled/unloved clothes on a rack downstairs for parents to sift through the lost property.

Thank you for your co-operation


1/2 Team



We are all excited about the school’s Bollywood event on


The dance workshops have started and the children are really enjoying the dancing.
Please note that if your child is in 1 /2B  (Rosa’s Home group) they are required to wear a white TShirt and black pants or leggings

All other students in 1/2 are to wear black tops and bottoms – no logos please on the TShirt.

The girls are to wear black leggings or black pants –  no skirts or dresses.

Thank you
1/2 Teamimages-1

Hi Parents and Guardians

If you have Facebook one site that is amazing is MINDSHIFT

Strongly recommend to follow the link and one of it’s recent post is this one.

How Adding Math to a Child’s Home Routine Can Advance Achievement | MindShift | KQED News



How Adding Math to a Child’s Home Routine Can Advance


Screen Shot 2016-09-04 at 12.36.34 pm

Parents who are uneasy about their own math skills often worry about how best to  teach the subject to their kids.

Well … there’s an app for that. Tons of them, in fact. And a study published today in the journal Science suggests that at least one of them works pretty well for elementary school children and math-anxious parents.

A team from the University of Chicago used a demographically diverse group of first graders and their parents — nearly 600 in all — across a wide swath of Chicago. One group got to use an iPad app called Bedtime Math, built by a nonprofit with the same name. (The app is also available for Android, but we’re told most used the iPad version) The no-frills app uses stories and sound effects to present kids with math problems that they can solve with their parents.

The control group was given a reading app with similar stories but no math problems to solve. The results at the end of the school year? I reached out to University of Chicago psychology professor Sian L. Beilock, one of the paper’s lead authors, to find out more.

I read to my child all the time. But I don’t read bedtime math stories. After reading your study, maybe I should? Our study suggests that doing Bedtime Math with your kids can help advance their math achievement over the school year, and this might be especially important for parents who are a little bit nervous about their own math ability. That’s me! How big an increase and what kind of improvement did you see when kids used this iPad app?

We compared kids who used the Bedtime Math app that involved reading stories and doing math problems with their parents to kids who did a very similar app that didn’t have the math content. We showed that when kids frequently used the app with their parents, those who used the math app were three months ahead in terms of math achievement relative to kids who just did the reading app. Your team found that the app worked even better for children whose parents tend to be a bit anxious or uncomfortable with math?

Many adults in the U.S. and around the world profess to be uncomfortable or anxious about math. Oftentimes dealing with your kid around math can be a nerve wracking experience — whether it’s homework or just talking about it. We found that doing this Bedtime Math app with kids was especially beneficial for those kids whose parents tended to be the most nervous about math. In essence, these kids grew significantly throughout the course of the year and looked like kids whose parents weren’t anxious about math by school year’s end.

And you saw improvement even in children who used the app with parents as little as once a week?

Yes, it was somewhat surprising to us that such little use would have such important benefits. One of the ideas is that we think that when parents get comfortable with talking with their kids about math — it doesn’t have to be complex math problems, it could be anything from shapes to even counting — they likely engage in math talk even when they’re not using the app. And we know that parents who talk more with their kids about math — whether you’re counting out the number of cookies or counting the minutes to bedtime — those kids tend to achieve at higher rates in math.

Bottom line for you: A little bit of math can go a long way, at least in terms of this one study’s findings?

That’s exactly what we’re showing. There are a lot of apps out there. Why’d you choose this app in particular? What was special about it?

There is certainly a billion dollar education app industry out there. What we’ve realized in our initial work is that a lot of it isn’t based on research. It’s unclear what the benefits are. In fact, there has been some research that shows that apps with lots of bells and whistles can actually be detrimental to kids’ learning because it distracts them. We base our investigations on learning science.

We’ve shown that, when parents interact with their kids and talk with them about math, that really impacts what kids learn. We were interested in this because it really is a no-frills app, an easy way for parents to interact with their kids, to talk with their kids about math.

It’s not an app that they use by themselves. And we thought that that potentially had promise in terms of what math knowledge kids gained.

I admit I’m kind of a math-anxious parent. But when doing stuff like woodworking, I try to incorporate a little geometry and basic measurement whenever I can. “Hey, let’s measure this again! Twenty-four inches — how many feet is that?” It’s a fun way to sneak a little bit of math in. And to realize that math is part of everything we do, and math is not something scary or that one should be anxious about. And it’s really healthy to try to incorporate that into daily life. And often, as you said, parents think about reading bedtime stories, but there is a place for thinking also about bedtime math.

Culturally and socially, it seems we don’t think about math as integral a part of parenting as reading. And few adults would say, “I’m not so good at reading.”

But many people say, “I’m not so good at math.” And somehow that’s socially acceptable.

Yes, in my book, Choke, where I talk about stress and performance, I mention how you don’t hear people walking around bragging that they’re not good at reading. But very intelligent people brag about not being good at math. And it turns out that that anxiety and social acceptability has implications for our nation’s success in math and science fields. And it’s really important that we as parents and teachers and adults try to convey to our kids that math is something that’s (a) enjoyable and (b) learned.

You’re not born a math person or not; it’s something that’s acquired. And every time we talk about it and we integrate it into our daily lives, children may see the importance of it and that math is not something to be fearful of.

Where do you think some of that math anxiety comes from?

Math anxiety comes likely from lots of different places. Previous work that my group has done shows that teachers who tend to be anxious about math affect their kids’ perceptions of math and what they learn across the school year. We also know that when parents are anxious about math they can transfer that to their kids, especially when they’re helping a lot with math homework. We tend to point to the schools to be the source for math knowledge. But kids spend lots of time outside of school and get lots of information from parents and from other adults. So being cognizant of how we talk about math and how we integrate it into our daily lives is important — both inside and outside the classroom.

Did you see any improvements in the parents’ math ability by any chance?

Ha, well, that’s a really interesting question. We are just looking into those questions now. You can imagine that for parents who have a fear of math or less than optimal math training, it might take more than one school year to move the needle for them.

But we are seeing improvements with their kids. And that’s a first step. And we will be looking (in future studies) at how parents think about math, how they do in math, and most specifically their attitudes when interacting with their kids.

So there is hope for me?

There is hope for all of us! And, as you said, integrating these sorts of counting and math activities into daily routines is a great way to socialize both kids and their parents to the benefits of math.

Copyright 2015 NPR. To see more, visit

Reading about Science


This week, some students in our area presented their

science enquiry research and they were outstanding!


  • Collaborated61 2 3 4 5

  • Communicated

  • 13152933IMG_2800
    What is stuttering?
  • IMG_2826and presented Creatively!




32 31 30

IMG_2808IMG_2829 IMG_2828 IMG_2827

Topics included:

Why do bees waggle?IMG_2825

12 11 10 9 8



All about Clouds

How are robots made?

What is space?


How the sun was created

What is stuttering?

How Earth was made

Tectonic Plates

Nano Technology

Thunder & Lightening

How the Universe was made

Volcanoes & Meteorites

 Is it possible to live on Mercury?

The pictures in this post, capture some of the presentations and models whilst the rough drafts, showcases students thinking and planning!

38 37 36 44 43 42 41 40 45 46 47 48


Well Done Students!

Grade 1 and 2, 2016 Camping Program

Grade 1 and 2,

2016 – Camping Program


 Moreland Primary School has a wonderful Camping Program that includes students from Grade 1 to Grade 6. The Grade 1/ 2 involves a dinner for the grade 1 students and a sleepover for children in Grade 2. This exciting event has been organized for Friday, 7th of October 2016. images

This special event will be held at school on Friday, 7th of October 2016.  Grade 1 children taking part in this program, will not go home at 3:30pm on Friday 7th of October, but will stay at school and have dinner with their grade 2 classimages-1mates and teachers. The children will be involved in a variety of outdoor activities. Grade 1 students will be picked up at 7 pm, by a parent or carer.

 Grade 2 students will stay at school, have dinner and sleep over with their classmates and teachers. The children will be involved in a variety of different activities after dinner and supper will also be provided. Students will be picked up and go home at 7.30 am on Saturday, 8th of October.

images-3 The children will be supervised at all times by school staff. They will be sleeping in the grade 1/2 area, on the carpeted floor. Boys will sleep in one area and the girls will be in another. Parents will need to supply a sleeping bag/blankets/doona, pillow and a sleeping mat.images-1images-2

 All children taking part in the program must return their signed notices and money ($15 for grade 2s and $10 for grade 1s) by Monday the 12th of September, at the very latest.

We are all very excited about the Camping Program and know that it helps develop independence, creativity and resilience in students.

 Thank you

 from the 1/2 Teachers