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Just incase you weren't able to make it to the Open Night, here is our Parent Meeting slideshow...

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Term One

Literature and Art - Snugglepot and Cuddlepie

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Jocelyn Proust inspired banksia art.

Maths Rotations

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Assembly Item-The Fun Bus

 

Humphrey's Dance

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Term Two

A.N.Z.A.C. Service

ANZAC 1
ANZAC 2

The Triantiwontigongolope

THE TRIANTIWONTIGONGOLOPE

There's a very funny insect that you do not often spy,

And it isn't quite a spider, and it isn't quite a fly;

It is something like a beetle, and a little like a bee,

But nothing like a woolly grub that climbs upon a tree.

Its name is quite a hard one, but you'll learn it soon, I hope.

So try:

   Tri-

      Tri-anti-wonti-

         Triantiwontigongolope.


 

It lives on weeds and wattle-gum, and has a funny face;

Its appetite is hearty, and its manners a disgrace.

When first you come upon it, it will give you quite a scare,

But when you look for it again, you find it isn't there.

And unless you call it softly it will stay away and mope.

So try:

   Tri-

      Tri-anti-wonti-

         Triantiwontigongolope.


 

It trembles if you tickle it or tread upon its toes;

It is not an early riser, but it has a snubbish nose.

If you sneer at it, or scold it, it will scuttle off in shame,

But it purrs and purrs quite proudly if you call it by its name,

And offer it some sandwiches of sealing-wax and soap.

So try:

   Tri-

      Tri-anti-wonti-

         Triantiwontigongolope.


 

But of course you haven't seen it; and I truthfully confess

That I haven't seen it either, and I don't know its address.

For there isn't such an insect, though there really might have been

If the trees and grass were purple, and the sky was bottle green.

It's just a little joke of mine, which you'll forgive, I hope.

Oh, try!

   Tri-

      Tri-anti-wonti-

         Triantiwontigongolope.

Talk For Writing

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In writing we read 'Where the Wild Things Are' by Maurice Sendak.  As a class we mapped out the first part of the story.  We came up with actions to words and acted  and recited the story.  This helped us with our written retell.  As a group we then innovated the story by changing some of the characters, locations and actions. 

 

By this stage the children were confident to have a go at their own stories.  In pairs they innovated the story, acted and recited their new story and wrote their own retell.  Below are some of the children's innovations.

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The Witches' Spell

by William Shakespeare
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