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Hello Everyone,

Our decks are looking fabulous, there is a new look to all our sandstone and the Blue Umbrella is blue again! Many thanks to Hayden, his brother and Mel for doing this really long and taxing job hosing clean with high pressure machines. Our next process will be the oiling of all the timber. We are currently looking at the weather as we need at least 3 days of sunshine to dry everything before we mop on the oil. It will more than likely be the weekend beginning 27th October but we will keep you posted.

My garden was singing all holidays with all this glorious rain! Fortunately, we managed to have some pockets of dry so you will be pleased to know the Tree People were able to get in and prune out the deadwood from our trees.

Fees & Invoices Term 4. Invoices were emailed out the second week of the holidays so please checked you have received. If not drop me an email. The due date for fees is Thursday 1st November. Payment plans/payments must be emailed/submitted before this date if you do not want to incur the $100 late levy.

Making an enquiry. If you are emailing me about payments/fees/your child or making a fee payment please use your child’s surname. This is the ID we use in all our data base information. I am struggling to keep up with all the different surnames…..

Cheers

Julianna

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I hope everyone’s holidays were relaxing, warm and dry! We’ve heard some stories this week about puddles in tents and bike riding in the rain. It certainly has been lovely to see the gardens greening up…. a good holiday for sitting indoors watching this happen!

Thank you so much to the team who worked so hard over the weekend to have the school looking so magnificent on Monday morning! It was gorgeous to see the decking shining and looking like new. The rain has helped all the gardens to spring into life…. flowers and green leaves everywhere!

Well, we have begun the term with great energy! We have generated an enormous list of things we’d like to do/study/achieve and hopefully we’ll manage at least some of them! The two biggest things this term, of course, are the CONCERT in Week 6 and then the JERVIS BAY CAMP in Week 9. Concert plans have begun and characters being finalized.

NEXT MONDAY NIGHT I WILL BE HAVING A MEETING ABOUT THE JERVIS BAY CAMP. IT IS ESSENTIAL FOR ANYONE HOPING TO SPEND SOME TIME WITH US THERE TO COME TO THIS MEETING. 6:30 in our room please.

PIPs are already underway too and are due on Friday 9th November. Quite a short lead time this term. All students now have an information sheet about this term’s requirements and most have chosen topics already. A great start!

Lots happening already this week! In Science, we have repeated Sarah’s class’s experiment from last term and created a “naked egg”. We’ll be writing up the chemical reaction today. Some children in Year 6 have done a practice maths exam just for fun. Others played some challenging maths games with Shirley. We have continued reading “Yellow” and begun writing our play script. Susan took the group swimming when I was away on Tuesday. We played Hide and seek as a whole group after Class Meeting. We learned the terminology relating to circles and we are creating geometric art works using protractors, pairs of compasses, set squares and rulers. We had our first Buddies session for the term on Tuesday. Art with Chris is this morning. Just a sample!

IMPORTANT NOTE
Anyone who is interested in their child applying for a place at a SELECTIVE HIGH SCHOOL for 2020 needs to visit the website and complete the application form before 12th November. The site opened on 9th October so some of you might already have seen this. Make sure you let me know so I can ensure the school section is completed by the due date.

Have great weeks everyone. Love, Wendy

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Hi Everyone,

Welcome back to Term 4. I hope that you all had restful breaks.

We have had a lovely first week back. In English we have spent our time exploring narratives and story telling. We have been using our imaginations and creativity to generate many different stories within the group. We are warming up our story muscles so that next week, when we come to write the script for the concert, we’ll be brimming with ideas and originality. Personal projects have also begun. The children spent some time this week on their preliminary research to find out if their topic had enough accessible information available. In maths we will be finishing off Volume with some extended problems to solve which we will start today.

We were lucky with the weather on Tuesday and we managed to get up to and back from the pool without being rained on. The children were very happy to have swimming back on the time table. Please remind your child on a Tuesday so that they can remember to bring their kit including goggles. Also, now we are in term 4, the children need to wear a hat whenever they leave the school so please make sure your child has one.

I am planning on doing sex ed this term. It’ll probably happen the week after the school concert. So if you’d like to get in first and talk to your child about bodily changes and how babies are made, please do so before week 7.

Dates for your diary:

  • Lane Cove Library: 29th Oct, 19th Nov, 10th Dec.
  • Music performances in Wendy’s Class: 30th Oct at 11:30
  • Currambena Concert: 22nd Nov at 6pm
  • Louise’s and Sarah’s elders camp to Narrabeen Lakes: 28th – 30th Nov. (I’ve emailed details for payment)
  • Orientation for new classes: 4th Dec 9:30 – 11:00.
  • Currambena Parent’s Ball: 15th Dec

That’s all for this week.

Louise

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Hello everyone and welcome back to school,

We’re indulging ourselves in Singers, Songwriters and Songs this term, and it’s looking like a fun direction so far. Alongside our play this will be a very busy term indeed.

To kick things off we did some reading comprehension on Elvis, discussing his tragic life-story in moral terms (money ≠ happiness). We wrote some postcards to Graceland and made and ate his favourite sandwiches (involving bacon, banana, jam and peanut butter). We also wrote down an idea for an unhealthy/ disgusting sandwich of our own invention. Probably should have followed up with a discussion of healthy eating habits, but I think they probably get enough of that, don’t you think? The postal connection was reinforced today by learning Return to Sender.

In maths we tried to make a scale model of the classroom with mixed success for the lizard to walk through and to discuss direction, and brushed up different strategies for our four operations. What’s really pleasing is hearing the kids externalise their mathematical thinking so clearly: eg (‘Well I know that fifteen is in the middle between 10 and 20, so 21 take 6 will land there because six is one more than five’/ ’4 x 6 will be the same as 2 x 12′). Always pleasing when you’ve run though a bunch of strategies in the year and the kids can evaluate which one they like best for different problems.

And in other subjects we’ll be focussing on different instruments every week, looking at their history, and trying to make our own approximation. This week we looked at harmonica players and made little kazoos. Imagine all that beautiful sound coming home…

Your children are all in good form and I look forward to rounding out the year with them and enjoying lots of entertaining learning.

Speak soon,

Marius

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Hello Everyone,

We hope you all had an enjoyable time during school holidays. The much-needed rain may have induced a bit of cabin fever but hopefully provided opportunity for some much needed rest!

Michael and I joined some of the other teachers at Currambena in attending, ADEC, Australian  Democratic Education Conference at Pine Community School in Brisbane at the start of the holidays. It was a wonderful experience, with many opportunities to network with teachers and parents from alternative schools. Michael and I took part in a session regarding indegenous education in early childhood. I also learnt some great musical experiences in a music workshop I attended

We’ve had a great first week, with the children being really engaged in play with each other as well as a number of experiences. It’s been lovely to see many new peer interactions occurring. It’s great to see how comfortable and cohesive the children are as they continue to develop skills in negotiation and empathy.

There’s been lots of talk and excitement about Halloween, which we have been extending upon. The children have been making lots of scary craft, drawn some scary and not so scary pictures and done a bit of investigation into why some people celebrate Halloween. We are planning a few events relating to Halloween in preschool. We’ll keep you posted as to what they are once we have finalised this.

Michael has been conducting lots of impromptu and intentional music experiences throughout the day at preschool. This is in lead up to our upcoming school concert on Thursday 22nd November at Norths. We’ll begin discussions and voting in regards to what songs we’ll be preforming with the children in the next week.

We’ve noticed a lot of discussions about numbers in preschool this week, such as “Is googolplex a number? Is black hole a number? Is infinity a number? We’ve been looking exploring the answers to these questions with the children as well as providing opportunities to engage in numeracy related experiences.

A huge thank you to Harley’s family for high-pressure water cleaning the entire school. I’m sure everyone has noticed the difference as all the outdoor hard surfaces are currently sparkling. A big thank you also to all the families that completed many of the end of term cleaning jobs for us.

That’s it for this week!

Love Katrina, Michael and Hannah

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Dear Parents,
Welcome back to our last term for this year. I hope you have all had the break you needed.

I spent the beginning of my holidays at the ADEC (Australian Democratic Education Community) conference at Pine Community School in Brisbane. It was a fantastic conference and a wonderful opportunity to spend time with like-minded educators who are passionate about providing an alternative approach. I brought back some beautiful dance and movement ideas which I have had fun teaching the children this week.

Using our upcoming excursion to the zoo as inspiration, we’ve begun to explore the theme in our literature and beyond. After reading the book “Apollo, The Powerful Owl” we had a fantastic debate on the merits of keeping animals in zoos at all. We asked the question, “Would animals be better in a zoo or in the wild?”. It was fantastic to hear all the children express their thoughts so eloquently and even better to observe them listening and considering each others opinions. At the beginning of the session we had all the children standing on one side of the room or the other with firm beliefs. By the end of the session, many children had moved to the centre of the room, showing conflicted and mixed thoughts on the issue.

In maths we’ve begun to explore three dimensional objects. We had lots of fun closing our eyes and feeling mystery 3D objects and describing them to our partner. It was fun to open our eyes and to see what we were holding all along! (an apple, a block, a Lego figure etc…) We’ve also used paper to model a simple pyramid and have learnt words like ‘edge’, ‘vertex’ , ‘surface’ and ‘face’ to describe them.

Thank you to all of you for sending the children already in their swimmers on Tuesday. It made for a much faster getaway and more time in the water.

I’m looking for a handy volunteer who might be able to fix our easel. I think we have all the parts, but Jane and I can’t work out how to make it stand up by itself! Any help would be welcomed.

In other news, we have begun our concert preparations. But its top secret…so no clues here…

Warm wishes,
Jess

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 What Is Grit, Why Kids Need It, and How You Can Foster It?  by Jenny Williams

You’ve probably heard the word grit mentioned several times in the recent years in the context of raising kids who go on to fulfil their potential.

While the word grit may conjure images of Rocky Balboa or Dirty Harry, in the past decade or so it has taken on a whole new meaning that has stolen the attention of parents and educators alike.That’s because according to University of Pennsylvania psychologist and MacArthur ‘genius’ Angela Duckworth, grit, defined as a child’s “perseverance and passion for long-term goals,” is a better indicator of future earnings and happinessthan either IQ or talent.

Today’s mounting research on grit suggests that your child’s ability to work hard, endure struggle, fail, and try again may be the key to determining his or her long-term success and happiness.

So, What Is Grit and Why Does it Matter?

When we are in pursuit of a lofty goal, we don’t know when or even whether we will succeed. Until we do.

Grit is a distinct combination of passion, resilience, determination, and focus that allows a person to maintain the discipline and optimism to persevere in their goals even in the face of discomfort, rejection, and a lack of visible progress for years, or even decades.

To be a gentle, supportive parent who raises gritty kids, click here to get our FREE mini-course How to Be a Positive Parent.

Through extensive research, Angela Duckworth and her team have proven that the common denominator among spelling bee finalists, successful West Point cadets, salespeople and teachers who not only stick with, but improve in their performance is grit.

And according to study after study, people who are smart, talented, kind, curious, and come from stable, loving homes, generally don’t succeed if they don’t know how to work hard, remain committed to their goals, and persevere through struggles and failure.

Can We Foster Grit in Children and How?

As word of Duckworth’s research has spread, grit has become a hot topic in education and parenting circles, and supporters want to know how to build grit in children. Although Duckworth herself says she doesn’t know definitively how to increase grit in young people, she is hopeful it can be taught, and she and her team are working with researchers and schools across the country to find out how.

In 2004 and 2006, Duckworth and a team of researchers tested the grit and self-control of several thousand incoming West Point cadets before their first summer at school. The summer program, known as “Beast Barracks” is designed to push cadets to their mental and emotional limits, so much so that about 1 in 20 cadets drops out.

After taking their measurements, researchers looked for correlations between summer retention rates and cadets’ Whole Candidate Scores (a number calculated by West Point’s using, in part, SAT scores, GPA, and leadership potential), their grit scores and their self-disciplinescores. It was grit that predicted retention better than any other score; cadets who scored at least one standard deviation above the norm in grit were 60% more likely to remain at West Point after the first summer than those with lower grit scores.

Although the terminology may be different, the Army includes this concept in the evaluation of even its most elite soldiers. My husband tells the story of his qualification to attend the U.S. Army’s Ranger School, its premier small-unit leadership course.

In the final exercise before soldiers were chosen to attend the school, he and his fellow soldiers were told to “ruck up” with 35-pound packs and start walking. The instruction was something like, “We’re not going to tell you how far you have to walk or what the cut-off time is, but if you don’t finish under time, you’re going home.”

The would-be Rangers started walking, fast.

Finally, after hours of walking, the soldiers came to the spot where they had begun. From a distance, it looked like the finish. But as each man approached the sergeant yelled out a time and then said, “Good work. One lap down.”

More than one soldier crumbled there, dropping his pack and surrendering his spot in Ranger School. But those who continued walking found that the real finish was just around the corner, a few hundred yards away.

“Never quit in a valley,” says Angela Duckworth. Indeed, had those soldiers who quit maintained the fortitude to go on and move past that low-point they would have secured their spots in Ranger School.

As parents, it is up to us to cultivate the confidence and optimism in our children that will allow them to power through those low moments. A mother of two, Duckworth told Marguerite Del Giudice, “Kids are not able to just spontaneously grow up to be gritty people without being supported in that.”

So as parents, what can we do to provide that support? How do we teach our kids to push themselves? What can we do to help our kids be receptive to these tough lessons? Here are few ideas gleaned from the “grit” experts about how to be intentional in our quest to build grit.

#1 Find a Passion (or At Least an Engaging Activity)

Okay, so it’s probably overkill to expect your five-year-old to have found his “passion.” But as children grow older, pursuing a particular interest of their own choosing can help them to identify a passion and understand that practice, hard work and perseverance are surest way to achievement.

One of the characteristics of “gritty” people is that they are “especially motivated to seek happiness through focused engagement and a sense of meaning or purpose,” (Duckworth Lab Research Statement), so letting a child find his or her own passion is necessary in the long term.

In a story for NPR, Duckworth told Tovia Smith, “I don’t think people can become truly gritty and great at things they don’t love, so when we try to develop grit in kids, we also need to find and help them cultivate their passions.”

But even if our kids haven’t found their life’s work yet, we can help them learn the habits and traits that comprise grit.

At the Duckworth house, they have implemented a “Hard Thing Rule,” which says that every member of the family has to be working on something difficult at any given time. Each person can choose his or her “thing” but it should be both interesting and require “deliberate practice almost daily.” And everyone has to stick with his or her selected activity for a set period of time. No one is allowed to quit mid-season because things seem too hard.

The idea is to teach kids to commit to something and work hard. The learning process is not always fun, and improvement does not come without effort. But if a child is motivated to improve at something because she likes it, then the struggle will seem worthwhile and success will be its own reward.

Be it ballet, soccer, violin, or karate, allowing a child to choose an activity and work at it for a whole season (or longer for older children) not only helps children find and cultivate a passion, it also teaches self-discipline and reinforces the idea that practice begets skill.

#2 Recognize That Frustration, Confusion and Practice Are Par for the Course

According to the Duckworth lab, those who believe that diligence and perseverance pay off beat out their less optimistic, and often more talented, counterparts nearly every time.

In a 2013 TED Talk, Duckworth said it is the “best idea” she has heard about how to increase grit in children is to teach what Stanford professor and author of the highly acclaimed book Mindset: The New Psychology of Success, Carol Dweck, calls a “growth mindset.

Dweck has found that people with “growth mindsets” are more resilient and tend to push through struggle because they believe that hard work is part of the process and they understand that failure is not a permanent condition. Those with “fixed mindsets” on the other hand, believe that success stems from innate talent and tend to give up easily—why work hard at something if you don’t believe you can change anything?

The Duckworth lab’s recent research, undertaken in partnership with classroom teachers, shows that students become less frustrated with the learning process and put forth more effort when they understand that even experts struggle to learn their craft.

First-hand accounts of the obstacles that experts have to overcome to “make it” have a real impact on helping kids manage frustration.

When a skilled performer does something well, it looks easy. Watching Jordan Spieth drive a golf ball, Taylor Swift perform a song or Ina Garten prepare a meal can make success seem easy because we never see the frustration, fatigue or years of practice and preparation that precede the final product. In working to develop grit in children, we must point out the toil that goes on behind the scenes.

Duckworth is fond of quoting world-class dancer Martha Graham who said, “Dancing appears glamorous, easy, delightful. But the path to the paradise of achievement is not easier than any other. There is fatigue so great that the body cries, even in its sleep. There are times of complete frustration, there are daily small deaths.”

Last summer while at the City Farmer’s Market, my children and I stopped to watch a talented tap dancer performing a street show. My daughter Sue* was mesmerized. “I want to dance like that,” she said. “I want to take tap.”

When the dancer took a break, we asked him how long he had been dancing.

“14 years,” he said.

“And how much do you practice?” I asked.

“Three hours a day,” he said.

Later, Sue and I got out the calculator. That’s 15,330 hours of practice!

It’s not that we should never let our children change interests or shift activities as they grow—they are kids after all—but understanding the value of practice, hard work and even struggle may be the thing that carries them across the finish line.

#3 Take Risks (and Tell Your Kids About It)

 Grit demands risk taking. Successful people are willing to step out of their comfort zones and risk failure in order to learn something new or pursue a long-term goal. And while, by definition, a risk may end in failure, successful adults don’t give up.

Paul Tough, author of How Children Succeed says, “Lots of parents don’t want to talk about their failures in front of their kids, but that’s denying kids the potentially powerful experience of seeing their parents bounce back.”

The Summers boys were 9, 11, and 13 when the late Dr. Robert Summers, an economist at the University of Pennsylvania, applied for a Ford Foundation grant that would allow the family to spend a year in England.

As his wife, Dr. Anita Summers, tells it, the Summers decided to share their risk-taking with their children by telling the boys about the application months before they knew the outcome.

In addition to wanting the boys to “get their arms around the possibility of being away for the year,” Dr. Summers says they wanted their sons to see that if their father didn’t win the fellowship they “would be very disappointed, but [that] life goes on.”

Either way, the boys would gain valuable insights from their father’s experience. They could feel the anticipation and excitement that accompanies risk-taking as they waited to learn their fate, and then either experience the joy of success or share in the disappointment of failure, but, win or lose, their father would continue to pursue his life’s work.

On the day that Dr. Summers finally received his letter, the family waited for him to come home and deliver the news. And when he produced the acceptance letter, the boys were able to celebrate with their parents in a way that they could not have if they hadn’t felt the apprehension and excitement that preceded the acceptance.

Further, if the boys hadn’t been privy to the discomfort of not knowing the outcome, they might have been left with the impression that winning a prestigious fellowship simply falls into one’s lap rather than being sought after and hard won.

The lesson seems to have worked. All three of their boys have gone on to successful careers in law, medicine and public policy. Their oldest, Larry, has served as Secretary of the Treasury and President of Harvard University.

When Dr. Summers shared this story, I thought about the handful of high school seniors I had met who were afraid to apply to certain colleges out of a fear of rejection. Some were kids with high-test scores and exceptional GPAs who refused to strive for acceptance to an elite schools because they didn’t think they would get in, and others were lower achieving students who refused to apply at all. It’s hard to imagine that those kids would not be better off today if they had possessed the courage to risk rejection in pursuit of success.

It’s easy to spout aphorisms like “Nothing ventured, nothing gained,” but letting our kids see us put a little skin in the game may build the optimism and courage they need to take some risks themselves.

#4 Teach That Failure Is Not the End

5,127 – The number of failed vacuum prototypes created by James Dyson before he came out with the Dual Cyclone bagless vacuum cleaner that made him a billionaire.

30 – The number of rejections Stephen King received before his first novel, Carrie, was finally accepted by a publisher.

$4 million – The number of dollars lost on GoPro inventor, Nick Woodman’s, failed first company.

According to the Duckworth lab statement, gritty people have “cognitive dispositions that incline [them] to look for changeable causes of their current problems.”

Grit means maintaining the hope and vision to change even under the most challenging circumstances.

The internet is littered with one-liners about overcoming failure, but inspiring aphorisms are not enough to convince children that they should endure rejections, setbacks and failures, especially painful ones.

In order to teach children to be resilient, we need to show them real examples of how failures and setbacks can lead to success—by talking about them regularly, sharing our own experiences, and most importantly allowing them to fail.

In his New York Times article “The Secret to Success is Failure,” Paul Tough says,

It is a central paradox of contemporary parenting, in fact: we have an acute, almost biological impulse to provide for our children, to give them everything they want and need, to protect them from dangers and discomforts both large and small. And yet we all know — on some level, at least — that what kids need more than anything is a little hardship: some challenge, some deprivation that they can overcome, even if just to prove to themselves that they can.

As parents, it is important that we don’t let our protective instincts rob our kids of first-hand experiences with hard-won victories.

This winter my husband and I put Paul Tough’s assertion to the test. At our local gym, kids who pass a swimming test are given a wristband that allows them to swim in the pool without a life jacket on. Despite having taken several years of swimming lessons, our daughter, Sue, has struggled with swimming and been slow to master floating on her back.

Until a few weeks ago, she would not attempt the swimming test because she was terrified of failing. Likewise, while we wanted her to earn her band, we did not want her to become discouraged if she failed.

Finally, we put a deadline before her: She had to attempt the swimming test before spring break. We weren’t sure whether or not she would pass, but decided that Sue facing her fear of failing was paramount. “If you pass,” we told her, “you’ll get your wristband, and if you don’t, we’ll know what you need to work on. We’ll practice and take the test again.”

When the moment came, Sue hopped into the pool and swam her freestyle without any trouble, but when it came time to float, she couldn’t flip onto her back and tried several times before she burst into tears.

“I want to practice. I want to practice,” she begged as we got out of the test pool and back into the kiddie pool. We spent the next 15 minutes half playing, half practicing before she said, “I want to take it again.”

While I was proud of her resilience, I was also apprehensive about a second failure and told her I didn’t think she had practiced enough. When she insisted, I summoned the lifeguard. Then Sue failed her test for a second time.

At home that night, we celebrated Sue’s decision to take the test but talked about how we’d need to practice her back float a lot more before she tried the test again.

Sue is still working toward her swimming test goal by taking weekly swimming lessons and practicing on her own, but the failure has not kept her out of the pool or dampened her resolve.

Now that she’s failed once, the prospect of another failure remains unpleasant but no longer deters her from trying. We are all confident that with practice she will also succeed in earning her wristband.

As parents, we all want to see our kids succeed, but as they search to find their footing on the pathway to success, it is important to show them that failure is part of the process, not an endpoint, but a necessary crossing on the road to achievement.

And if we don’t let them see us fail or experience a failure themselves in the safety of our presence, they may not have the stamina to overcome one when they are on their own.

In the months leading up to December 2014 Tyler Wagner trained to climb Mount Kilimanjaro, the highest mountain in Africa. He sacrificed time with his family, a wife and four children, for training and shared his excitement about the challenge with them as he worked toward his goal. His daughter even checked out a library book with a picture of Mount Kilimanjaro on the front.

Then, the day after Christmas, he left his family and journeyed toward the peak with a group of friends. But before he could reach the summit, Tyler became so sick that he could not go on.

Even now months later, he finds it difficult to reflect on the failed attempt. “I know I was a mess with a fever and cough and physically unable to continue,” he says, “but even that excuse doesn’t make it okay in my head.”

Still, he and his wife, Lauren, have turned his failure into a lesson for his kids.

When Tyler talked to his family on Skype soon after leaving the mountain, he shared his sadness and frustration over not finishing the climb. But since then they have talked a lot about his experience in Africa, not just the climb but also the safari that followed—the animals, the food, and the way Tyler adapted daily routines in this foreign environment.

“Fear of failure and disappointment is something I don’t want them to focus on,” he says. “I hope they saw that I took a chance and stepped out of my comfort zone, and while I didn’t climb to the summit, I was still able to have a great experience.”

Today Tyler is talking about a second attempt, and Lauren says it may be a family affair. “The kids believe that Tyler will definitely try again,” she says, “and they plan to be there with him. It has now become a goal of theirs to do it with him.”

Failure is painful and humbling, and as parents it is difficult to admit to our kids that it happens to us too. Yet exposing them to failure may be the very thing to inoculate them against giving up when they come face-to-face with failure themselves. They need to know that frustrating and painful moments are not the end of something but a natural part of the journey toward achievement.

 

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And here we are – into our last term of the year!!!!!!
I am hoping that everybody had a nice break? From all the children’s accounts it certainly sounded like there were adventures had; places, friends & family visited and it looks like… a little bit of growing occured along the way (for some) too. It was so lovely to see ‘bright sparks’ come walking into the classroom on Monday morning, and for some to say they were Grateful to be back at school.

So what’s happening for us this term? Well, starting from next week, we will have a student teacher with us for 4 weeks. Her name is Tamara and she will be doing her final prac with our class, so will be teaching the children for the majority of time during this period. We will be looking at Poetry this term and starting off our Maths with Fractions & Decimals. Tamara will be doing some Science and we will be Swimming and Writing and developing and practicing our play for the school concert. And there will be an excursion, at some stage. And Camp for the Elders. And a few added extras along the way. Oh, and Personal Projects – of course!

Already we are off and running. This week, we discussed the plot for our play and the children have decided on their character. The school concert will be held at North Sydney Leagues Club in Week 6 on Thursday, 22nd of Nov. Put this in your diary now!!!! Start time will be 6pm. Unlike past years at this venue, their will be no tables in the auditorium this year, only seating. So plan your night to include a meal prior to the 6pm start or after the concert.

We are reaching the end of our spelling units and in a few weeks will finalise this with a ‘bumper’ spelling quiz. Implementing spelling strategies and skills learnt throughout the year the children will be quizzed on approx 100 words. Already, letting them know this will be happening has created a stir – enthusiasm, anticipation & some excited nerves. With all the effort placed on spelling throughout this year the majority of children are eager to know how they will do. We began swimming on Tuesday. What a fantastic effort and improvement the children have made. It really pays to keep up with lessons throughout winter and the colder months. Come spring/summer – they are strong, confident and ready to swim.

It will be our turn to visit Lane Cove Library next week, so please return any books you may have floating around at home.

I think that’s about it – for this week!
Love, Sarah

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Sylvie swan rules ok.

  Hey peeps! I can’t believe I’m leaving! I’ve been at Currambena for six years and a term (nearly!!). I know that sounds weird, but it’s true! I moved here from England with my family when I was five. I had already done preschool and kindergarten in England, so I only did a term of Fran’s class (kindergarten). Fran was GREAT!!! So thank you Fran!!

Then I went to Blake’s class, year 1. I made most of my friends that year, not including Amalia and Gillian, who I made friends with in Fran’s. Blake was also an amazing teacher, so big thanks to Blake!!

The next few years were fantastic as well. I went on camp in Sarah’s class, held rats in Louise’s class, and went WILD when Wendy wasn’t looking (soz!). I’ve made LOADS of loving friends along the way, so… Thank You So Much Friends!!!

I also have had two great buddies, Maya and Amaya. Thank you, Maya and Amaya!

Big Thanks to Crafty Chris, who helped me make some GORGEOUS things over the years.

My family is travelling around Europe next year, and I’m going to be coming to school for another term! See you then, folks!

Love you guys lots, and goodbye!

Sylvie xoxo 

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