]]>]]>I thought it might have been a sandgroper and told a group of interested children that one way of checking this would be to use the computer. We Googled ‘Sandgroper’and looked at a YouTube movie but were not convinced it was exactly the same. A Wiki article mentioned that some people confuse them with Mole Crickets, so we viewed another video and found a perfect match. A downloaded fact sheet from the WA Museum consolidated our research.
The children observed the Mole Cricket and drew pictures of it as we discussed what we would need to put in the container if we wanted to keep the insect.
Gabbi “What should we put in his house to make him happy?”
Rose “Food! Water and food. They eat lettuce.”
Gabbi “He likes to dig so what else should we put in?”
Rose “Dirt. And we need something for him to chew on and something for him to play with….a stick!”
Gabbi: “Do you have a dog at home?” (I wondered how Rose had this knowledge about the needs of creatures.)
Rose: “No.”
Later in the day, we put the Mole Cricket into a small container and projected its image onto the wall using the data projector and document camera.
Here we saw wonder, imagination; logic and science combine as different children interacted with this experience in their own special way. Some were interested in their own shadows, some were fascinated by the insect and others suspended logic to have fun and let their imaginations take over.
We then returned the Mole Cricket to his larger container where he (feeling quite relieved probably) burrowed back into the dirt.
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A small group of Five and Six year olds have become the school 'experts' in planting in the sky. Faced with a desire to hang plants in the classroom the teaching staff came up with the idea of planting a String Garden. The children were taken by the idea and over two mornings a group of seven children worked with me to create a test garden in my office.
I was impressed by the knowledge already held by these children. They were able to articulate and use strategies to measure lengths of string so they were all the same length, work to tell me how many more lengths they needed to reach our goal of eight and describe the process of making a String Garden to each other. We documented this process and discussed the use of technology, the students questions, the staff interaction and possibilities during our staff PD.
The children are using photos of the process to make a ' How to book' and they are in demand to go and teach other classes how to make String Gardens for their ckassrooms. Don't be surprised if you see these wonderful gardens popping up all over the school.
]]>One of the challenges to the teachers has been encouraging the students to slow down and incorporate detailed planning into their current trial and error building projects. After asking the students to choose a project and draw a plan, the teachers identified that more mathematical detail would enhance these plans and the students intentions further.
The students were challenged to think about their Wild Space projects and find a problem where they could use mathematics to help them solve an issue or move forward with their plan. They were asked to write a mathematical question, identify the data they already had, and determine what mathematical operation was needed before launching into the problem solving.
The task was taken on enthusiastically as the students became excited to see how the information they were going to collect would help with their exciting projects. The mathematical problems the students identified included determining how high to build walls, finding out how many sticks would be needed to build a hut, how large an area would need to be cleared, how high up the tree house would be, what length of rope is needed for a pulley and flyingfox system, how to share time up a tree fairly and many more.
The most important part of this activity was the asking of mathematical questions and the realisation that mathematics is an important tool in building projects. The teachers were also able to identify what mathematical skills the students need to learn so that they can become masters at applying this mathematical tool in the Wild Space.
]]>During the past month we have had a lot of work done throughout the school to upgrade and maintain our environments. The early childhood building was painted internally and is now fresh and new inside. The three lower primary classrooms had the old airconditioners removed and the holes were replaced with coloured glass. The two west classrooms had double glass sliding doors put in the front of the classroom and they all had new split level air conditioning installed. So, the classrooms now have more light and are cooler and quieter. You can now find Jan (Literacy focus) and Laura (Inclusive Education Coordinator) in the office next to the library.
For the past week we have all worked hard to ready the school for your return. The teaching staff have been preparing the classrooms and school programs, administration staff have been working to make sure that you are supported in administration matters. On Friday all staff attended a workshop with Steve Wells on Resilience in the Workplace and Life.
We have a busy year ahead and have already identified a number of exciting explorations and opportunities.
We look forward to another year of working together for our children.
Gillian McAuliffe
Director of Teaching and Learning
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All workshops include examples from the classrooms and a wealth of ideas for you to try in your environments.
For more information please click HERE to go to the Professional Outreach page.
BPCS is unique. Its teaching practice has moved with the next generation. There is no doubt that this school offers WA families an exciting alternative education model for their children, one that embraces cultural and linguistic diversity in ways that empower MSS to become successful learners, confident and creative individuals, and active and informed citizens. BPCS has realised the vision so frequently articulated by the Australian government. BPCS pedagogy and practice is consistent with the internationally acclaimed Reggio Emilia teaching approach. Its school philosophy is in step with contemporary research literature that advocates a holistic and integrated curriculum that extends beyond the primary school years. Extending Reggio Emilia Principles in the Middle School Context presents an exemplar of ‘best practice’ that provides fresh initiative and impetus to the Middle School reform movement." Full article to follow.
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On the 15th of the Nepali month of Ashadh (June 29th on our calendar), children all over Nepal celebrated Mud Day. 15th Ashadh, called Asar Pandhra, is traditionally the day that marks the beginning of the planting season, and for generations, this has been a great day of celebration all over the country. But now, something new has begun.
Mud Day is an opportunity for Nepalis not only to celebrate the productivity of the land, to eat a special rice-and-yogurt dessert and to enjoy the company of their friends and family, it is also a chance for children to appreciate the land in a different way. Rather than the land being the resource that supplies their livelihood, Mud Day encourages children to see the land also as something that they can love and enjoy, just
for its own sake.
Children at the Samajha Kalyan Orphanage in the Kavre region of Central Nepal have had the opportunity to celebrate Mud Day for two years in a row, thanks to the generosity of Bold Park School and Gillian from Australia. They (as well as their teacher!) got thoroughly dirty and enjoyed every minute of it. The children were given an opportunity to bring out their competitive side, with matches of football,volleyball, wrestling and races, receiving prizes for winning. The children were so happy to have gotten such an opportunity,
and, “hope such a help from you for conducting our program on coming future days.”In other words: “we hope you continue to help us have many more mud days!” To read the full article click HERE