Our Term Two Learning Focus 

In this week’s newsletter, we are providing a peep inside the inquiry learning happening across the school. The subject areas under particular focus this term are exploring big ideas around necessity (what we need vs what we want), community, and interdependence. 

The Victorian Curriculum includes four capabilities we want to develop in our young learners which will set them up to be great citizens and have success. In this term, a particular focus is on Ethical Capability. 

The Ethical Capability curriculum explores what it means for both an individual and society to live well. Students examine what we ought to do, how we ought to live, what kind of society we should have, and what kind of person one should be. These questions concern individuals alone and relationships between people, between people and environmental, social and economic systems. 

This exploration strengthens students’ capacity to make decisions informed by an understanding of the values, principles, concepts, and ideas that underpin different assumptions, and an ability to analyse and evaluate these. Building capability in ethical understanding supports the development of informed citizenship at local, regional, and global levels.

Now to the learning at Columba!

Prep

This term the Prep students will finish their learning about the local Bunyip Community, exploring the different landmarks and land features. We went on an adventure this week to the local dentist and IGA to understand how they help their community.

Later in the term, we will learn that to be curious is to ask questions and investigate. We have many wonderings about the world around us including the different types of clouds and the instruments used to report on the weather. We look forward to becoming meteorologists and learning about how different types of weather affect the things we do and wear.

Junior School (grades 1-2)  -  Raw to Ready

What do we consume? And how is it made? 

The students have embarked on an inquiry that challenges them to consider the things we consume and what their origins are. They have been sorting needs and wants, and trying to work out the steps involved in delivering to our plates products such as bread, honey, butter, and fruit.

We call this process - the ‘paddock to plate’ process.

GUEST SPEAKERS: In honour of Mother’s Day, students rolled up their sleeves and created gifts for someone special using raw and recycled materials.  Next week we have 3 very special guest speakers: Steph, Brianna, and Mrs Priest - coming in to share their expertise in producing honey, caring for laying hens, and apple farming.  

STEP RIGHT UP: We’d like to invite families who may have expertise in the ‘paddock to plate’ process to come and share this with the 1/2s.  Whether it’s what you do full-time or just at home in the kitchen - we’d love to hear from dairy farmers, growers, bread bakers, ice-cream makers, candle makers etc.

Middle School (grades 3-4)

Money Makes the World Go ‘Round

In Term Two the middle school learners are focussing on Economics, Maths, and Ethical Understanding. We are exploring questions such as: Are there universal needs and wants?

How can I best save for something I need or want? How can I make good decisions when buying things I need and want? 

The students have developed a classroom economy and are exploring ideas around the concepts of necessity, sustainability, fairness, value etc. 

This week, being Federal budget week, and in a time of cost of living pressures, it is timely for students to look at budgets and the decisions we need to make between what we want and what we need.

Senior School (grades 5-6)

Earn and Learn: Economics

This term the senior students are learning all about the economy and how this affects them. They are exploring this through a simulation of the ‘real word’ within our classroom. They all have jobs - their usual school work, maintained at the level at which we know they are capable. For this, they get paid - a salary or a wage, depending on what they think their availability is to ‘work’ more hours and thus get paid extra. Then, they have to pay their mortgage or rent, taxes, storage for bags and tubs, wifi access, insurance, etc. Ask your child/ren what happens when all these expenses can’t be met! A profit and loss statement is kept on a weekly basis to keep track of their income and expenses.

Students are fined for breaking certain norms (as decided by them) and have begun to explore what second jobs they might have in our classroom to ensure the smooth running of the economy, and order within a social environment. Students are invited to draft a resume and covering letter, write an application and sit an interview for these possibilities. So far they have decided we need cleaners, police officers, vets (for when our chickens hatch and require care, along with the responsibility of looking after Lucy, of course), and even a lawyer to sort through the unfair fines they feel will be issued. With this there will be a need for a jury and courtroom, and we love the enthusiasm and ideas already flowing!

Mrs Parker: Why are you sad, Elyssa?

Elyssa: Because I don’t have enough money yet, and I’m homeless!