Thank you to the Junior School for this week’s post.
The Year One and Two students are switched on and ready to learn. They have been inquiring into: ‘How to collect and sort data’, ‘What makes a good learner’ and how to improve their writing. Below are the responses students in Year One gave to the questions, ‘What have you learnt so far this year?’ and ‘What are you looking forward to?’ Continue reading
How is it that an extra day can feel like so much more? (And how is that the extra day plays havoc with the following week, leaving you doing your ‘Monday things’ on Tuesday, your ‘Tuesday things’ on Wednesday and so on….?!). Sophie Apperly and the Year 2 classes reflect on their long weekend break. Continue reading
On the 25th of October the year 5s and 6s participated in a speaking and listening night. A lot of preparation went towards running this event from both teachers and students. Continue reading
If there’s one sure-fire way to rile my kids, it’s to say “Is there an emoticon for that?”
“Mum!”, they’ll reply in exasperation, “It’s emoji, not emoticon.” Continue reading
When my eldest son (now in high school) began Prep, he could hardly read the alphabet. The learning-to-read process began in the standard way – ‘golden words’, readers selected from the boxes in the classroom, and lots and lots of practice. And then it all just ‘clicked’- suddenly he couldn’t get enough to read.
He was mad about footy and while some might think that the Herald-Sun’s weekly 92-page AFL lift-out is a little too ‘comprehensive’, my son devoured it – best-on-ground performances by Judd, hamstring issues for Fremantle, off-field antics at Collingwood and poor umpiring decisions in the thirds at Fitzroy Reds – it didn’t matter what it was about, he read it. As well as the footy pages, he was tearing through books at a crazy rate. Continue reading
Things that kids say that make me crazy:
- Who is Kew Comets versing this week?
- How much minutes until lunch?
Yes, this is a post about choosing the correct words (and giving the occasional thought to grammar and punctuation)*.
My kids think I’m pedantic, I know I’m right. On more than one occasion I’ve pointed them in the direction of the dictionary or grammar guides and said that if they find ‘versing’ or their peculiar use of ‘much’ in any of the books, they’re free to go wild. Continue reading