When children are given a puppet provocation.

We wondered what would happen if we invited the children to create their own puppet. Connie suggested asking the children if they would like to make puppet shows. The children readily agreed and spent the next two hours engrossed in creativity. Whilst we know the children were independent and creative thinkers we were suprised how long they sustained their learning. This idea quickly grew: puppets were made, stories were created, scenery and props were made. Without a prompt the children began writing down their ideas for the plays. Aaron Reed, the art teacher, offered to take a lesson in our class and helped the children develop their scenery.

These videos were recorded the following day. They are not polished performances and reflect the children’s spontaneous desire to entertain others. Some children had group members away and still shared their plays. Enjoy.

Puppet Show – A Way of Expressing Ourselves in 1P on PhotoPeach By Ms Connie

It doesn’t work! Real world maths, bread for the sleepover.

The children’s tally charts for the amount of bread we need for the sleepover was very accurate. They added up the slices of bread needed for sandwiches and breakfast (13 and 19). There were multiple methods for adding these numbers, many children made use of number bonds to 1o and their knowledge of working in 10’s.

The next issue was working out how many loaves of bread were needed. Each package has 8 slices and we need 34 slices…

As you can see from the video the children came up with many ways of solving the problem. It proved relatively easy to split the bread into groups of 8. The real issue came with solving the problem of the 2 extra slices. This is real world problem solving.

Listen out for the solutions. (I didn’t capture Lime saying ask people to change their minds.)

Sleepover shopping trip

The children formed groups and started crossing things off on their shopping list. The had calculated how much bread they needed and how much juice to buy. The children found all the items themselves, paid for them and packed their bags. They walked all the way up the steep steps back to school. We are ready for the sleepover. The children have everything they need to make their own food.

1P Shopped At HOMES For Sleepover Day! on PhotoPeach by Ms Connie

Gr1 Sleepover. Building Capacity To Lead from Grade One To Middle School.

Screen Shot 2016-05-29 at 2.58.09 PMThis reflects all the work that has gone into building leadership within our school from MS leadership training courses to Grade 1 service learning. We are starting to feel student strength and reaping the benefits as teachers and students. We find ourselves wondering how we ever did a sleepover without the MS support. We are excited to build on this next year.

 

The background

We were approached by some middle school (MS) students at the beginning of the year. They wanted to develop IMG_7511connections throughout the school and build our ‘one school spirit’. The MS students wanted to be involved in the sleepover. Whilst we are always open to working with all students we were slightly reluctant to have more students to monitor and support.

As sleepover arrived we connected with Rebekah Madrid, the middle school teacher who had facilitated this link. We were soon contacted by a group of middle school students. We were instantly impressed by their timely and effective communication. We agreed that the students would meet us in the park at 4pm and stay with us until 6pm. We gave the guideline of fostering the Gr1’s  independence.

Sleepover day

On the day of the sleepover the group of 7 students arrived promptly and within 10 minutes Donna and I wondered how we had ever done a sleepover without them. They respectfully observed the children and joined in their play, offering alternate games after a period of time. These were paced to perfection and included: a range of fast tag games, circle games, small group games and individual time with children. The students were highly empathetic, spotted quiet children who were alone, sought them out and spent time engaging them in conversation or play. There was a profound atmosphere of respect between Gr1 and the MS students. Donna and I noted that we had worked with adults and trained professionals who were not as capable as the MS students!