Book Week Fun!

Today, the grade 3s got into the spirit and got dressed up in their favourite (out ready to put together) characters from books. There were a lot of Where’s Wallys and Tin Tin related characters. Congrats to everyone for getting into the spirit! We loved it! Thank you also for the gold coin donations which are g to literacy charities. We are still collecting for those of you who forgot today šŸ˜

Congratulations to Spencer for the best-dressed award in Grade 3! You did Gangsta Granny proud!

Athletics and Angles

In the lead up to the Bell Athletics Carnival, students explored how to improve their shot put. They investigated the best ways to coach each other and used iPads to record and pin point areas of success and improvement. Students recognised that the angle of release when they perform their ‘put’ can dramatically effect the distance in which they can throw. By coaching each other to release at an angle of 37 to 45 degrees most students improved their distances by 30- 100cm.

Digitech Unplugged

To create digital solutions is one of the strands of the digital technologies curriculum. In grade 4 we have been learning how toĀ describe and follow a sequence of steps and decisions involving branching and user input (algorithms) needed to solve them. 4W has been set a problem where they have to control a human (blindfolded) robot from a starting point to a destination. The aim of this lesson is to make the students aware of specificationĀ and algorithms. That is, the students learned very quickly that if they weren’t quite specific with their instructions the human-robotĀ wouldn’t do what they wanted it to do.Ā  This is the same experience when coding a computer.

Today the students were divided into groups of three. One person was the blind robot, one person the controller (directing the robot from start to destinations) and the other person the scriptwriter or programmer whose task was to scribe the instructions from the controller into an algorithm.

CERES Incursion

On Tuesday CERES came out to do a special incursion called “Environmental Solutions” for the grade 3s. Thank you again to Ava for her winning entry into the Darebin competition!

We felt very proud of the rich discussion that came from the incursion. Students already had a great bank of knowledge about where plastic comes from, how it breaks down, nuclear power and fossil fuels!

The timeline of how long it takes different products to breakdown was eye-opening. Our eco-warriors were engaged from start to finish! Here are some pictures below:

Grade 4 Gallery Of Interests

This term grade 4’s are engaging in a type of personal inquiry that is described as iTime. iTime is where the students have an opportunity to drive the learning by focusing on a personal interest and put into practice some of the inquiry skills that they have learnt from previous more teacher driven or shared inquiry learning. iTime is not free time. It a rigorous process where before the students can begin their personal investigations, they will need to drill down into who they are as learners. We call these ‘Learning Assets’ and hopefully, the students have already been discussing these at home. There are five categories of learning assets that we focus on. (Click each link)


At Bell Inquiry learning is structured around the inquiry cycle. Please see the image below.Ā 

Learning about themselves as learners isĀ an integral part of the ‘Tuning Phase’. Additional to that is a process of thinking about what it is that the students want to know more about?Ā How is it going to stretch their learning? A great way of tuning in the students thinking is to create a Gallery Of Interests. This is where the students are asked to bring in an object that symbolises something they are interested in learning more about. In setting the gallery up the students had to write on a card stating what the object represents and why they would love to teach themselves/Learn how to/Learn more about/Solve/Design/Make.Ā Followed by a driving question. The students then had to walk around each of the galleries of interests in silence and taking mental notes of what they noticed and some wonderings.

The next part of our tunning phase is for the students to think about how to go deeper with their questions. A question we often ask our students is “can it just be Googled?” If so then it’s not a deep enough question.

The final part of the tuning phase is writing a proposal that asks the students to justify why they want to find out more about this particular topic. What is the learning asset that they need to focus on? How do they think the will go about finding out more? And how it will stretch their learning? The proposal then needs to be signed off by a peer, teacher and themselves.



The Power Of Words; An eSmart Lesson

Term 3 eSmart lesson for 4W centred on the idea of the power of words in the context of the online world. Often when communicating in through an online space like email, games, youtube or social media words can be taken out of context and become hurtful.

Last week 4W students reflected on how they communicated online and considered that while they are enjoying their favourite websites they may encounter messages from other kids that can make them feel angry, hurt, sad, or fearful. Furthermore, they explored ways to handle cyberbullying and how to respond in the face of upsetting language online.Ā 

The intent of this lesson was to give an opportunity for studentsĀ to;

ā€¢ empathize with those who have received mean and hurtful messages.

ā€¢ judge what it means to cross the line from harmless to harmful communication online.

and to

ā€¢ generate solutions for dealing with cyberbullying.

Driven by our essential question ”

What should you do when someone uses mean or scary language on the Internet?”

The first part of the lesson was to watch a commonsense media video called The Power Of Words. A discussion ensued around why the main character was hurt by some of the language used in the chat function of a game he was playing. The main character sort the advice from his older sibling who used the acronym STOP to assist with him dealing with the hurtful language.

Step away

Tell a trusted adult

Ok sites first

Pause and think online

The second part of the lesson the students formed small discussion groups and discussed how they would feel if they were Rani and Aruna in the below online conversation.

Part 3 of the lesson, half the students in the class were given a secretĀ note with the sentence “You’re weird” written on it. Once they were in pairs they had to give it to the other person and gauge their reaction. Instantly there was a range of different reactions and we discuss a range of different contexts for which the statement was made. eg It was an ‘in joke’ so the receiver wasn’t offended. or The person was trying to make a joke but the other person didn’t get it. To, the person was being mean and deliberately hurtful. The students quickly realised that those words could be completely taken out of context. 4W students were able to link back to their own experiences especially when using email. Furthermore, we discussed how sometime emojis can be a help but also be a hindranceĀ by clouding the meaning of the message.


They’re Calling on You!

Hi my name is Alice M and I am in 4G. Last term in inquiry the grade 4s were learning about Sustainable Development Goals. If you donā€™t know what that is itā€™s about a group of people who have set up 17 goal that the world has to achieve by 2030. The goals are to do with making the environment a better place for all species of animals and humans. Iā€™m interested in the goal Life on Land. In particular iā€™m Ā wanting to help save the gorillas.
On the 6th of August until the end of term 3 I will be holding a mobile phone drive at our school. This program is about recycling old mobile phones and iPads. In these devices there is a mineral called Coltan which is being mined near where the gorillas live which is destroying their habitats. So if you have an old mobile phone or iPad that doesn’t work please bring it to school and put it in the box in the office. Thank you.Ā ļ“²ļµļ’•


Chemical Science grade 3/4

At the end of Term 2 students participated in science experiment rotations. They had the opportunity to try four different experiments which included mixing different ingredients to see what the reactions would be. They recorded results and asked questions about why different reactions occurred and what would happen if they changed ingredients. Students will be continuing various aspects of the Chemical Science unit at the start of Term 3.

Touch Typing/Handwriting Thursdays!

There is nothing more painful thanĀ watching someone type with two fingers. We have been gifted with 10 fingers so use them! Last term Julie and I observed students publishing their stories in Google docs with most students only using a few fingers, others using only two and oneĀ personĀ even using one hand! Argh!

Its Handwriting/Typing mornings for 4W. Every Thursday morning we will be focusing on our handwriting as well as touch typing. This week the students used ‘Dance Mat Typing‘ a fun online game that teaches studentsĀ the correct fingers for our weird QWERTY keyboard.

Now the questions has to be asked… Can you touch type? If not we totally recommend giving Dance Mat Typing a go. You won’t regret it.



Maldon Camp 2 Day 2

Students proved themselves as safe and capable riders today as we rode up and down hills, over gravel and on the road to Carmen’s Tunnel gold mine. There we were once again mesmerised by our tour guide Ray who told us stories of Mother Mountain and historical information about the mining in Maldon. Clear skies, riding, exploring, scavenger hunting and a disco to finish.

Sleeping tight,

Camp 2

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