27 June 2025

Message from Mr Moustafa Elakkoumi

Asalaamu alaikum parents and guardians,

Alhumdulilah we have reached the end of the semester. The journey has been exciting. It is wonderful to see the Year 4 and 5 students mature as they take on more active leadership roles around the school. The foundation students have settled in nicely and are confident in their surroundings with their Year 2 buddies.

We would like to welcome Kathrine Richardson to the team. Kathrine has extensive knowledge in play therapy and will looking to enhance the positive dynamics around the school. We would also like to say farewell to Ms Rabiha as she chases one of her dreams working overseas in Qatar, InshaAllah. Ms Rabiha will always be a part of the AIA family and will be welcomed back at any time.

REPORTS AND HOLIDAY PLAN:

The reports will be distributed very soon. Take the time to look through the comments and work on areas of improvement. Have a conversation with your children and organise a holiday learning program. Some ideas might include reading for 30 minutes a day on a topic of interest followed by a quick chat around the topic, exploring educational documentaries together, visiting the Zoo and museum, maintaining a holiday journal. Come up with a plan involving your child to allow agency and ownership.

EID FESTIVAL:

A special thank you to all the parents who helped out during the Eid festival. It was an amazing event and the students were very excited. A star attraction was the petting zoo where students interacted beautifully with the animals. Thank you everyone who made it a special event. I would like to say a huge thank you to Ms Fahima who worked tirelessly planning the event and orchestrated the day perfectly.

FOUNDATION INTERVIEWS:

Foundation positions for 2027 are filling up very quickly. Please be aware that we are now interviewing new families. In light of procedural fairness, if existing families are late in their application, a position will not be made available if we have reached capacity.

ARRIVAL AND DISMISSAL PROCEDURES:

A friendly reminder if you would like to have a meeting with any staff member, to do so through the front office. If you have suggestions to fine tune the procedures please let us know, we will always listen to any suggestions of improvement.

CHILD SAFETY:

Child safe standards will not be compromised at AIAE. For clarification, events where parents are invited to the school will not require a Working With Children’s Check (WWCC). These events include, but not limited to, information nights, orientation days and assemblies. Other events where there are high interactions with students may require a WWCC. We suggest completing your WWCC before time to avoid any disappointment.

HEROES WALK AMONG US:

We would like to acknowledge the bravery and dedication of our school nurse, Michelle Richardson. She helped save the life of the boy who was involved in an attack on Sunday May 25 th at Northland shopping centre. Michelle is a true hero and a valued member of AIAE. We thank you for your courage and commitment and are honoured to have a real life saver with us.

CONTACT PERSONS FOR STUDENT CONCERNS:

Office Manager Assistants at the Main Office - Phone 9354 0833
Classroom Teacher of the student.
Team leaders:
Foundation – Ms Hannah Mina
Year 1 – Ms Sarah El Nemar
Year 2 – Ms Mona Atyabi
Year 3 – Ms Nadia Mohamed
Year 4 – Ms Tugba Demirkaya
Year 5 – Ms Amanda Dessmann
Head of Infants – Ms Filiz Cansiz
Head of Uppers – Ms Yurdagul Talic
School Counsellor – Ms Hadiya Taleb
– Ms Rahma (Hani) Mohamed
School Nurse – Ms Deniz Yilmaz
– Ms Michelle Richardson
Thank you to the wonderful AIAE community for everything you do. It is truly a pleasure serving you.

Wa alaikum assalam
Mr Moustafa Elakkoumi

Child Safety

Child Safety and Wellbeing: A Unified Approach
At the King Khaled Coburg Campus, our mission is to foster a learning environment where
every child feels safe, supported and empowered to thrive. As both the Child Safe Officer
and Mental Health and Wellbeing Leader (MHWL), I am committed to ensuring that our
school promotes not only academic excellence but also emotional safety and mental
wellbeing.
Keeping Our Students Safe
In my role as Child Safe Officer, I uphold and promote the principles outlined in Victoria’s
Child Safe Standards. This means working collaboratively with staff and the wider
community to create a culture where child safety is embedded into every aspect of school
life. Our policies are regularly reviewed to ensure they meet current legal obligations and
staff are trained to recognise and respond to signs of abuse or neglect. We maintain clear,
confidential pathways for reporting concerns and we aim to ensure that every student feels
confident that they will be heard and protected.
Child safety is not a single person’s responsibility—it is a collective commitment. I
encourage families and staff to remain engaged, informed and proactive in keeping our
students safe.
Promoting Mental Health and Positive Behaviour
Alongside child safety, my work as the Mental Health and Wellbeing Leader focuses on
promoting a strong, supportive school culture through the School-Wide Positive Behaviour
Framework (SWPBF). This framework helps us to build a consistent, proactive approach to
behaviour across the school, grounded in respect, safety and responsibility.
The SWPBF is about more than behaviour management—it’s about fostering positive
relationships and a school culture that encourages student engagement, inclusion and
mental wellness. I work closely with teachers and leadership teams to ensure that wellbeing
practices are embedded into daily routines and curriculum. Students are taught clear
expectations for behaviour and are supported through positive reinforcement and
reflection.
Working in Partnership
A key part of my role is building strong partnerships with families. When schools and
families work together, students benefit. I look forward to sharing resources, organising
workshops and providing support so that parents feel equipped to help their children
navigate both academic and emotional challenges.
I also collaborate with our Special Needs Department and lead Student Support Group (SSG)
meetings to ensure that students with additional needs receive targeted support. For those
requiring further assistance, I work with our school psychologist or counsellors to facilitate
referrals, develop safety or return-to-school plans and monitor progress.

Let’s Connect
Creating a safe and supportive school is a shared journey. Whether you have questions,
ideas, or concerns, please don’t hesitate to reach out. Together, we can ensure that every
student at the King Khalid Coburg Campus feels valued, protected and ready to succeed.

Building Strong Teaching Through Inquiry and Relationships

Strengthening Teaching Practice Through Inquiry and Relationships
This term, I had the opportunity to attend a Professional Development Day hosted by the Victorian
PYP Network at Kardinia International College. The theme of the day—Relationships—focused on
the dynamic link between explicit teaching and inquiry-based learning.
We explored how these approaches can work in harmony to support student growth, such as
children transition from learning to read to reading to learn. A key takeaway was that explicit
instruction, such as phonics, when delivered with purpose, can complement inquiry and deepen
understanding.
It was inspiring to meet Dr. Nathaniel Swain and to connect with members of Independent Schools
Victoria, who brought thoughtful perspectives on evolving educational practices.
This experience reaffirmed our commitment to authentic IB learning—balancing skill development
with curiosity and student agency. It reminded me that great teaching is about knowing when and
how to guide learning explicitly, while always nurturing children's natural desire to make sense of
the world.
We’re excited to continue building on this approach in our classrooms.

Rabia Jones
Deputy Head, Child Safe Officer & MHWL

Arabic

Dear Parents and Guardians,

This term, our Year 5 students have been exploring the fascinating world of natural phenomena through an Arabic language inquiry unit focused on earthquakes and volcanoes.

In this integrated unit, students worked in small groups to research and present their findings in Arabic. They developed rich vocabulary related to natural disasters, tectonic plates, volcanic structures, and safety procedures, while enhancing their reading, writing, speaking, and teamwork skills.

A key highlight was the volcano model project. Each group designed and built their own volcano using simple materials, then demonstrated an eruption during a safe, teacher-guided simulation. This hands-on experience brought Arabic scientific vocabulary to life in an engaging and memorable way.

Students also created Arabic-language posters that clearly labelled the parts of a volcano and explained how eruptions occur. Their posters included important safety information about what to do before, during, and after a volcanic eruption—demonstrating both scientific understanding and practical awareness.

We are incredibly proud of how confidently our students used Arabic to communicate complex ideas and collaborate effectively with their peers. Their enthusiasm, creativity, and developing language skills were evident throughout the entire inquiry process.

Expressing Emotions in Arabic

Year 2 students ended their term on an exciting and interactive note with a creative hands-on activity. They designed their very own emotions wheels, which they then used to practice conversational Arabic in a fun and meaningful way. Taking turns, they asked one another “كيف الحال؟” (How are you?), responding with expressive phrases such as “أنا سعيد” (I am happy), “أنا هادئ” (I am calm), “أنا غاضبة” (I am angry), and “أنا جريئة” (I am brave).

This activity not only reinforced their Arabic vocabulary but also encouraged emotional awareness and peer interaction. The students thoroughly enjoyed sharing their feelings while building confidence in their language skills—a wonderful way to wrap up the term!

Warm regards,

Nancy Koubeisi
Coordinator and Arabic Language Teacher

My New Gallery

Prev

Showing images 1 - 8 of 15

Next

Religion

AIA Students Experience the Journey of a Lifetime: Hajj Simulation Event!

Hajj, one of the five pillars of Islam, is a sacred pilgrimage that every able Muslim aspires to undertake at least once in their lifetime. It symbolizes unity, sacrifice, and complete submission to Allah. At AIA, we believe in bringing these profound spiritual lessons to life for our students, helping them understand the significance of Hajj beyond classrooms.

On Wednesday, Week 6, AIA organized an interactive Hajj Simulation to celebrate Al-Hajj and immerse students in this incredible journey of faith. The event transformed our school into a mini pilgrimage site, where students received special Hajj passports to begin their spiritual adventure.

Through hands-on activities, they experienced the key rituals of Hajj, including:
Tawaf – Circling the Kaaba with reverence
 Sa’i – Walking between Safa and Marwah, recalling Hajar’s devotion
 Wuquf at Arafah – A moment of heartfelt prayer and reflection
 Stoning of the Jamarat – Rejecting temptation, just as Prophet Ibrahim (AS) did
 Mina & Muzdalifa Stations – Learning from Islamic teachers about the wisdom behind these sacred stops
 Zamzam Water & Dates – Tasting these blessed gifts like real pilgrims in Makkah

The excitement was palpable as students moved from station to station, absorbing every detail. Our dedicated Islamic teachers brought the experience to life, patiently explaining each step and its spiritual meaning.

This simulation wasn’t just about learning—it was about feeling the connection to our faith and the global Muslim community. May Allah accept the Hajj of all pilgrims this year and grant our students the opportunity to perform the real Hajj one day. Ameen!

Celebrating Hajj with Unity and Creativity at AIA

As Dhul Hijjah commenced, our upper primary students beautifully shared the essence of Hajj with the infants school, strengthening the bonds of brotherhood and sisterhood in Islam. 

With care and enthusiasm, they crafted detailed models of the Ka’bah and vividly demonstrated Hajj rituals, blending creativity with heartfelt reverence. This interactive Hajj Expo not only deepened their own understanding but also nurtured a shared sense of faith and community among our younger learners. 

Learning through faith, building through love—uniting as one Ummah.

AIA Islamic Department

Prev

Showing images 1 - 8 of 20

Next

Library

On Wednesday May 21 our school took part in National Simultaneous Story Time. This is an event where the same book is read all around the country at the same time in child care centres, kindergartens, and schools. Each year the chosen book is from an Australian author or illustrator and this year the book was ‘The Truck Cat’ by Deborah Frenkel. The purpose of the event is to encourage reading amongst young children both at home and at school.

Next term sees us celebrating The Children’s Book Council of Australia’s Book Week held from August 16 to 23. This year’s theme is "Book an Adventure!". We will be having a character parade in Week 5 on Wednesday August 20. More details will be shared next term.

Holidays are coming up and the library staff encourage all families to visit their local library during this time. Your local library is free to join and has many amazing books. Reading for at least 20 minutes a day will ensure your child’s literacy levels are maintained during the three-week break.

regards,
Ms Stacey (teacher librarian), Ms Rawia, Ms Iman

Australia's Biggest Morning Tea

On Thursday 22^nd May, our campus participated once again in a wonderful fundraising event, Australia’s Biggest Morning Tea, raising a WHOPPING $3,009.00!!!

We were honoured with the presence of the CEO of the Cancer Council of Victoria, Mr Todd Harper.

We had an enjoyable assembly and learned the importance of Charity, Alhamdullilah.

The children each received a donut, orange juice drink and a scrumptious piece of fruit.

A BIG THANK-YOU to Paramount Fire Protection (for providing us with 700 orange juice drinks). Bo and Co. Hair Studio (for providing us with 700 freshly baked donuts from Pascoe Vale HOT BREAD) and Virgona Provedoring: Wholesale Fruit & Vegetables (for providing us with over 700 pieces of fresh apples, pears, bananas and mandarins) AND Woolworths in Coburg had given us a $50 voucher to purchase the lunch bags etc…

This event would not have been possible without the incredible support of our parent volunteers, whose help with organising and distributing the morning tea was deeply appreciated. We sincerely would like to THANK the following parents:

Karrine Sleiman
Dania Talib
Rifat Sharmin
Rima Nassif
Assia Hammoud
Moona Hammoud
Sarah Najjar
Amy Chakik
Chantelle Ellahibi
and Zainab Merhi

Ms Fahima Mallouk and Hadiya Taleb both working behind the scenes and doing EVERYTHING that needed to be done with Smiles and Enthusiasm that made this day successful, Alhamdullilah.

Ms Ramia Neshabe and her Leadership Team – comprising the school captains, school leaders and SRC members – demonstrated excellent leadership and organizational skills. They showed great respect and courtesy while assisting our parent volunteers and contributed to decorating our boards.

Our School Captains and Vice Captains had the valuable opportunity to sit down and speak with Mr Todd Harper. They were then pleasantly surprised by a visit from Local MP Mr Anthony Cianflone, who joined us in the staff room to enjoy morning tea and engage in conversation with the captains. It was a meaningful experience, and we believe our student leaders gained a great deal from the day. With Ms Rabia’s thoughtful guidance and encouragement, they felt confident to continue engaging in dialogue with our distinguished guests.

I believe this event creates meaningful opportunities for all of our students, allowing them to demonstrate and put into practice our beautiful Muslim Values…. Alhamdulillah.

All funds raised on this day go directly to Cancer Research, Prevention and Support for our community through the Cancer Council of Victoria.

THANK-YOU to EVERYONE who participated in this meaningful event.

Ms Iman Habboucheh
Host of Australia’s Biggest Morning Tea and Community Liaison Officer

Learn To Play

The Learn to Play program is proving to be a powerful and progressive approach to our children’s education. Each week, our Foundation students eagerly look forward to their dedicated playroom sessions.

The structured play-based experiences have allowed us to observe tremendous growth in our youngest learners. Students who were once shy are now confidently engaging with peers. Their ability to initiate conversation, take turns, and express their thoughts is steadily improving. These social skills, often developed through imaginative and role-play activities, are laying a strong foundation not just for academic success but for lifelong interpersonal development.

What makes Learn to Play so effective is its focus on emotional and social learning. While the students may appear to be simply “playing,” they are in fact building critical skills such as empathy, self-regulation, and problem-solving. The playroom becomes a safe space for them to explore relationships, try out new ideas, and express their individuality.

We invite families to ask their children about their playroom adventures as it’s a wonderful way to open up conversations about friendships, feelings, and the magic of learning through play.

School Captains Message

As a school captain and a Year 5 student, I believe that working well with others is very important, especially in Islam. In class, we learn about teamwork, respect, and kindness—values taught to us by our beloved Prophet Muhammad (peace be upon him). I always try to help my classmates and encourage everyone to listen to each other and share ideas. Being responsible also means setting a good example, following school rules, and doing what is right, even when no one is watching. I feel honoured to have the trust of my teachers and friends, and I always try my best to be a positive role model. I hope to continue helping others and making our school a place where everyone feels respected and included.

PSPE

Term 2 in Physical Education has been a hive of action and learning. Our Grade 3–5 students plunged into a unit on invasion games such as basketball, soccer and AFL Footy! Through small-sided matches they explored offensive and defensive strategies, learned to create space, communicate as a team and transition quickly from attack to defence. The improvement in tactical thinking and sportsmanship was fantastic to watch.

Meanwhile, our Prep–Grade 2 classes focused on the essential building blocks of movement: catching, throwing and kicking. Using beanbags, soft balls and low-pressure games, students practised correct grip, eye-tracking and follow-through, steadily increasing accuracy and power each week. The confidence in their fundamental motor skills has blossomed, setting them up for future sporting success.

Across all year levels we emphasised fair play, perseverance and celebrating each other’s efforts.

Special Needs

Holiday Learning Resources from the Special Needs Department

Dear families,

The holidays are a fantastic time to rest, recharge, and also sneak in some fun learning! Here are some wonderful educational websites and programs to keep young minds active during the break.

For Students in Ms Enza and Ms Yurdagul’s Sessions:

Students attending our literacy intervention sessions have access to Lexia, a structured developmental literacy program designed to support reading at each child’s own pace. Make the most of this resource during the holidays!

Great Literacy & Numeracy Resources:

Here are some of our top picks for fun, interactive learning at home:

Sunshine Online

 Engaging, levelled and decodable readers, literacy games, and videos that support early learning and independent reading.

 Starfall

Perfect for foundational literacy and numeracy. Includes phonics, songs, stories, and math activities for K–Year 3.

 ICT Games

High-quality free games for Maths and Literacy with a strong phonics and number sense focus, ideal for primary schoolers.

Essential Assessment

Students who attend Educational Support sessions have access to this Maths and English platform, which is aligned with the Australian Curriculum.

 If your child doesn’t have login details, please contact their classroom teacher.

 More Free High-Quality Resources:

 ABC Education

Free games, videos and activities across all learning areas, developed for Australian students. Explore their collections by subject and year level.

 PBS Kids Games

Games that blend fun with learning in literacy, maths, science and more — perfect for Foundation to Year 3.

National Geographic Kids

Discover fascinating facts about animals, science, space, and the world with games, videos, and quizzes.

Toy Theater

Interactive educational games for maths, reading, art, music, and puzzles — great for visual and hands-on learners.

We encourage families to explore these together and make learning fun this holiday season. Even just 10–15 minutes a day can help your child stay engaged and build confidence before the new term begins!

Warm regards,

Ms Enza
Special Educational Needs & Inclusive Education Coordinator

Visual Art

Salaam!

We’ve made it to the end of the term again, and what a full and exciting term it has been!

Year Threes have finally finished their Yayoi inspired artworks, and they have turned out beautifully! Students began by drawing and designing pumpkins in Yayoi’s style using lines and many patterns. We then made our background using oil pastels and water colour paints. We were so happy to be putting them together and calling them done. It was a long process, but they did turn out great.

Foundation students have been investigating the element of art: colour. We have learned our three primary colours and explored how mixing them can create new colours. We used cellophane, and paint to explore this. It was wonderful to see their excited faces when they made a new colour!

Year One students this term have been exploring and differentiating between organic and geometric shapes. We practised our skills in collage to make some geometric robots using paper, and foil. The results were excellent!

Well done everyone! Have a fun and safe term break, and I look forward to an equally exciting term three!

Ms Iman

Prev

Showing images 1 - 8 of 11

Next

Performing Arts

We have had a very busy yet productive term and of course abundance of creativity and creative expression. Every year level explored a unit of First Nations Australia from different perspectives such as Dreamtime stories, Indigenous Seasons, First Nations Games and Toys.

Foundation, Year 2 and Year 4 were focused on establishing spatial awareness, listening and responding skills through movement, creative play, playing instruments and interactive drama games using role play and characterisation but also working heavily on the production rehearsals which is coming together beautifully.

In term 4 Foundation students will be exploring animal characteristics and habitats therefore their production pieces connect to their Unit of Inquiring with the transdisciplinary theme Sharing the Planet. Each class represent a variant habitat such as the Savannah, Under the Sea, the Jungle and the Artic.

Year 2s are exploring Indigenous Cultures such as First Nations Australia, Polynesia, Africa and Native America and the similarities and differences between these cultures and their connection to nature and story telling which relates to “Where we are in Place and Time.”

Year 4 also have been exploring the Transdisciplinary theme “Where we are in Place and Time” but from a cultural and historical perspective of various cultures and paintings from the past and across the globe such as Ancient Arabia with a story from the Quran, 19th Century France, Flamenco Spain, Japan and Ancient Greece. Each class are represented by a painting that comes to life.

Year 1 explored how Performing Arts changes over time via music, costumes, fashion, characters and musicals. With the development of technology aspects of the arts change.

Year 3 explored shadow theatre and mime. Using a light source and shadow to perform dreamtime stories and stories about cultures that links to their Unit of Inquiry.

Year 5’s was exploring Broadcast Media. The focus was on planning, developing, filming and editing a Media/News Report based on Civilians and Communities the Unit of Inquiry established in the classroom as well as TV shows. They had to consider; Theme, Setting, Characters, Roles and Responsibilities, Costumes, Props, script writing and editing on the I pad. They integrated the Indigenous Seasons and First Nations perspectives into the report.

Next Term will be the event of the Year the performance of: A journey Through Art and the Year 1, 3 and 5 students will participate in the Arabic Nasheed concert in early Term 4.

Warmest Regards

Jodi Bilsborow
Coordinator of Arts
Performing Arts Teacher

My New Gallery

Prev

Showing images 1 - 8 of 14

Next

Foundation

Foundation Family Project and STEMS Exhibition –

A Celebration of Learning, Culture and Creativity!

As part of our Unit of Inquiry Who We Are, Foundation students were invited to take part in a special Family Homework Project. This experience encouraged families to work together to create a cultural object using recycled or household materials. From cardboard boxes, paper to leaves, pebbles, fabric, students explored their creativity while celebrating culture and family connections.

The project invited students to think like inventors and use their imagination to design cultural items such as traditional hats, lanterns, cultural dishes, jewellery, baskets and more. It was a joy to see mums, dads, siblings (even the youngest family members!) working together to plan, create and celebrate their backgrounds through hands-on learning.

To celebrate the completion of this exciting project, Foundation students proudly presented their cultural creations during the STEMS Family Project Exhibition, which was held in the school hall on Monday, 16th June. Students showcase their work to teachers and peers from the Foundation cohort, confidently explaining their inventions and the cultural significance behind them. All Foundation students then went on a gallery walk to view other Foundation class projects. The hall was filled with colour, creativity and excitement as students shared their projects with pride.

The exhibition was a wonderful demonstration of collaboration, problem-solving and cultural appreciation. We were incredibly proud of the effort, imagination and teamwork evident in every creation.

A heartfelt thank you to all the families who supported this learning journey at home. Your involvement helped turn this project into a memorable and meaningful experience for our Foundation learners.

Warm regards,
Foundation Teachers 2025

Prev

Showing images 1 - 8 of 11

Next

Year 1

As we reach the end of Term 2, it's a wonderful opportunity to reflect on the incredible learning journey our students have taken over the past ten weeks. This term has been filled with curiosity, discovery, creativity, and growth. Our classrooms have been buzzing with excitement as students engaged in a range of hands-on learning experiences across all subject areas. We are so proud of the progress and enthusiasm they have shown throughout the term.

This term in Mathematics, students have been busy building essential skills and exploring a range of concepts. We kicked off the term with skip counting, where students practised counting by 2s, 5s, and 10s to strengthen number patterns and fluency. Measurement, as students learned to compare, order, and measure the length and height of various objects. This learning extended into volume and capacity, with engaging, hands-on activities. Using water and a variety of containers, students poured, estimated, and compared to deepen their understanding through practical experience. Students also explored 2D and 3D shapes.

Our Writing focus this term included two key genres: descriptive writing and recount writing. Students learned to use adjectives to describe people, places, objects, and events. In recount writing, they practised retelling personal experiences in a sequenced manner.

Our Inquiry unit this term focused on the central idea: “The natural, managed, and constructed features of places can meet different needs.” Students investigated the differences between these types of environments and discussed how each serves a purpose in our lives and communities.

It has been a wonderful term filled with learning, laughter, and achievement. We wish everyone a happy and safe semester break, and we look forward to welcoming our students back for an even more exciting Term 3 with new learning activities and adventures.

Ms Aysegul Velidedeoglu

Year 1 Team

Year 2

Assalamu Alaykum Parents,

Our Year 2 students have shown fantastic progress in their handwriting and phonics skills. Through consistent practice and a strong focus on letter formation, spacing, and sentence structure, students are becoming more confident and fluent writers. Teachers have been impressed with the care students are taking in their work and the pride they are showing in their neat and legible handwriting.

Phonics learning has also been a highlight, with students enthusiastically engaging in a variety of fun and interactive strategies. Games, songs, hands-on activities, and small group sessions have helped strengthen their ability to decode unfamiliar words and improve reading fluency. These engaging approaches are not only building essential literacy skills but also creating a positive and supportive environment where every student feels motivated to learn.

Kind regards,
Year 2 Team

Year 3

Unit of Inquiry: How We Express Ourselves

Salam Parents and Guardians,

As we come to the end of a successful Term 2, we would like to take this opportunity to thank you for your continued support and share some highlights of the wonderful learning that has taken place in Grade 3.

In the final weeks of the term, students explored our Unit of Inquiry: How We Express Ourselves. The central idea for this unit was: Culture, beliefs, and values may determine a person's perspectives. This central idea helped students understand that the way people think, behave, and express themselves is deeply influenced by their cultural backgrounds and belief systems.

Students explored how cultural celebrations, commemorations, and traditions—such as recipes, stories, and games—are deeply connected to people’s beliefs, values, and religions.

To deepen their understanding, students had the exciting opportunity to visit the National Gallery of Victoria (NGV) at Federation Square. This enriching excursion allowed students to view and reflect on a variety of Australian and Indigenous artworks. The gallery provided an engaging and inspiring environment for students to connect with visual expressions of culture and history. Students were captivated by the exhibits and participated enthusiastically in discussions and activities.

Following our gallery visit, some students brought in artefacts from their own cultures to present to the class. They explained what their artefact was, which culture it belonged to, and why it was important to their family.

To conclude the unit, students created posters on a cultural event of their choice. These posters demonstrated their understanding of the unit and were proudly presented to their peers. It was a joy to see the effort and creativity each student put into their final presentation. This experience not only fostered a deeper appreciation for diversity but also strengthened their communication and presentation skills.

Photos of the excursion, artefact presentations, and final posters have been attached for you to enjoy.

We are incredibly proud of the growth and achievements of our Grade 3 students this term.

We wish all families a safe, restful, and well-deserved holiday break.

Warm regards,
Grade 3 Team

Prev

Showing images 1 - 8 of 12

Next

Year 4

Mindful Builders and Where We Are in Place and Time.

Over the past few weeks, our Year 4 students have been exploring Mindful Builders, a hands-on learning experience that encourages reflection, collaboration, and creativity. As part of our Unit of Inquiry under the transdisciplinary theme Where We Are in Place and Time, students made some powerful connections to the central idea: The first contact of a colony can affect individuals’ connection to Country. Through their building projects, students collaborated critically about how early colonial interactions impacted Indigenous communities and the land.

Each group created scenes from both Indigenous living before and after first contact and also the arrival. They included native animals, camps fires, fishing and hunter/gathering materials, ships and market places, Bunjil the Eagle, didgeridoos along sound effects during their presentations.

These learning experiences also enabled our students to demonstrate our school value in action: understanding, tolerance, and inclusion. By engaging thoughtfully with history and each other, they deepened their empathy and appreciation for different perspectives and cultures.

Ms Clair

Year 5

Last week, our Year 5 students embarked on an immersive excursion to Sovereign Hill as part of their inquiry into the past and its influence on the present. The visit provided a unique opportunity to explore life during the 1850s Gold Rush and gain a deeper understanding of how migration, opportunity, and cultural exchange shaped early Australian society.

Students participated in hands-on experiences, from gold panning and candle making to touring historical buildings and role-playing life as children of the era. They engaged with the stories of migrants who journeyed to Australia in search of a better life, drawing powerful connections between past experiences and contemporary issues of migration and identity.

This enriching excursion helped students consider how personal and collective histories shape communities. These insights are directly supporting their ongoing Exhibition process, where they are exploring central ideas related to identity, perspective, and change over time.

The Sovereign Hill experience brought history to life, sparking curiosity and meaningful conversations among students. It has been a valuable stepping stone in developing their research, critical thinking, and empathy—key elements in their journey as young inquirers and global citizens. We look forward to seeing how these learnings evolve in their final Exhibition presentations.

Prev

Showing images 1 - 8 of 10

Next

Important Dates to Remember