Nameless gnomes

4D’s gnome garden is growing, thanks to Waylon and Ben and our garden will be a wonderful place to spend time when the spring weather comes. We’ve got some painting to do as there are some log seats waiting to be magically transformed into toadstools. Also, we need to name those gnomes so Gerome knows what his friends are called! Have a think about names and we’ll make a list next week.


Script planner

As you work through your script you need to be planning how it is going to be presented. Are you going to BE the explorer or are you going to TELL your audience about your explorer.

Once you’ve decided this it’s time to organise your information.  Use these pointers to get you started:

  • Who is your explorer/navigator? What is their name, date of birth and the dates of their explorations?
  • What journeys of exploration did they navigate? Show their journeys on a map and write down what you will say to your audience about where they went. Remember to name the oceans and the continents they went to.
  • Do some research to see if you can find the names of their ships. If you can’t find the names, see if you can find out the types of ships that were used in that time by people from that country.
  • What navigational tools might they have used? Look on the Mariners Museum website to find out.
  • What impact did your explorer’s journeys have on the world? What places were discovered? What people were affected? Were any killed? Were any places named after your explorer?

Meet Gerome

Meet Gerome, our very first gnome, standing next to his toadstool home (thank you Alice :-). Gerome has come to stay in our gnome garden, in fact, right now he’s our only gnome! Getting a little lonely out there Gerome? Never fear, friends are near. We’re sure there’ll be many more gnomes joining you soon.

While I’m at cross country…

Dear 4D,

Unless your class teacher asks you otherwise, please work on the following things:

  1. Independent reading for 15 minutes
  2. Soundwaves – work on your spelling sheet – do questions 1 to question 8 then write another haiku
  3. Maths Online – there is an addition lesson assigned for you.
  4. If you get time, work on one of your stories in your writing folder.

I look forward to hearing how you went when I get back J

From Mrs Walker


Hi again 4D,

As we discussed this morning, during Independent Reading I don’t want anyone reading from their iPad. Read paper books today 🙂

Unless your teacher asks you to do something different, during playtime and lunch time, here is what I would like you to do:

11.30 – 12.00 – Independent Reading. Check your diary and make sure you are up to date with your reading and maths goals.

12.00 – 12.45 – Research – work on your sea creature project. Remember your central question to answer is:

WHAT INFORMATION DO YOU NEED TO SHARE WITH YOUR AUDIENCE TO HELP YOUR SEA CREATURE SURVIVE? This means thinking about how human behaviour (plastic bags, pollution, fishing, breaking fishing rules, etc) is affecting your sea creature and what we can do about it.

If you are doing a poster please make sure you write in grey lead so your friendly editor (aka me) can check it later.

12.45 – Maths Online – there are a couple of assigned tutorials we haven’t done yet. Also there are revision tasks. Help each other to find these and complete. If there’re any questions in the revisions tasks you’re not sure of write them down and we can do them together later.

I’ll see you just before lunch.

Mrs W.

Oh the places we went and the things that we saw!

There’s a big sprawling house just a short walk from the Splitpoint Lighthouse and once upon a time it held the lighthouse keepers and all their children. (Apparently there were twenty-one children! That’s an entire class living in one house. I wonder who had to do the dishes? Did someone hog the shower all the time and make everyone else mad? Was there even a shower? Perhaps they only had a bath once a week.) Now that house is privately owned and the lighthouse keepers’ children have all grown up and probably had children and grandchildren of their own. I wonder if there’s a lighthouse keeper anymore? I guess there must be someone who changes the lightbulbs! They certainly don’t need to light the lamps or flick the switch each night though.

Our lighthouse guide took us all the way to the top of the lighthouse where we shuffled oh so carefully out through that solid metal door so we could peer down at the world below. A salty wind tugged at our hats, the metal floor was angled so that when it rains it leaves no puddles but that made me feel like I was leaning over the little township of Aireys Inlet at a very precarious angle!

With weary legs and sweaty heads we trotted on down those many metal steps, out of the lighthouse and away down the hill to have some well-earned lunch before meeting Keiran, the Estuary Man.

Keiran had many interesting marine facts to share with us. We found out there used to be a volcano in the sea nearby and that sandstone gets whittled away by the ocean storms. We found out that the estuary is like a baby fish nursery and that sprats, you know those slippery silver fish with thin shiny bodies, are actually grown up fish and not babies at all.

There’s so much more information to share so check out the students’ blogs…