Performing Arts – Music

This term in Performing Arts, we are continuing to explore our CBL Big Idea of ‘Power’ in music by looking at the difference between high and low sounds. This is called ‘pitch’. We have explored performing different pitches with xylophones and using our voice. We also watched a short video about a conductor who controlled the pitch of a powerful opera singer and afterwards we were able to have a turn at being conductor of the class. It was fun controlling the class because when we raised our hands students would sing high notes and when we lowered our hands, they sung low notes.

We have also been looking at ascending and descending melodic patterns  as part of learning about ‘pitch’. We used the activity of Snakes and Ladders to learn about moving up and down the xylophone using steps, skipping and improvising. When we landed on a ladder we would make an ascending melodic pattern and when we landed on a snake’s head, we would make a descending melodic pattern.

Learning about Volume through Problem Solving

In 2D, we are exploring the concept of volume and capacity. We deconstructed the word volume and came up with our own definition after brainstorming words that we associated with volume: Measuring the amount of space taken up by 3D objects.

 To develop our understanding of volume, we applied our knowledge of 3D objects and problem solving strategies to solve the following problem:

 Make a range of different prisms that uses exactly 24 cubes.

We used our problem solving steps to identify key words to help analyse the problem, plan our action and explore different problem solving strategies.

We were baffled at the start because we weren’t told what type of prisms we needed to make. We had to apply what we knew about prisms to solve the problem. We used colourful and tactile unifix cubes to construct our prisms. We realised that we could only make rectangular prisms with these unifix cubes due to the limited properties of the cubes that we had to work with.

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We worked as a team to make a range of different rectangular prisms using only 24 cubes. We were curious as to why we were restricted to 24 cubes. We arranged it one way then the other and started wondering how many possible arrangements there could be.

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This was a great way for students to begin developing the concept of multiplication through arrays. Students who have already developed multiplicative concept were able to use their understanding of factors to find out the number of possibilities. Other students used grouping and skip counting when making their prisms.

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Students decided which learning app to choose to record, organise and represent their learning. We noticed that Piccollage, Popplet and Bookcreator were most popular apps that most students chose to display their learning: It gave us the most freedom to manipulate the pictures and words to suit our thinking.

The task was extremely helpful in helping us understand the concept of volume. By the end of the lesson, we realised that the volume stayed the same for all the different prisms we made. This is because the space taken up by the unifix cubes did not change because we always used exactly 24 cubes to build the different prisms.


Throughout Term 3 Year 1/2 students have embarked on a creative journey to discover how animals can be powerful and impact the world we live in. Students have been introduced to Spanish vocabulary related to different domestic and wild animals whilst learning vocabulary to be able to physically describe a range of animals and their characteristics. To further reinforce the significance and power of animals around the world students began the animal mask making process, which saw students pick an animal of their choice and by using a range of materials designed and created their own animal masks. What are some animals you have learnt in Spanish? What has been your favourite part of learning about different animals in Spanish?


Home Learning Week 6 & 7

Cuboid Challenge

From a square sheet of paper 20cm by 20cm, we can make a box without a lid by cutting a square from each corner and folding up the flaps.

Get an A4 paper and make a box with the largest volume by cutting out square corners of different size.
Find the different volumes of box it is possible to make by varying the size of the cut-out squares.

What is the maximum possible volume?
What is the size of the square cut-out that produces it?

Can you find a relationship between the size of paper and the size of the square cut-out that produces the maximum volume?


Compare Cups and Containers in your house

Stage: 1 Challenge Level:1

For this challenge, you will need lots of different cups.  This picture shows some:

Which might you choose if you wanted a lot to drink?  Why?
Which one would you choose if you did not want a lot to drink?  Why?
Could you arrange the cups in a line from the one that holds the most liquid to the one that holds the least liquid?
How will you test whether you are right?

2F’s Adventures

Hello Everyone and welcome to another weekly reflection blog from 2F!!! This week we have chosen to tell you all about our Olympic Challenges from the week!!! So far we have completed 5 different challenges from 5 different countries. They are using a variety of skills and we have to think of ways to show how we are completing these challenges.

Watching the Olympics!!
Watching the Olympics!!

Day 1: Australia

The challenge was that we had to run as many laps as we could in 10 minutes!!! 5/6 A had the record of 203 laps so that was the one we had to beat. We ran 215 laps of one of the playgrounds. It was very tiring and we were very sore after it, but we broke the record. Everyone participated and did their part to complete the challenge.

Running Laps!!
Running Laps!!

Day 2: Japan

Tuesday’s challenge was to complete 10 push ups, 10 squats, 10 star jumps and run on the spot for 10 seconds. We had to repeat this 3 times!!!!!!! We got to do some fitness exercises, we got lots of energy and we had lots of fun!!!! This challenge was great because we got to prepare ourselves for the olympics!!

Fitness Activities
Fitness Activities

Day 3: Germany

The challenge from Germany was to play our favourite class game and that was OCTOPUS!!!!! Some people were chosen to be taggers and they had to run and tag students running past until their was 1 person standing. The winner was Makayla, she did a great job of dodging taggers and running away. All of our grade laughed a lot and were very competitive!!!!!

Playing Octopus
Playing Octopus

Day 4: Italy

Italy’s challenge was as indoor one. We had to vote for which fruit was our favourite! It was very close!! Apple came in first with 14 votes, Strawberries came second with 12 votes and watermelon came third with 11 votes!

Our Tally
Our Tally

Day 5: Sweden

Time to work as a team!!! This could be done in small groups or as a whole class. Students take their shoes off and create  the tallest tower using their shoes ONLY!!!! It was super hard to find a way to stack the shoes so they wouldn’t fall, everyone’s shoes were different and it made our tower fall down a couple of times. We got there in the end and ended up with a Shoe Tower, 70cm high!!!!!

Working together to stack our shoes!
Working together to stack our shoes!


This week has been very fun! We have been able to watch the Olympics LIVE and compete in some fun, fitness challenges! We cannot wait to see what is in store for us next week!!

Miss Alebakis and The Legendary Workers 🙂

ACPS Olympics

It has been a fabulous start to the ACPS Olympics. Every day we have had a new challenge to complete. We scan a QR Code, which represents a different country every day.

We learnt that the Olympic values include – Friendship, Excellence and Respect.

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Day 1 – Australia (How many laps can we complete in 10 minutes?)

Day 2 – Japan (Fitness circuit)

Day 3 – Germany (Play our favourite class game)

We are looking forward to seeing what challenges are next!

Miss P 🙂

No Pens Wednesday!

No Pens Wednesday was full of fun filled activities!

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We learnt how to code using body algorithms and program our human walking machine using movements and directions (North, South, East and West). We took this learning further by challenging ourselves and creating our own powerful algorithm to prevent others from hacking our program.

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A yellow crayon visited our classroom and told us the story about ‘The Day the Crayons Quit’. First, we empathised with the colours of the crayons and used powerful words to describe the different feelings felt by the crayons. It was a great chance to explore synonyms to help us use a variety of feeling words.

We were all able to relate with the crayons feelings of wanting to quit when faced with tough situations. We shared stories of the times when we wanted to quit and thought about what would happen if we persisted.




I wanted to quit when I was folding a 3D box. It was really hard at the start but I kept on going and I made it at the end”.

We realised that the crayons all had fixed mindset about their roles and needed some encouragement and advice from us about the importance of having growth mindset. We watched a video about what it means to have a growth mindset and learnt that our brain muscles grow stronger and bigger the more we challenge ourselves and persist.

In the afternoon, we decided to have a go at folding an origami, applying our learning about 2D shapes. We used procedural text to learn how to fold a paper crane. We learnt about the power of hope that paper cranes had for a girl named Sadako who was exposed to an evil power. This helped us explore how power can be used for good and bad.

Folding a paper crane was a big challenge for us but we wanted to practise and develop our growth mindset. We encouraged each other and persisted. We couldn’t make the perfect paper crane as it was our first time, but that’s okay. We will get there eventually!




2F’s Adventures

HELLO EVERYONE!!!!! Welcome to the first edition of 2F’s Adventures. Once a week we will be sharing all our learning experiences so you can know all the fun things we have been doing!! This weekly blog will be posted every Friday!!


Today, we will be blogging about all the fun we had while using the Little Bits. We incorporated the Little Bits into our Maths lessons by creating 3D shapes. First, we looked at different cities around the world. We had to look for a variety of shapes within each city. We saw, triangles, squares, cubes, rectangular prisms and many, many more. From this, we looked at NETS of 3D shapes and we started to make our own 3D city.


Talia: ” The hardest part was cutting out and putting together the castle. It had so many different parts!!!!”

Saja: ” I was confused by building the roof, but finished it in the end!”

Haydar: “The challenging part was folding the igloo to get the shape right.”


After we finished making our 3D cities, we decided to add Little Bits. The Little Bits could make sounds and lights, and you could connect different bits to create new things. We had to follow the process of connecting the battery to the blue bit, then making sure we had the right colour order so that our creations could work. It was so much fun to use different buttons and see the flashing lights in our own city.

We have never used the Little Bits before so it was fantastic to see how we found out how to use them before.

Stay tuned for next weeks edition of 2F’s Adventures.

Miss Alebakis and the Stars!!!

Learning Maths through Problem Solving

2D has been developing our numeracy skills through the big idea of power. We have been exploring the power of shapes while immersing ourselves in real-life problem solving.

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We were faced with a challenge of building the strongest and largest beehive using different resources including toothpicks, marshmallows, clays, and straws. We were grouped into teams and had to collaborate to complete this mission. Each resource was assigned a value and we only had $100 to spend. It was a huge challenge for us but we were confident we could tackle the problem if we work as a team.

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This was a great opportunity for us to apply our problem solving strategies and steps that we have been developing throughout the year, in an authentic context. The task was designed so that every student in the team had an important role to play and demanded higher-order thinking.

Each material was assigned a value that allowed Grade 2s to practice their number fluency while exploring the concept of money. Cents were eliminated at the beginning to avoid confusion with decimals. The materials were assigned with numbers that students were able to skip count in such as 2, 3, 4, 5 and 10. This allowed multiple entry points for all levels of learners: Students were able to apply skip counting as well as the four operations (addition, subtraction, multiplication and division).

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At the start, students had to carefully plan which shape they will choose to build a beehive. The shapes chosen by the students included square, rectangle, triangle, pentagon, and hexagon. By physically building and connecting them using concrete materials such as toothpicks and clays, students consolidated their understanding their properties by manipulating the edges and vertices (corners).

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At the end of the task, students were able to arrive at the understanding of why hexagon is the most powerful shape to be used as beehives: Hexagon yields the largest possible space for storing their nectar, requires the least amount of resources to build yet happens to be the strongest structure that can be packed tightly without leaving gaps in between.

Honeybees are excellent mathematicians who know how to perfect their architectural designs. These honeybees developed this mathematical skill through long periods of trial and error by facing challenging problems and applying their strategies.

Most of all, it was difficult to bring the activity to an end as students were highly absorbed in maths disguised as play. It was only during the reflection time when students realised the amount of maths they were doing.

Visual Arts – Marble Painting

Students in Year 2 had fun experimenting with power and motion to create an Abstract art piece using marbles and paint. They made predictions about what would happen to their artwork and off they went! They had loads of fun as they rolled, dropped, jumped and pushed their marble around. What do you think we could use to paint with next?

Miss Kirk

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