Maths Inquiry: The Design Project
Over the lockdown period, we shared the ‘adjustments’ we had been making to our homes to accommodate our needs to have space to play and space for work. 
Many of us had rearranged rooms, added decorative items, and removed unnecessary items to ensure that the space was functional and aesthetically pleasing.
Leveraging this feedback, we began to use the design process to add, replace, or replicate a piece of furniture that would add value or be useful to our homes. We used measurement and geometric reasoning skills to measure our rooms and existing furniture, then apply our understanding of calculating area, perimeter, and volume to our new designs.
Since being back on site, we have been able to create a prototype. Some of us used hands-on materials such as balsa wood and cardboard, whilst others experimented with 3D digital design using programs such as, Blender and Tinkercad.
A few of us were in a position to actually create the piece of furniture they designed with help from handy parents or siblings; seeing the entire process of their design grow from ’empathise’ to ‘implement’. 
To extend our understanding of measurement and geometry, we applied our skills to measure the perimeter and area of the portables, and some of the furniture in it.
Hero’s Journey Monomyths
We have worked our way through Joseph Cambell’s monomyth, the Hero’s Journey; toying with how we define heroes-their qualities and capabilities. We compared our favourite adventure narratives with the elements outlined in the Hero’s Journey to analyse whether these events are recounted as predicted. This week we are designing our own Heroes and establishing their features to begin writing our own epic narratives. We are planning possible ‘mentors’, ‘allies’, ‘enemies’; as well as a range of settings to model Campbell’s design.
Building Resilience: Maintaining Our Sense of Self
Our inquiries have begun to weave and fold back upon a number of concepts and ideas over the past few weeks. This week, we continued to unpack the characteristics or strategies resilient or strong-minded individuals have. Collectively we observed, they…
- have clear goals
- are persistent
- have willpower-Asha
- celebrate milestones- Poppy K
- sometimes make a deal with themselves- Grace
- stick to what they think is right:irrepressible- Reuben
- are clear about what and why they are doing something- Harriet
THEY HAVE PURPOSE & ARE MOTIVATED!
- share experiences and help others to bounce back; offering themselves as a mentor-Lola
- stay optimistic and keep going when challenges arise -Ada/Juno
THEY ARE OPTIMISTIC!
- accept events and the conditions and deal with them- Mila F
- think that others have it harder than themselves-Tase
- “walk in other people’s shoes”-Myki
THEY HAVE PERSPECTIVE!
- are willing to compromise or adapt their thinking and are flexible-Edie/Anisa
- are open-minded-Opal
THEY ARE ADAPTABLE!
In continuing our inquiry considering the strengths and capabilities of strong and resilient individuals, we were introduced to The Resilience Donut model. The model essentially reflects the various elements or ‘factors’ that come together to help us feel balanced, valued and connected. If one or more of these elements are challenged, then we can find ourselves in a stressful situation that requires resilience and planning to improve our situation.
We reviewed which three aspects of this model we felt were our strongest and began to identify the indivudal components. For example, ‘The Peer Factor’ may include friends from school, people from dance class, friends from our football club, neighbourhood kids we hang out with, a few family friends who we holiday with each year, etc.
As we all continue to adjust to the ebb and flow of our changing year, we encourage families to discuss how they have maintained or developed their strengths. This is also a helpful conversation to have with Year 6s transitioning to Secondary School. As we try to figure out how we might feel or what we might “do” when ‘The Peer Factor’ shifts, it is helpful to come up with proactive startegies to support the transition. Oragnising to meet up with friends in Princess Park on the first Sunday of each month, or host a movie night on the 13th of each month assures us that we have a plan to reconnect with out peers and they will not be gone forever!
Reflecting on Our Final Year of Primary School
Using ‘The Important Book’ by Margaret Wise as a poetry model, the Year 6s reflected on what they perceived as the most important element of graduation.
The important thing about Graduation is that you celebrate the transition
It is a time for some goodbyes
And you eat yummy food
And you get to party
But the important thing about Graduation is that you celebrate the transition
Mila L
The important thing about graduation is that you can celebrate how far you’ve come.
It’s a time to reflect.
And it is time to smile.
And you can come together.
But the important thing about graduation is that you can celebrate how far you’ve come.
Ava
The important thing about graduation is that you’re growing up.
It might be sad
It might be scary!
And you will treasure the memories that you have
But the important thing about graduation is that you’re growing up.
Asha
The important thing about Graduation is turning a new page.
It is making a new start,
Trying something new and unique.
It’s a leap of faith.
It is an important memory for everyone leaving primary school,
And it gives everyone happiness and a new perspective to keep for the rest of our lives.
But the important thing about graduation is turning a new page.
Juliette
The important thing about graduation is that you enjoy the memories that you created.
It is time to reflect
And its time have fun
And it is time to say goodbye
But the important thing about graduation is that enjoy the memories that you created.
Kane
The important thing about Graduation is that you celebrate the transition
It is a time for some goodbyes
And it is time to eat yummy food
And to party
But the important thing about Graduation is that you celebrate the transition
Mila L