Category Archives: 4D

Storm Boy novel reviews

We have finished reading our novel for this term called Storm Boy. Before we watch the original movie from 1976, we wrote our own review of the novel.

Here are a few examples of our reviews (Ms Huntly apologises for the black and white pictures!)

Have you read Storm Boy the novel or seen the movie?

We will let you know what we think of the movie after Monday’s screening!

~ 4D

Reconstructing texts

We have been examining explanations this week so we can prepare to write an explanation as part of our Design for Change action in CBL.

After reviewing the features and structure of an explanation text by reading and note taking several different texts, we were asked to reconstruct texts that had been cut up into sections.

We had to read the paragraphs and link sub headings to them as well as make sure the paragraphs were in the right order!

It eventually did not take too long since we were working in teams but a few of the groups had to reread the paragraphs a few times! One group figured out that they could match the cut lines together to check they were right – Ms Huntly is going to trim and recut the sections so they don’t match up next time!

Stay tuned for more information on our explanation writing and our Design for Change expo happening in week 10!

~ 4D

Cultural beliefs and values in interactions

We explored a story called School Playground on the website Difference Differently. This site has been created to help discuss culture and develop intercultural understanding in students.

In this story, there were four students who were on a school playground. We learnt that they all had different visible and hidden culture practices and beliefs that played a major role in how they interacted with each other at lunch. For example, Josh showed respect by not looking people he respected in the eye. When a classmate asked him to join the soccer game, Josh felt this boy was a leader of his class and looked at the ground when he said yes to playing. The other boy felt that Josh was shy because he looked at the ground, not that he was being respectful.

We inferred how these actions would make each of the other students in the story feel or think and many of us realised that we have possibly made inferences about others like these characters that may not have been completely correct.

During the story, we recorded our thoughts in a Double Entry journal using an “I Think” and “I Know” focus to make links between our inferences and the evidence from the story or our prior knowledge. We then reflected on what we learnt from the story ourselves.

Here are some examples of our responses:

Have you ever responded to someone in a particular way and then realised they actually meant something else?

~ 4D

Hidden and Visible Culture

We have been discussing the idea of culture and how we can see a lot of traditions and practices that “tell” us things about someone and the culture they are a part of. However, there are also aspects of culture that are not visible such as religious beliefs, ideas about humour, raising children and education. These ideas and values play a large role in the visible aspects of culture that we can see.

We had to sort a number of aspects into hidden or visible culture groups. This was easy for some things and trickier for others!

Once we had completed our sort, we connected this to our own lives and created a cultural iceberg with personal visible and hidden values. This was a little tricky as well but we all worked together and persisted to list ideas. Here are a few examples:

~ 4D

Storm Boy Comic Summaries

We finished reading the novel Storm Boy in class – and boy did we all react to the ending of the story!

Following the ending, we discussed some main events from the story. One of these involved a huge storm and a rescue. We summarised this event in comic storyboard form which meant we had to use images and limited text to portray the main ideas of the event. It also linked back to learning we had done previously this term about image choices, colours and how important each item placed in the frame is to reader comprehension.

Here are some of our comic summaries of this main event:

Have you read Storm Boy? Let us know what you thought!

~ 4D

Creating raps

Taregh and Jovani were very interested in our exploration of poetry lately and decided to create some raps about the police. Once they had written and practised them out loud, they recorded them using the Aitken Creek Radio equipment to share them with the police officers who visited our class last term. Please have a listen!

Hey policemen! I know that you came to our school but we’re not done. We love the police and we made a little rap. I hope you like that! – Taregh

Hi policemen! I know you read our letters and came to our school. But we’re not done because we made a little rap for you guys. I hope you guys enjoy! – Jovani

Student Respect Survey Action Team

Our names are Kaan and Adit and for our CBL Challenge in Term 3 we were trying to improve student and teacher respect in the classroom.

We made a survey that asked if students and teachers were being respectful to each other. We saw data from Term 1 that said this was not happening. We sent our survey to the Year 4 classes and have compared how the data has improved from Week 1-3 and Week 4-6 this term.

This is what we noticed between the two groups of survey data:

  • We notice there was more positive data in this survey than the last survey.
  • We notice that more people said always for “How often do you treat your teacher with respect?”
  • We notice that no one said never for any questions.
  • We notice that most the time and always answers add up to about 75-80%.
  • Most people said they are respectful by listening to the teacher.

Here is the data from our first survey in Week 1-3: student respect survey 1

Here is the data from our second survey in Week 4-6: Student respect survey 2

We are happy that the data has improved from the Term 1 data we looked at.

Student Leadership Group 2019

The time to apply for Student Leader is here and if you would like to apply, here are some of the things that you might get to be involved in.
Leadership Training

When you become a Student Leader, you attend a training day that teaches you the skills you need to be a leader. It is challenging but it helps you become a confident and proud Student Leader.


Hosting assemblies can be frightening, but as a Student Leader you get to give it a go. Stage fright is ok, but all the attention is on you. And sometime, you even get to write the script yourself!

House Points

Student Leaders get to collect House Points from around the school and you might even get to calculate them before announcing them to the school at assembly.

Attending Events

As Student Leaders we were able to attend the ANZAC Day Schools Commemoration at the Melbourne Shrine. And it’s not just ANZAC Day, you will be able to attend many special events outside of school!

Meetings with teachers

You will be expected to attend meetings and to help organise, plan and discuss things among the team throughout the year.

Promoting Events and Activities

As Student Leader you get to create a lot of posters and promotions to promote upcoming events in school like Book Week, Footy Day and others. Fundraising and photographs of the events are also collected by the Student Leader Group.

The Gnome Hunt

Have you participated in the Gnome Hunt? Yes? Well what if we said you could help organise it? That’s right, you will be able to help organise and promote the Gnome Hunt when it happens in 2019!

We hope to see you applying to be a Student Leader in 2019!
~ Bella, Cohan, Carlos


Student Leadership Applications for 2019 are open from Monday November 19.

Applications from interested students are due to classroom teachers by Monday November 26.