Principal Day – Rebecca

Rebecca is our Vice Principal. If you, Reader, are the Rebecca we are talking about…hey! If you are some random person that is called Rebecca…hey! If your name isn’t Rebecca…hey!

For those who don’t know who Rebecca is, here is some stuff about her.

Rebecca is the sweetest person I know, she cares about what we are learning, she is so caring. Rebecca is helpful and so beautiful. No…not beautiful…gorgeous! Once I was sad and I went over to have chat with Rebecca about my violin. I don’t know if she realised I was sad but she smiled at me and it made me happy and when I said bye, she gave me a hug. Rebecca, if you don’t remember this then that’s okay. You helped me then and many times before and after that. There are many more things I can say about this (this post is already 156 words) but for now…

Thank you Rebecca!

 

SRC Letter

My name is Indigo and I think I would be a good SRC because I work well with others, I am a good leader and I am optimistic with every idea and take them all in to account.

I am a good leader because I love working with people. When I don’t have ideas, someone else has one that is really good! Also because I love hearing all the ideas that people bounce around the group. Working with people makes it more fun, easy and efficient. I always encourage ideas that other people are entertaining in their heads because it might turn out correct. I always keep the group in line when they are being or noisy or just distracted. Like I said before I like hearing other peoples ideas because I think everyone has a good idea and no one is wrong! I saw a quote once it stated – “I am never wrong, just different levels of right” – I believe that and follow it!

That is way I would be a good SRC!

Sincerely Indigo

 

The Bird Queen

The inky black, starry space surrounded them. The stars twinkled and danced brightly.  Suddenly, someone tapped my shoulder. I spun around to find Professor John Marus. My stern Battle Strategies teacher.

 

“Ivy Starr Moonstone!” he barked, “What in Pluto are you doing?”

 

My expression grew defensive. I gestured to my desk. “Homework” I replied, rolling my eyes.

 

“Don’t you give me that young lady!” he retorted, his cheeks going red, “I saw you staring out there!”

 

“Last chance Miss Moonstone! Or I will have to call your father!” he yelled. Professor Marus then stormed out of the room. When his stomping receded, two eyes looked over the frame of the doorway.

 

I grinned and rolled my eyes. “Come in Brooke Blaster.” A girl about my age strolled in.

 

She flicked her hair. “And why do they call me that?” said Brooke proudly, posing for dramatic affect.

 

“Because when they were teaching you to sonic blast, you set off a mini-gun and nearly blasted off everyone’s face off.”

 

Brooke pouted. “It did not nearly blast everyone’s faces off!”

 

I nodded. “It did happen. I was there and I could feel the bullets rushing past me.” The two friends argued in a friendly way, which then turned into a playful tackle.

 

She then noticed my hair. “Oh my Mars! What in Pluto have you done to your hair?!”

 

My hair was blonde –like my father’s- with purple tips. My hair had a choppy pixie look, with a long side fringe. I used to have long hair, but it got in the way. So, that’s exactly what I said.

 

Brooke put her thinking face on. She seemed to take a while to process it even though in reality it only took a few seconds. She braided my hair with practiced precision. Since I had short hair, the braids were very small.

 

We chatted for a while. About school, friends, classes, parents, future jobs.

 

“Remember we have starship training together,” she said as she strutted towards the door.

 

“See ya!” I called after her.

 

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My boots clicked on the shiny tiled stairs. One of my friends spoke excitedly.

“Oh my Mars! We are finally sixth years! And it’s our first class!” squealed Zara, “We now get shoot a sonic sniper! One of the coolest and stealthiest guns ever! This is going to be awesome!” She started to jump up and down.

 

It was not awesome. At all.

 

“There is a war coming,” bellowed a kingspeaker. His purple and gold robes billowed in the air that the air conditioner provided.

 

I listened intently. The silence was interrupted by a shuffling. It stopped. I turned my head to find the noise and realised the shuffling was Brooke. She looked at me. Fear and sadness circled her violet eyes. A fat tear rolled down her cheek. I reached out for her hand and she grabbed it and we both squeezed it tight.

As the kingspeaker rambled on about the end of the world and stuff like that, I felt comforted. I had Brooke. And that’s all that matters.

 

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I didn’t really listen to the whole speech. I felt numb. Inside and out. Suddenly, a word caught my attention. He said…“You.” I instantly listened.

 

“If you are older than sixteen, you…” the kingspeaker choked, “may fight.”

 

Murmurs, gasps and cries travelled around the room. Everyone started to speak.

“May?”

“Does this mean..?”

“We get a choice?”

“If we don’t fight?”

“Will they force us?”

 

Scared, angry and confused faces looked at the kingspeaker for comfort…for information.

 

“Now,” said the kingspeaker gently “show me a raise of hands if you will fight.”

 

Silence. I felt the urge to scream. Throw up. Cry. Run away. Or all four. Before I knew it my hand rose. “I will fight.” I said, my voice cracking.

 

Brooke looked at me. Tears swam in her eyes. She’s scared. I realised. Scared of the war. But as I looked into her eyes, she wasn’t scared of the war. She was scared of what she was about to do. Brooke raised her hand. Tears silently rolled down her cheeks.

 

People looked at us admiring. They knew there was a chance of dying. But they still raised their hands. Becky, Sandra, Violet, Sampson, David, Lilly, Jacob… and a few unfamiliar students raised their hands too. They did it because it was right.

 

The kingspeaker nodded gratefully, “Thank you all for volunteering. We will come back tomorrow at seven am sharp. Please pack comfortable clothes for when you have free time. Uniforms will be provided for you. Sentimental objects are allowed but no weapons.” He gazed at the crowd, “I will see you all tomorrow.”

 

He then walked off.

 

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Everyone silently walked through the echoing corridors back to their dorms. I smiled at the little kids to show everything was okay and everything’s going to be okay. But they weren’t convinced.

 

When I closed the door, I burst into tears. I stumbled over to my bed and pulled the covers over my face. Tears rolled down my face. I cried. I cried because I could die on this mission. I cried because of all the teachers that scared me now seemed like nothing compared to real fear. I cried because I will never get to see the world when I am older. I will die young, inexperienced and…happy. I will die knowing that my friends were amazing and my family and the school. I will die knowing it was worth it. And with that thought, I drifted to sleep.

 

When I woke up, I stretched and looked at the time. It was midnight. I wasn’t surprised.

 

“Early nights equal early wake ups.” I muttered as I switched on the lights, “May as well pack.”

 

I turned around to find a note with neat cursive writing. I picked it up and read it aloud with some difficulty.

 

List of things needed for the mission-

  1. Comfortable Clothes
  2. Sentimental Items
  3. Practical Objects (water bottle, books.)
  4. Pod and/or camera

 

I followed the instructions and packed everything except my clothes that I was going to wear. I pulled on some black jeans, my mum’s old t-shirt and a hoodie. I tied the laces on my runners and walked out of my room, my backpack slung over my shoulder.

 

I saw Brooke waiting for me at the end of the corridor. I closed the door quietly and headed over in her direction. “You dressed up!” I yelled cheerfully, despite the fact that we might die.

 

She wore black combat boots, dark red jeans, blood orange t-shirt with a black leather jacket. She smirked. “Dress to Impress? Am I right?

 

I rolled my eyes. She looked at me aghast. “What are you wearing?!” she gasped dramatically.

 

I shoved her my list. “Point 1, wear comfortable clothes” I walked away like a boss.

 

Boots clicked after me. I turned my head. Brooke was trying to catch up with me. I slowed down. “You’re gonna kill yourself!” I yelled over my shoulder, smirking. I slowed down to let her catch up.

 

Her chest puffed up and down. As we walked down the hall, we argued whose clothes were better or more practical. We argued for the length of the hall. As I was going through the oval shaped doorway, I bumped into Professor Fern Skye.

 

She looked at me. Eyes puffy and swollen. “G-G-Good luck.” She whispered, her voice cracking from the effort.

 

“Thank you Professor” I said. Gratitude filling my voice.

 

She nodded and walked away briskly. Her eyes glistened.

 

Brooke shook me roughly. “Wakey-wakey rise ‘n’ shine.”

 

I shook my head. “Sorry” I replied. I then strode into the Bird Port. I suddenly stopped. Brooke stumbled into me.

 

“What’s the hold-up slow coach?” she shouted. As Brooke stepped around me, she froze.

 

“Oh. My. Mars!” we whispered in unison.

 

There were five massive gold, silver and blue Queen-Birds. The massive starships look like they flew right out of Doctor Who or Star Wars. I walked into a ship where a smiling blonde haired lady gestured towards the seats. “Welcome aboard.”

 

I turned around to see the whole school in the Bird Port. All waving, crying, shouting things like, “Good luck!” or “See you soon.”

 

A big, fat tear escaped my eye.

 

“Good…goodbye” I whispered, choking on my words.

Cosmic Discovery – Goals

Science as a human Endeavor.

Scientific understandings, discoveries and inventions are used to inform personal and community decisions and to solve problems that affect people’s lives.

  • I want to learn about the technology used to observe planets before human arrival.

Earth and space sciences.

Earth is part of a system of planets orbiting around a star (the sun)

  • I want to learn about the planet, Jupiter and if there is life, water sources and other resources.

Science Inquiry Skills

Recording and processing

Construct and use a range of representation, including tables and graphs, to record, represent and describe observations, patterns or relationships in data.

  • I want to get better at taking notes and then putting it into a graph or table.

Analysing & Evaluating

Suggest improvements to the methods used to investigate a question or solve a problem.

Communicating

Communicate ideas and processes using evidence to develop explanations of events and phenomena and to identify simple cause-and-effect relationships.

School Camp – Greenhill – Canberra

We went to Canberra,

Oh, yes, we did,

It was a city afar,

 

We went to the wild,

for some camp fun,

and than I realized that I was just a child,

 

When we went to bed,

in our sleeping bags,

it occurred to us with dread

 

That we had to drag ourselves out of bed,

Cause in the morning,

we gotta see Ned,

 

Ned Kelly may be dead,

but he gives my the creeps,

“because of the bloodshed”

 

We went to Ned,

and Ned we saw,

“By Sydney Nola” I said,

 

Beautiful but simple,

Simple but beautiful,

nothing wrong not even a pimple,

 

Strolling through Parliament House,

very empty, it was,

not even a scuttling mouse,

 

We went to the room,

Senate and that,

After that, the beautiful moon,

 

We were very tired,

you could say,

and when we got home we shouted “Hooray!”

Unit Goals: Extreme Weather

As a result of this unit, I will

Unit Learning Goal 1: Science

I will . . . Understand key extreme weather terms, including:

List words here

Crust, mantle, dormant volcano, ring of fire, seismograph, Fault, Elastic rebound, Seismic waves, Body waves, Surface waves, Focus, Epicentre, Compressional stress, Tensional stress, Shear stress, Foreshocks, Aftershocks,  Continental lithosphere, Asthenosphere, Plate boundary, Mantle convection, Ridge path, Plate subduction, Subducting, Slab pull, Mid-ocean ridges, Divergent plate boundary, Mid-Atlantic Ridge, Convergent plate boundary, Transform plate boundary, Seismology, Limnology,  soil erosion, silt, wind erosion, bank erosion, sheet erosion., rill and gully erosion, strip farming, terraces

Unit Learning Goal 2: Science

 I will understand how sudden geological changes or extreme weather conditions can affect Earth’s surface.

Unit Learning Goal 3: Science

 I will understand how scientific understandings, discoveries and inventions are used to solve problems that directly affect peoples’ lives.

Unit Learning Goal 4: Science

 I will understand how scientific knowledge is used to inform personal and community decisions.

Unit Learning Goal 5: Reading and viewing

I will understand how navigate and read texts for specific purposes applying appropriate text processing strategies, for example predicting and confirming, monitoring meaning, skimming and scanning.

Unit Learning Goal 6: Writing

I will understand how to plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience.

Personal Learning Goals: During this unit, I will . . .

Keep myself calm and not panic. Project my voice, also have a steady voice. Look at everyone in the room.

 

 

GOALS

SEMESTER ONE GOALS

I want to gain confidence when speaking to others. I need to increase my remembering skills, I don’t know where I put things. For my confidence I could try speaking to my family to improve, I can put my things where they are supposed to go. I want to be more efficient with my work because I think I go into detail when I don’t need to. I should focus on my work and block out noise of other distractions so I concentrate. I want to improve on my writing content and make the book for the audience.

SEMESTER ONE GOAL REFLECTION

I feel like I can speak a bit more confidently to others but my legs still feel like jelly. I have a system to where I put my stuff. I put it in a reasonable place so I know where it is. I am more efficient because I know what is important and what isn’t. I definitely think I have completed focusing with my work. I don’t get distracted easily because if I want a good job then I have to work hard in school! I still need to work on writing for my audience because I still only write for my own joy.

FUTURE GOALS

I am not good but not bad. My maths goal is to improve on my 8’s, 7’s and 6’s. They are the tricky times tables for me. If I have a few seconds I probably could have figured it out but not straight away. I am really good at reading but I think I need to read different genres. I read adventure, action. But I have never read horror or romance or other stuff. I need to speak more confidently in front of people. I stutter and my legs feel like jelly. My hands shake. And I don’t feel too great.

GOALS REFLECTION

I feel like I have completed all of my goals, but I think I have completed some more than others. For maths I did improve but I still struggle if you say do them off by heart. For my reading, I think I did really well. I read a lot of genres. I recently read I book series (Miss Peregrine’s Home for Peculiar Children – Highly Recommended!) and it was adventure, action, romance and horror all mixed into 3 books. I feel way more confident when speaking to audiences but I still wouldn’t volunteer if I had a choice and I want to work on it more to make sure I can be very confident when speaking to audiences.

I feel a lot better with my maths. I’m a lot more confident with it but I still need help sometimes. I don’t like maths but I try my best because I want to be really good at it. I can do times tables quicker than before but I can’t do it straight away. I have read heaps of different genres like fantasy, horror and magic. I am better at talking in front of crowds but I still feel terrible. I do not like being at the centre of attention and under pressure, because I don’t like people watching me.

Spontaneous Reading – I Got This Hat

“Grandma, I’m cold”

“I’ll knit you something, my dear” smiled Grandma.

After three or four days, half a beanie was done.

“When is it done?” I asked, eagerly.

“Soon” she laughed.

After another three days, the beanie was nearly finished.

I opened the door and peeped inside. Than I heard a series of sickly coughing. I ran to Grandma’s bed and cried out.

Grandma was sick. Her face was paper white. Her hands were shaky. Her eyes were sleepy.

Two days after that, Grandma had passed away. In her honour, I finished the beanie and every cold day since, I have worn it.