Growing 2016 prospectus - Pullenvale · allow us to make the most of your Storythread experience....

Speak and Act with Respect to Self, Others and Place

2016

prospectus

Pullenvale Environmental Education CentreConnected Teachers

Growing Connected Learners

StaffPrincipal Dr. Ron Tooth

Teacher/Artists Lucinda Shaw Madelaine Winstanley Merryl Simpson Kate McGoldrick Karl Fagermo Tonia Pickering Libby John Alicia Laidlaw

Administration Team: Lydia Iseppon Karen Grima Shirley Parker Pippa de Palo

Unit Support Officer Denis Kovacevic

Botanist in Residence Daniel Rekdahl

Cleaners Lydia Iseppon Daniel Rekdahl Jonathan Gosney

Local Area Storyteller Edie Smith

Community Link Pullen Pullen Catchments Group Inc.

ConsultingEnvironmental Advocate Bernice Volz

Indigenous Mentors The Jaragill Community; Mary Graham; Erin McDonald with the EATSIPS process, Uncle Ernie Grant, Mal Collinge, Aunty Lurlene Henderson, Uncle Albert Holt, Uncle Nurdon, James Sandy and Aunty Peggy Tidyman

Pullenvale Environmental Education Centre250 Grandview Road, Pullenvale Q 4069

Ph: (07) 3374 1002 • Fax: (07) 3374 2857

email: [email protected]: www.pullenvaeec.eq.edu.au

Make sure you visit our website!www.pullenvaeec.eq.edu.au

1

The PEEC Storythread Pedagogy ........................................................2

The ‘Blanket Role’ ................................................................................3

Ten Essential Steps ..............................................................................4

Storythread and the Australian Curriculum ...........................................5

Growing the Connected Kid..................................................................6

Alignment of PEEC to C2C................................................................8-9

PEEC Programs 2015 ................................................................... 10-11

Program Overviews .......................................................................12-19

PEEC Booking Procedures ................................................................20

Frequently Asked Questions...............................................................21

Booking Form 2015 ............................................................................22

How to get Here - Map .......................................................................23

Health, Safety and Wellbeing Policy ...................................................24

Curriculum Risk Management Policy..................................................25

Artist in Residence.........................................................................26-27

Historical Kit Hire ................................................................................28

Contents

To HEIGHTEN the QUALITY of your STORYTHREAD EXPERIENCE, we have carefully SEQUENCED our EXCURSION DAYS to make

the most of the SEASONAL VARIATIONS in the NATURAL places we visit.

We STRONGLY encourage you to sequence your curriculum in a way that is complimentary to your Storythread experience

(See P.8-9 for details on curriculum alignment)

NEWSFLASH

2

Storythread : Connecting Students to Self, Others and Natural Places

The PEEC Storythread Pedagogy

Storythread is a ‘pedagogy of place’ that uses a range of engaging stories and ‘blanket roles’ to enable students to make deep connections to themselves, others and natural places. We have discovered that if students are to develop a deep and authentic understanding of the knowledge, values and practices needed to live sustainably in the world then making an emotional connection with nature is a powerful place to begin. STORY Throughout the four chapters of each Pullenvale Environmental Education Centre (PEEC) Storythread students and teachers are both audience and participants in environmental stories (crafted by PEEC) about characters – real and fictional – living in harmony and sometimes in conflict with real places.

The PEEC ‘Blanket Roles’Students begin their Storythread journey by receiving an invitation from the PEEC teachers to take on a specified real-life ‘blanket role’ e.g. Nature Detective, Wildlife Investigator, Environmental Advocate. The students’ journey at school, and in the same places where the stories are set, deepens their engagement with the ‘blanket role’. They observe, inquire, predict, influence and reflect upon the PEEC stories and their own experiences through scaffolded dialogues that shape their future knowledge, values and actions.

Year Storythread Story Thread - Blanket Role

Prep Ramble ‘n’ Play Harvey the PEEC Bear Inside/Outside Nature Kid1 Forest Kingdom See that Tree? It’s a Bit Like Me! Nature Detective

2 Muddles The Adventures of Mrs Muddle-up, Mongo and Maddy Wildlife Investigator

3 Mission Earth Something Wrong in Hypertron Environmental Advisor4 Bus ‘R’ Us Jane Smyth’s folder Entomologist-in-training5 Hoodwinked! The Bush Kids of Pullen Pullen Creek Bush Kid

5/6 Nyundar The Story of Matthew and Kara Catchment Custodian

6 Wander the Wayof the Water

The Real-life Story of Bernice Volz and Karawatha Forest Environmental Advocate

3

The Blanket Role: Engaging, Exciting and Empowering Students

A ‘blanket role’ is shared by the whole class. At PEEC we have adapted this educational drama convention and expanded its use beyond fictional story and drama. Why? Because it works! We have found that taking on a real-life ‘blanket role’ in association with our PEEC stories engages, excites and empowers students to reflect on themselves as people and learners.

By thinking deeply about the characters in the PEEC stories and how they model what it means and doesn’t mean to embody the ‘blanket roles’, students work to solve real-life environmental problems within the story.

Taking on a real-life ‘blanket role’ positions students to become agents of positive change in their schools as part of a shared learning journey that extends beyond the life of the PEEC Storythread experience.

While there is a defined ‘blanket role’ for each of our programs, ultimately they are all different ways of talking about the ‘Connected Learner’ as a life-long learner, leader and active citizen who values and respects the connections between self, others and place.

CatchmentCustodian(Year 6)

EnvironmentalAdvocate(Year 7)

Bush Kid(Year 5)

EnvironmentalAdvisor(Year 3)

NatureDetective(Year 1)

Inside/OutsideNature Kid

(Prep)

WildlifeInvestigator

(Year 2)

Entomologist-in-training(Year 4)

self

others

place

Connected Learner

4

The Ten Essential Steps : Leading Students Deeper into the ‘Blanket Role’

CHAPTER ONE (PRE-EXCURSION)

Become their ‘Blanket Role’ and engage with the PEEC Story

1. Enrol the Students in their ‘Blanket Role’

2. Actively Engage the Students, as their ‘Blanket Role’, with the PEEC Story

3. Use the ‘Blanket Role’ and the Story as a context for the Curriculum.

4. Receive the Invitation to Visit PEEC and Step into the Story as their ‘Blanket Role’

5. Prepare for the Excursion as their ‘Blanket Role’

CHAPTER TWO(EXCURSION)

Step into the PEEC Story and Apply the Knowledge, Values and Actions of the ‘Blanket Role’

6. Attend the Excursion as their ‘Blanket Role’

CHAPTER THREE (POST-EXCURSION)

Conclude the PEEC Story and Reflect on the ‘Blanket Role’

7. Conclude the PEEC Story as their ‘Blanket Role’

8. Reflect on and Celebrate the Students’ journey as their ‘Blanket Role’

CHAPTER FOUR (CULMINATING ACTIVITIES)

Respond to the PEEC Story as their ‘Blanket Role’ and Take Action to Make Life Better in Your Place

9. Lead the Students, in their ‘Blanket Role’, to Create a Plan for Their Place

10. Support the Students to Take Action for Their Place as their ‘Blanket Role’

5

The ‘Blanket Role’ provides an excellent tool for teaching the content of the Australian Curriculum in an authentic and purposeful way:

• Once the students are enrolled, the need to develop the knowledge (head), values (heart) and actions (hands) of the ‘Blanket Role’ provide a context and purpose for deep learning.

• As Students train in their ‘Blanket Role’, they are inspired and guided by the characters in each PEEC story to develop the knowledge, values and actions that they identify as essential to this role.

• The students’ growing understanding of what it means to take on the ‘Blanket Role’ provides an authentic reason for them to engage deeply with the curriculum.

Using the ‘Blanket Role’ to learn both inside and outside the classroom enables students to deepen and expand their understanding of curriculum content and ideas (subjects, General Capabilities and Cross-curriculum Priorities). It also allows them to apply their learning to real situations and places as they continue to grow as life-long learners, leaders and active citizens.

In summary, all PEEC Storythreads support teachers and schools in implementing the Australian Curriculum by offering teachers:

1. Opportunities to deepen students’ understandings of the curriculum intent, ideas and processes carried within the Australian Curriculum and C2C Units.

2. An imaginative way of focusing on the Cross-curriculum Priorities of Sustainability and Aboriginal and Torres Strait Islander histories and cultures.

3. Access to a values education process that supports the development of the General Capabilities (specifically critical and creative thinking, personal and social capability, ethical understanding and intercultural understanding).

Storythread and theAustralian Curriculum

Please see alignment of PEEC Programs to Australian Curriculum and C2C units 2016, on page 8-9.

6

Our primary goal in using the Storythread pedagogy is to help your students improve their ability to understand and value themselves, others and the places around them so they can live more respectful, sustainable and connected lives. To help us achieve this we have created a simple values statement that underpins your Storythread experience and everything we are attempting to accomplish together: Speak and Act with Respect Towards Self, Others and Place

We know, that for this statement to be more than just words, students need multiple opportunities to think about and practise this ethic both inside and outside the classroom. Working together in this way will allow us to make the most of your Storythread experience.

The Nesting Model is a visual representation of the ‘nesting systems idea’ and describes the way in which everything is connected. As such, it promotes the idea that all powerful thinking is relational.

This model has been used successfully by teachers over many years to facilitate discussions about the impact of student behavior on other people and the places around them.

Connected TeachersGrowing

Connected Learners

Connected Learners Apply an Ethic of Care

Connected Learners are Relational Thinkers

PLACE

OTHERS

SELF

7

All PEEC Storythreads draw on a range of powerful experiential teaching tools to explore the inner and outer work of Sustainability (Senge, Laur, Schley and Smith, 2006) as a way of enriching this Cross-curriculum Priority of the Australian Curriculum.

The ‘inner work’ of sustainability is about slowing down in order to experience and reflect on the connections between people and places. This emotional connection with nature leads to new connected ways of thinking, valuing and acting.

The ‘outer work’ of sustainability is about living more lightly on the Earth by taking action to reduce our ecological footprint in practical ways e.g. by conserving water or recycling.

Put simply, if we care about a place we will take action to protect it.

At PEEC all Storythreads promote the key organising ideas of Country, Place, People and Culture that underpin the Cross-curriculum priority area of Aboriginal and Torres Strait Islander histories and culture in the Australian Curriculum. PEEC’s focus on understanding and maintaining respectful connections between Self, Others and Place supports this Indigenous Vision.

PEEC has been committed to maintaining and stregthening respectful connections to Indigenous thinking and history through dialogue with key Indigenous mentors over many years. Some of these mentors include:

Connected Learners Care about Sustainability

Connected Learners Respect Indigenous Wisdom

Reference: Senge, P., Laur, J., Schley, S., and Smith, B. (2006) Learning for Sustainability, Cambridge, Massachusetts:

Society for Organizational Learning.

INNER OUTERKnowledge(Head)

What you know and how you think

Actions(Hands)

Your actions as a result of how you think and feel

eg: Become more attentive to people and place, reduce, reuse and recycle, conserve water, plant trees, change

light bulbs, use less energy, communicate understandings

with others

YValues(Heart)What you

believe and how you feel

The Jaragill Community; Mary Graham; Erin McDonald with the EATSIPS process, Uncle Ernie Grant, Mal Collinge, Aunty Lurlene Henderson, Uncle Albert Holt, Uncle Nurdon, James Sandy and Aunty Peggy Tidyman. Ideas drawn from each of these inspiring individuals have influenced and impacted on our stories and teaching.

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10

Year Program Details

Prep Ramble ‘n’ Play (page 12)

Term 2and

Term 3

Time: 9.15am – 2pm Venue: PEEC onlyMax no. of classes/day: 1Cost: $10Bus requirements: Arrive by 9:15am Depart PEEC 2:00pm Bus NOT required to stayTeacher Resources: o Teacher Resource Booklet o The PEEC Storybook - Harvey the PEEC Bear

1 Forest Kingdom (page 13)

Term 1and maycontinue

into Term 2

Time: 9.15am – 2pm Venue: PEEC and Moggill ForestMax no. of classes/day: 1Cost: $10Bus requirements: Arrive by 9:15am Depart to forest between 10:45-11:15am Return to PEEC by 1pm Depart PEEC 2:00pm Bus required to stay all dayTeacher Resources: o Teacher Resource Booklet o The PEEC Storybook - See that Tree? It’s a bit like me!

2 Muddles (page 14)

Term 3 Time: 9.15am – 2:15pm Venue: PEEC and Moggill ForestMax no. of classes/day: 2Cost: $10Bus requirements: Arrive by 9:15am Depart to forest between 11-11:30am Return to PEEC by 1pm Depart PEEC 2:15pm Bus required to stay all dayTeacher Resources: o Teacher Resource Booklet o The PEEC Storybook - The Adventures of Mrs Muddle-up,

Mongo and Maddy.

3 Mission Earth (page 15)

Term 1 Time: 9.15am – 2:15pm Venue: PEEC and Moggill ForestMax no. of classes/day: 2Cost: $10Bus requirements: Arrive by 9:15am Depart to forest between 11-11:30am Return to PEEC by 1pm Depart PEEC 2:15pm Bus required to stay all dayTeacher Resources: o Teacher Resource Booklet o The PEEC Storybook - Something Wrong in Hypertron.

PEEC Storythread Programs 2016

11

Year Program Details

4 Bugs ‘R’ Us (page 16)

Term 4 Time: 9.00am – 2:15pm Venue: PEEC and Pullenvale Forest ParkMax no. of classes/day: 1Cost: $10Bus requirements: Arrive by 9:00am Depart to forest between 10 - 10:15am Return to PEEC by 11:15am Depart PEEC 2:15pm Bus required to stay all dayTeacher Resources: o Teacher Resource Booklet (including contents of Jane

Smyth’s folder)

5 Hoodwinked (page 17)

Term 3and

Term 4

Time: 9.15am – 2:15pm Venue: PEEC and Pullen Pullen CreekMax no. of classes/day: 1Cost: $10Bus requirements: Arrive by 9:15am Depart PEEC 2:15pm Bus NOT required to stayTeacher Resources: o Teacher Resource Booklet o The PEEC Storybook - The Bush Kids of Pullen Pullen Creek

5 or 6 Nyundar (page 18)

Term 2Wednesdays

andThursdays

only

Time: 9.15am – 2:15pm Venue: PEECMax no. of classes/day: 1Cost: $10Bus requirements: Arrive by 9:15am Depart PEEC 2:15pm Bus NOT required to stayTeacher Resources: o Teacher Resource Booklet o The PEEC Storybook - The Story of Matthew and Kara o Supporting information

6 Wander the Way of the Water (page 19)Term 2 Time: 8:45am – 2:10pm

Venue: Karawatha ForestMax no. of classes/day: 1Cost: $30 (includes PEEC fee and hire of bus).Bus requirements: Arrive Karawatha Forest by 8.45am Depart Karawatha Forest by 2:10pm Bus booked by PEECTeacher Resources: o Teacher Resource Booklet o CD interview with Bernice Volz o Supporting information about Karawatha Forest.

PEEC Storythread Programs 2016

Should you wish to bring a year level other than that specified to one of our programs, please contact us to discuss this further.

BEST PROGRAM for Aboriginal and Torres

Strait Islander, Histories and Cultures. Designed in partnership with Aboriginal

Advisors.

12

Ramble‘n’Play

Chapter One Become ‘Inside/Outside Nature Kids’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the ‘blanket role’ of Inside/Outside Nature Kids then receive a copy of the PEEC storybook Harvey the PEEC Bear. They begin their journey by thinking deeply about the characters in the story and how they model what it means and what it doesn’t mean to be an Inside/Outside Nature Kid. The story is set at PEEC where Harvey, the newly arrived second-hand bear, is having a little trouble fitting in and becoming part of the PEEC team.

The students’ growing understanding of what it means to be an Inside/Outside Nature Kid then becomes the reason for them to engage in their own research, deepen their understanding of curriculum content inside and outside the classroom, and develop the knowledge, values and actions they have identified as being important for Inside/Outside Nature Kids. When a second letter arrives inviting the students to step into the story for an exciting day of inside and outside play at PEEC, they begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘Inside/Outside Nature Kids’

The Inside/Outside Nature Kids begin their day at PEEC by meeting Harvey who shares his experiences getting to know PEEC’s inside and outside play places. The students spend the next part of their day having fun exploring respectfully in the PEEC grounds and taking part in guided play-based discovery activities. After lunch, inside and outside nature play continues in PEEC’s Reused Play Place. This sustainable play place was created from “pre-loved” materials just like Harvey!

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Inside/Outside Nature Kids’

Back at school, the children recap the excursion day and then conclude the story by communicating with the fictional characters the Tiny Teddies. They reflect on and celebrate what they have learnt about themselves as Inside/Outside Nature Kids and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘Inside/Outside Nature Kids’ and Take Action to Make Life Better in Your Place

The students respond to the Ramble ‘n’ Play Storythread by brainstorming all of the ways they could, as Inside/Outside Nature Kids, take action to make life better in their place. They then create an Inside/Outside Nature Kids’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental project(s).

Storythread Overview

Key Curriculum Links

‘Blanket Role’: Inside/Outside Nature Kids Inside/Outside Nature Kids play sustainably in a variety of inside and outside play places, and share their observations and ideas with others.

Science - Biological Sciences Unit 1 – Our living world (relevant prior curriculum)Unit 2 – Our material world

English Unit 2 – Enjoying and retelling storiesGeography Unit 1: What is my place like?

Unit 2: How do we care for places?History Unit 2: Personal and Family Histories - Tell a story about the past

Australian Curriculum Complementary C2C Units

Please note: Detailed curriculum links will be provided in your 2016 Teacher Resource Booklet and discussed at the relevant after-school workshop (see Booking Form p.22).

13

Forest Kingdom

Chapter One Become ‘Nature Detectives’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the blanket role of Nature Detectives then receive a copy of the PEEC storybook See that tree? It’s a bit like me! They begin their journey by thinking deeply about Mrs Whittacker, a character in the story and how she models what it means to be a Nature Detective. The students’ growing understanding of what it means to be a Nature Detective then becomes the reason for them to engage in their own research, deepen their understanding of curriculum content and develop the knowledge, values and actions they have identified as being important for Nature Detectives. When a second letter arrives from Mrs Whittacker inviting the students to take part in the Official Nature Detective Challenge at PEEC they begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘Nature Detectives’

At PEEC the students, as Nature Detectives, take part in the Official Nature Detective Challenge. A special story is shared about Mrs Whittacker’s childhood and students take part in activities and discussion around what it means to be a Nature Detective. Following an exploration of Moggill Forest, the students complete the challenge and share their knowledge and discoveries to help Mrs Whittacker’s grandson Alex.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Nature Detectives’

Back at school, the children recap the excursion day and then conclude the story by communicating with the fictional character Mrs Whittacker. They reflect on and celebrate what they have learnt about themselves as Nature Detectives and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘Nature Detectives’ and Take Action to Make Life Better in Your Place

The students respond to the Forest Kingdom Storythread by brainstorming all of the ways they could, as Nature Detectives, take action to make life better in their place. They then create a Nature Detectives’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental project(s).


‘Blanket Role’ : Nature DetectivesNature Detectives explore a range of habitats, use science and stories to describe and share their discoveries and identify ways in which they will help care for local natural places.



Science - Biological Sciences Unit 1: Living adventureEnglish Unit 1: Exploring emotion in picture books

Unit 2: Explaining how a story worksUnit 3: Exploring characters in storiesUnit 4: Engaging with poetry

Geography Unit 1: How do People Use Places?Unit 2: What are Places Like?

History Unit 1: Exploring this Moment in TimeUnit 2: Exploring Yesterday and Today – my grandparents, my parents and me


14

Muddles


Chapter One Become ‘Wildlife Investigators’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the ‘blanket role’ of Wildlife Investigators then receive a copy of the PEEC storybook The Adventures of Mrs. Muddle-up, Mongo and Maddy. They begin their journey by thinking deeply about Mrs. Muddle-up, a character in the story, and how she models what it means and what it doesn’t mean to be a Wildlife Investigator. As they read and investigate this story about wildlife carer Mrs. Muddle-up, her cat Mongo and a baby possum named Maddy, the students’ growing understanding of what it means to be a Wildlife Investigator becomes the reason for them to engage in their own research, deepen their understanding of curriculum content inside and outside the classroom and develop the knowledge (head), values (heart) and actions (hands) they have identified as being important for Wildlife Investigators. When a second letter arrives inviting the students to step into the story and attend a Perfect Possum Party to celebrate Mrs. Muddle-up’s work as a possum carer, the students begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘Wildlife Investigators’

At PEEC the students, as Wildlife Investigators, meet Mrs. Muddle-up who sends them to the forest to ‘see the world through possum eyes’. Afterwards, they draw on their knowledge and experiences to help Mrs. Muddle-up’s friend Sam solve a potential possum problem. As thanks for their help, they are given a possum tree to plant back at school! The students step out of the story to meet a real-life possum carer.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Wildlife Investigators’

Back at school, the students recap the excursion day and then conclude the story by communicating with the fictional character Sam the Pullenvale Postie. They reflect on and celebrate what they have learnt about themselves as Wildlife Investigators and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘Wildlife Investigators’ and Take Action to Make Life Better in Your Place

The students respond to the Muddles Storythread by brainstorming all the ways they could, as Wildlife Investigators, take action to make life better in their place. They then create a Wildlife Investigators’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental projects.


‘Blanket Role’ : Wildlife InvestigatorsWildlife Investigators use their knowledge and understanding of living things to care for our native Australian wildlife and local natural places, and then communicate their observations and ideas with others.


Science - Biological Sciences Unit 3: Good to growUnit 4: Save planet Earth (Curriculum working towards)

English Unit 5: Exploring procedural textsUnit 6 : Exploring informative texts

Geography Unit 1: What is the Story of my Place?Unit 2: How are People and Palces Connected?


15

Mission Earth


Chapter One Become ‘Environmental Advisors’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the blanket role of Environmental Advisors then receive a copy of the PEEC storybook Something Wrong in Hypertron. They begin their journey by thinking deeply about the characters in the story and how they model what it means and what it doesn’t mean to be an Environmental Advisor. The story is set on the fictional planet Zaneth where, in an attempt to ensure children are always busy and having fun, the Ministers are considering chopping down the last forest to build yet another fun park. The students’ growing understanding of what it means to be an Environmental Advisor and their desire to respond to the requests for information that begin arriving from Bodaron (a child from the story) once they step into the story, become the reason for them to engage in their own research, deepen their understanding of curriculum content and develop the knowledge, values and actions they have identified as being important for Environmental Advisors. When a communication arrives from Arlek (Bodaron’s concerned mother) requesting the students’ help, they agree to meet with her at PEEC and help her in her mission to find out more about the importance of natural places.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘Environmental Advisors’

At PEEC, the students witness Arlek’s crash landing and then enter her spaceship, as Environmental Advisors, to share their knowledge of why natural places are important. Arlek must gain a deeper understanding of what is troubling her son and why forests are important. The students help by going on a research mission to Moggill Forest to reinforce their understanding of why natural places are important and discover how natural places can also be fun. On their return, they accompany Arlek on an imaginary space journey to Zaneth in order to speak with the Ministers and present their findings.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Environmental Advisors’

Back at school, the children recap the excursion day and then conclude the story by creating a message for the fictional Ministers of Hypertron. They reflect on and celebrate what they have learnt about themselves as Environmental Advisors and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC story as ‘Environmental Advisors’ and Take Action to Make Life Better in Your Place

The students respond to the Mission Earth Storythread by brainstorming all of the ways they could, as Environmental Advisors, take action to make life better in their place. They then create an Environmental Advisors’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental project(s).


Science – Biological Sciences Unit 1: Is it living?English Unit 2: Investigating charactersGeography Unit 1: Exploring Simialarities and Differences in Places Near and Far

Unit 2: Protecting Places Near and Far (Curriculum working towards)History Unit 2: Exploring Continuity and Change in Local Communities

‘Blanket Role’ : Environmental AdvisorsEnvironmental Advisors conduct investigations in order to describe why natural places are essential to the health of all living things so that they can understand the effect of their actions and share their ideas and findings with others.



16

Bugs ‘R’ Us

Chapter One Become ‘Entomologists-in-training’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the ‘blanket role’ of Entomologists-in-training (E.I.T.’s) then receive a folder of information belonging to fictional Entomologist Jane Smyth They begin their training by investigating the contents of Jane Smyth’s folder and thinking deeply about the character of Jane and how she models what it means to be an Entomologist. As they read and investigate the documents Jane has collected about her work, the students’ growing understanding of what it means to be an Entomologist-in-training becomes the reason for them to engage in their own research, deepen their understanding of curriculum content inside and outside the classroom, and develop the knowledge (head), values (heart) and actions (hands) they have identified as being important for Entomologists-in-training. When a second letter arrives from Jane Smyth inviting the students to step into the story and attend the fictional ‘Annual Arthropods Conference’ to be held at PEEC, the students begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge. Values and Actions of ‘Entomologists-in-training’

At PEEC, the Entomologists-in-training attend the fictional ‘Annual Arthropods Conference’ sponsored by ‘Gubon Enterprises’. After undertaking research in the field, they soon find they must apply their knowledge and understandings of ‘bugs’ to defend the vital role ‘bugs’ play in the health of the planet.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Entomologists-in-training’

Back at school, the students recap the excursion day and then conclude the story by communicating with the fictional character Sam Gubon. They reflect on and celebrate what they have learnt about themselves as Entomologists-in-training and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘Entomologists-in-training’ and Take Action to Make Life Better in Your Place.

The students respond to the Bugs ‘R’ Us Storythread by brainstorming all the ways they could, as Entomologists-in-training, take action to make life better in their place. They then create an Entomologists’-in-training plan for their place, and work together to implement one, or a number of, achievable, student-led environmental projects.




Science - Biological Sciences ***Unit 2: Ready, set, grow!English Unit 7: Examining Persuasion in Advertisements

Unit 8: Examining Persuasion in Product PackagingGeography Unit 1: Exploring Environments and Places

Unit 2: Using Places more Sustainably


‘Blanket Role’ : Entomologists-in-trainingEntomologists-in-training investigate ‘bugs’ and the vital role ‘bugs’ play in maintaining the health of our planet and take action to ensure the survival of ‘bugs’ and their habitats by sharing their knowledge and understanding with others.

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Hoodwinked!

Storythread OverviewChapter One Become ‘2016 Bush Kids’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the ‘blanket role’ of 2016 Bush Kids then receive a copy of the PEEC storybook The Bush Kids of Pullen Pullen Creek and an 1897 Bush Kids Information Pack. They begin their training by thinking deeply about the characters in the story and how they model what it means and what it doesn’t mean to be a Bush Kid. As they read and investigate this historical story about a group of children living in the Pullenvale area in 1897, the students’ growing understanding of what it means to be a 2016 Bush Kid becomes the reason for them to engage in their own research, deepen their understanding of curriculum content inside and outside the classroom, and develop the knowledge (head), values (heart) and actions (hands) they have identified as being important for 2016 Bush Kids. When a second letter arrives from the teachers at PEEC inviting the students to step into the story and continue their story adventure, they begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘2016 Bush Kids’

AT PEEC the students, as 2016 Bush Kids, visit Pullen Pullen Creek and then work together to step back in time and into the story to help the fictional 1897 Bush Kids solve another environmental problem. In role, they become advocates for themselves, each other and the environment as they communicate their knowledge and values to the fictional Bush Kids’ school teacher in an 1897 classroom setting whilst respecting the codes and practices of the time.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘2016 Bush Kids’

Back at school, the students recap the excursion day and then conclude the story by communicating with the fictional character Paddy McKinney. They reflect on and celebrate what they have learnt about themselves as 2016 Bush Kids and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘2016 Bush Kids’ and Take Action to Make Life Better in Your Place

The students respond to the Hoodwinked! Storythread by brainstorming all the ways they could, as 2016 Bush Kids, take action to make life better in their place. They then create a 2016 Bush Kids’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental projects.


Science - Biological Sciences ***Unit 1: Survival in the Australian environmentEnglish Unit 5: Appreciating poetry

Unit 6: Responding to poetryHistory Unit1: Exploring the Development of British Colonies in Australia

Unit 2: Investigating the Colonial Period in Australia


‘Blanket Role’ : 2016 Bush KidsBush Kids use their scientific and historical knowledge and understanding of place, and a deep connection to nature, to inspire them to work together to solve environmental problems and make a difference in their local community.

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Nyundar

Chapter One Become ‘Catchment Custodians’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the ‘blanket role’ of Catchment Custodians then receive a copy of the PEEC storybook The Story of Matthew and Kara. They begin their journey by thinking deeply about the characters in the story and how they model what it means and what it doesn’t mean to be a Catchment Custodian. As they read and investigate this historical account of the friendship between an Aboriginal girl and the son of a white settler, the students’ growing understanding of what it means to be a Catchment Custodian becomes the reason for them to engage in their own research, deepen their understanding of curriculum content inside and outside the classroom, and develop the knowledge (head), values (heart) and actions (hands) they have identified as being important for Catchment Custodians. When a second letter arrives from the teachers at PEEC inviting the students to step into the story and continue their story adventure, they begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘Catchment Custodians’

At PEEC the students freeze time, step into the story and, as Catchment Custodians, embark on an exploration of four historical story settings. While investigating and gathering clues, they discover a plan that could threaten the pristine lagoon and grassland environment at the heart of the story, as well as the relationship between the Aboriginal and European communities.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Catchment Custodians’

Back at school, the students recap the excursion day and then conclude the story by communicating with a character from the story. They reflect on and celebrate what they have learnt about themselves as Catchment Custodians and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘Catchment Custodians’ and Take Action to Make Life Better in Your Place

The students respond to the Nyundar Storythread by brainstorming all the ways they could, as Catchment Custodians, take action to make life better in their place. They then create a Catchment Custodians’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental projects.




Geography Unit 1: Exploring how People and Places Affect One anotherUnit 2: Exploring how Places are Changed and Managed by People

History Unit 1: Exploring the Development of British Colonies in AustraliaUnit 2: Investigating the Colonial Period in Australia

Science – Biological Sciences ***Unit 4:Life on EarthEnglish Unit 3: Examining Advertising in the Media

Unit 4: Exploring News Reports in the Media


Year 5

Year 6

‘Blanket Role’ : Catchment CustodiansCatchment Custodians investigate human impact on the growth and survival of living things, explore the environmental history of their local area including Indigenous history and culture, and use that knowledge and understanding to take action to ensure a sustainable future for their place.

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Wander the Way of the Water


Chapter One Become ‘Environmental Advocates’ and Engage with the PEEC Story

A letter from the teachers at Pullenvale Environmental Education Centre (PEEC) arrives addressed to the students. In response to the letter, the students take on the ‘blanket role’ of Environmental Advocates then receive a copy of the PEEC CD An Interview with Bernice Volz. They begin their journey by thinking deeply about Bernice Volz and how she models what it means to be an Environmental Advocate. As they listen to and investigate this real-life story about a passionate environmentalist who was instrumental in saving Karawatha Forest from development, the students’ growing understanding of what it means to be an Environmental Advocate becomes the reason for them to engage in their own research, deepen their understanding of curriculum content inside and outside the classroom, and develop the knowledge (head), values (heart) and actions (hands) they have identified as being important for Environmental Advocates. When a second letter arrives from the teachers at PEEC inviting the students to step into the story and visit Karawatha Forest, the students begin preparing for their excursion.

Chapter Two Step into the PEEC Story and Apply the Knowledge, Values and Actions of ‘Environmental Advocates’

At Karawatha Forest the students, as Environmental Advocates, begin their day by learning what it means to be ‘Nature Smart’ and then journey through the internal catchment and three distinct vegetation communities. Along the way, they grow their natural intelligence by practising attentiveness, gathering information, and responding scientifically and artistically to their experiences.

Chapter ThreeConclude the PEEC Story and Reflect on the Students’ Journey as ‘Environmental Advocates’

Back at school, the students recap the excursion day and then conclude the story by communicating with Bernice Volz. They reflect on and celebrate what they have learnt about themselves as Environmental Advocates and the insights, knowledge and understanding they have gained.

Chapter Four Respond to the PEEC Story as ‘Environmental Advocates’ and Take Action to Make Life Better in Your Place.

The students respond to the Wander the Way of the Water Storythread by brainstorming all the ways they could, as Environmental Advocates, take action to make life better in their place. They then create an Environmental Advocates’ plan for their place and work together to implement one, or a number of, achievable, student-led environmental projects.

‘Blanket Role’ : Environmental AdvocatesEnvironmental Advocates take action for their place by communicating their knowledge, passion and solutions to problems to help others understand, connect to and care for natural places.


Science ***Unit 4: Life on EarthEnglish Unit 3: Examining Advertising in the Media

Unit 4: Exploring News Reports in the Media


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1. Choose the program you wish to come to. If you wish to discuss this further with PEEC, please phone us on 3374 1002 or email us at bookings@

pullenvaeec.eq.edu.au

2. Fill out one PEEC booking form per program (all classes in one year level for the same program can go on the same form).

From our website at www.pullenvaeec.eq.edu.au OR photocopy the booking form on page 22 of this prospectus.

3. Return one PEEC booking form per program to PEEC. Online or by email or fax to 3374 2857 (details are on the booking form).

4. PEEC allocates your booking and all other bookings for your school. All bookings are allocated by the end of Term 4, 2015. All attempts will be made to accommodate

your preferences however we cannot guarantee that this will be possible.

5. PEEC informs the Nominated Contact Person at your school of all your allocated bookings. A Bookings Allocation List will be sent by email to your Nominated Contact Person for their perusal

by the end of Term 4, 2015 where possible. A courtesy copy will also be emailed to the ‘admin’ and ‘principal’ email at your school.

6. The Nominated Contact Person at your school confirms the allocated bookings as soon as possible.

The Bookings Allocation List will be checked by the Nominated Contact Person and returned to PEEC as soon as possible to confirm the bookings.

7. PEEC confirms your 2016 Booking Allocations List (including the names of individual teachers attending excursions.)

In early 2016 a confirmed copy of your Bookings Allocation List will be sent by email to your Nominated Contact Person. A courtesy copy will also be emailed to the ‘admin’ and ‘principal’ email at your school. At this time, teachers are requested to contact PEEC on 3374 1002 to let us know if there are any students in wheelchairs or with mobility issues that may impact on the program so that we can plan ahead for their needs.

8. Your school organises transport arrangements to and from PEEC for booked excursions. (Except for Wander the Way of the Water. See p.11)

Buses are often required to stay throughout the excursion day in order to transport students to the forest. Please refer to the details of your specific excursion program (p.10-11) for more information and to provide the bus company with accurate times. Transport details will also be in your Teacher Resource booklet.

9. PEEC sends relevant Teacher Resources to individual teachers the term before their excursion date.

These are provided free of charge to assist you with your planning. Teacher resources are continually updated. We aim to ensure you have your resources 7 weeks prior to your excursion date (with the exception of Term 1, 2016, which will be sent at the beginning of 2016). NB: 2015 versions of Teacher Resource Booklets are available online at www.pullenvaeec.eq.edu.au for planning purposes ONLY (content will change).

10. PEEC sends an Excursion Information Form to individual teachers. Sent by email a week prior to your excursion, you are asked to confirm the number of adults &

students attending the excursion and any important information about your class that PEEC may need to be aware of. You will also need to provide the name and phone number of the Bus company you are using. This sheet must be returned to PEEC as soon as possible.

11. After the excursion, PEEC invoices the school for all costs and charges. Program costs are outlined in detail on page 10-11.

PEEC Booking Procedures

21

I need to do my curriculum planning now. Can you please send me my program booklet early?

We are constantly updating and improving our program booklets so it is unlikely we can send you one earlier than the end of the term before your visit. However, if you need more information about the program for planning purposes, we can provide you with more information upon request and are always happy to talk to you. You can also find outdated copies of Teacher Resource Booklets and lots of information about what we do, how we do it and why at www.pullenvaeec.eq.edu.au.

What happens if it rains on my excursion day?Most PEEC programs can still go ahead in light rain (with raincoats), however adverse weather conditions (strong wind, heavy rain, extreme heat, bush fire) may require us to postpone a program. This decision will always be made in consultation with the class teacher. If postponing a program is necessary, an alternative date will be arranged.

Can you help us with our Curriculum Risk Management processes?YES. PEEC’s risk management process aligns with the Department of Education, Training and Employment Policy and Procedure Register. Program relevant Curriculum Activity Risk Assessment information is available from our website at:

www.pullenvaeec.eq.edu.au.

Can Parents come to help on the excursion day?YES. Additional adults are welcome in small numbers (and essential for some programs). Your Teacher Resource booklet will provide guidance around the number of recommended adults. However, please do not allow parents to bring younger siblings.

Are your programs exactly the same every year?NO. We are constantly updating our programs to suit curriculum priorities, best practice, and in response to feedback from visiting teachers and students. Please ensure that you read the Teacher Resource booklet when you receive it, even if you have done the program before. At the end of your PEEC excursion day, you will be emailed an evaluation form to assist us with our improvement process.

Do you have a question? (FAQ’s)

Please phone us on 3374 1002 or email us at [email protected] you have any questions about anything. We want your experience at PEEC to be the best it can be!

(NB This will be our primary point of contact with you.)

Book

ing

Form

201

6• Photocopy this form as required• Record all classes that wish to attend the same PEEC program on ONE form• Return completed forms ASAP by fax to: 3374 2857 or scan and email to: [email protected]• OR this form can be completed online. Go to www.pullenvaeec.eq.edu.au and click the link on

our homepage.

Please complete ONE booking form per PEEC Program.

Name of School

PEEC Program you want to book

Choice of Term where more than one is offered (see p.8-9)

Preferred day/s of the week _____________________________________________

Year level ________________ Number of classes _________________

Total number of students (approximately) _________________________________

Details of each class teacher (if known)

Teacher 1 Name __________________________ Email ____________________





Teacher 6 Name __________________________ Email ____________________ BRAND NEW ENGAGING FORMAT FOR 2016 WORKSHOPS!In 2016, PEEC will host four after-school workshops (3:30 - 5:15 pm) to support all class teachers in planning for their Storythread experience. Many of the 90 teachers who participated in these workshops in 2015 commented on how practical and fun-filled they were. We require all class teachers NEW to the program they’ve booked to attend the relevant workshop. All teachers are welcome to attend.Please anticipate how many of the above teachers will attend an after-school workshop in 2016.Workshop dates to pencil into your diary include:

• Term 1, Week 2, Wednesday 3rd February 2016 (for Mission Earth, Forest Kingdom)• Term 2, Week 1, Wednesday 13th April 2016 (for Ramble’n’Play, Nyundar, Wander the Way of the Water)• Term 3, Week 1, Wednesday 13th July 2016 (for Muddles, Hoodwinked!)• Term 4, Week 1, Wednesday 5th October 2016 (for Bugs ‘R’ Us)

Fill in the details of the Nominated Contact Person for your schoolPlease note: This person will be informed of all bookings for your school once they are allocated (Principal, Deputy Principal, HOC, Teacher, AO2, other)

Name of School: _______________________________________________________________

School Phone No: __________________________ Fax: ___________________________

Name of Nominated Contact Person: _______________________________________________

Role (circle): Principal Deputy Principal HOC Curriculum Coordinator Teacher AO2 Other

Email: __________________________________

23

lN

CSIRO Centre for Advanced Technology

Kenmore Repatriation Hospital

University of Qld Vet Farm

PullenvaleHall

Rafting Ground Reserve

PULLENVALE

KENMORE

BROOKFIELD

Directions

Pullenvale State School

Moggill Rd

Huntingdale St

Rafting Ground RdHeron Rd

Grandview Rd

Lancing Rd

Pullenvale Rd

Moggill Rd

Pulle

nval

e R

d

Below is a map of how to find the

Pullenvale Environmental Education Centre

PullenvaleEnvironmentalEducationCentre

• Follow Moggill Road through Kenmore and towards Moggill. You will pass the Rafting Ground Reserve on your left.

• Continue along Moggill Road until you see Grandview Road. Turn right and continue past the Pullenvale State School for approximately 2 kilometres.

Pullenvale Environmental Education Centreis on the left at:

250 Grandview Road, Pullenvale 4069 Phone: (07) 3374 1002

PINJARRAHILLS

MoggillFerry

24

Health, Safety and Wellbeing PolicyPullenvale Environmental Education Centre is committed to maintaining a safe, healthy and supportive environment for our staff and our visiting students and adults.

It is our expectation that we will all work together in pursuit of Pullenvale Environmental Education Centre's vision:

Living and Learning for sustainability:making connections between self, others and place

Central to this vision is our way of working, which is displayed, discussed and enacted with all visiting students and adults:

Speak and Act with Respect: to Self, Others and Place

Following this way of working in addition to specific safety instructions given throughout the day helps to keep us all healthy, safe and happy and allows us to respectfully manage student behavior.

Health, safety and wellbeing is everybody's responsibility and we ask all visiting students and adults to:

• Wear closed in footwear, comfortable weather appropriate clothing and a hat

• Apply insect repellent and sunscreen at home/school prior to your visit and bring your own to reapply if necessary.

• Wear large, clearly written nametags that are easy to read at a distance (see your Teacher Resource Booklet for more detail)

We also request visiting teachers to:

• Complete an Excursion Information Form (sent to you 1 week prior to your excursion and returned immediately) to notify PEEC in advance of any important information about visiting students or adults and how they can be supported (ie. Special needs, medical conditions, allergies, learning styles, mobility, behavior, anxieties etc). This information may require PEEC to make adjustments to the program which need to be planned in advance.

• Complete a Class List (sent to you 1 week prior to your excursion to bring along with you on the day of your excursion) with any important information about visiting students or adults attending the excursion. Please discuss this information with your PEEC teacher as soon as you arrive on the day of your excursion.

• Prepare to become involved in the day and enjoy yourself. This models that it is OK to imagine, pretend and have fun.

• Prepare your parent helpers to be actively involved in the day too and ask them NOT to bring younger siblings.

25

Pullenvale Environmental Education Centre (PEEC) is committed to the health, safety and wellbeing of our staff and our visiting students and adults involved in curriculum activities both at PEEC and at off site locations. All programs at Pullenvale Environmental Education Centre are shaped around a spirit of adventure and fun. Taking controlled, informed risks is part of this experience, just as it is part of everyday life.

This risk management process at PEEC has been carried out in accordance with the law (Workplace Health and Safety Act 2011) and to align with the Department of Education, Training and Employment Policy and Procedure Register.

A Curriculum Activity Risk Assessment Planner has been completed for every program delivered at PEEC. Curriculum Activity Risk Assessments have been completed for all curriculum activities deemed to be of a Medium risk level. PEEC currently does not deliver any curriculum activities deemed a high or extreme level risk.

All curriculum activities at PEEC have been thoroughly planned to ensure that staff and visiting students and adults will be safe whilst undertaking the activity. Each program features a safety talk specific to that program and activity. Any potential risks have been identified and managed and there is a planned response in case of an emergency. In the event of adverse climatic conditions, programs will either be adapted accordingly or cancelled. The visiting teacher will be notified of program cancellation early on the morning of the excursion.

All teachers at PEEC are experienced in supervising visiting students and adults across the range of activities listed below and hold current senior first aid certificates. When taking visitors away from the centre grounds, all PEEC teachers will carry with them: a First Aid Kit; a class list containing details of any relevant important information; and a mobile phone.

Curriculum Activity Risk Assessment Planners and Curriculum Activity Risk Assessments particular to the program you are attending are available on our website at www.pullenvaeec.eq.edu.au. The information contained within these documents will assist you to complete Department of Education, Training and Employment Policy and Procedure Register, Excursion Planner (Domestic Travel template) or the paper-based Variations to school routines to make your visit to Pullenvale Environmental Education Centre as safe and enjoyable as possible.

Please contact us on 3374 1002 for further information or to answer any queries you have.

Curriculum Risk Management Policy

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Artist in Residence Adventurous Journeys in 2016

A Duke of Edinburgh’s International Award and Pullenvale EEC Partnership

In 2016 PEEC’s Artist in Residence Program will be redesigned as part of the Duke of Edinburgh’s International Award Scheme’s Bridge Award. Workshops will be presented within the Bridge Award Adventurous Journeys Program for students aged 11 and a half and older. Students begin at Level One (I day) and can progress to Level Two (2 days).

Note: Schools must be part of the Duke of Edinburgh’s International Award Scheme to participate. For more information please contact:

[email protected] [email protected]

All courses are taught by an Environmental Arts/Performance Education specialist in a studio setting within a natural environment. The participants will be guided through facilitated experiences in nature and will reflect on their relationships with themselves and others. They will focus on the experience of meeting physical, personal, and philosophical challenges to extend their abilities, and grow their potential to build self-confidence and awareness through the arts.

Level 1 courses (1 day). These workshops will introduce foundational skills and concepts providing a sense of exploration and adventure through guided tasks. They will link to Level 2 courses.

Level 2 courses (2 days) These workshops will extend and deepen practice offering scope for enhancing self-awareness and expression through the art form. Work will be presented or kept as folio pieces.

New for 2016

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Visual Art:

Painting/Drawing/Mixed Media Level 1: is a foundation that can lead towards Painting and/or Drawing and/or Mixed Media. Art principles and elements, attentiveness in nature and technique are explored.

• Painting Level 2: Participants develop painted works that explore a relationship between the artist and their landscape and objects of meaning.

• Drawing Level 2: Participants develop skills with a variety of drawing media in connection with attentive experience of the natural world.

• Mixed Media Level 2: Participants develop creative adventurous processes and diverse works that build environmental connections.

Mask Making Level 1: Participants explore 3D design by conceptualising and creating a clay, sculptured mould to effectively make a unique mask from sustainable resources.

• Mask Making Level 2 Participants produce and complete the envisioned mask, refining various skills and utilising a range of materials, while expressing connections between themselves and their environment.

Performance:

• Acting Level 1: is suitable for anyone hoping to develop self-awareness and skills of authentic presentation and performance.

• Acting Level 2: More complex improvisation, scene work, monologues and play-building are explored in relation to ideas about self/others/place.

• Singing Level 1: Participants are encouraged to sing in the context of a group. The ability to read sheet music is not required.

• Singing Level 2: In level 2 there are options to develop harmonies, solo performances and meaningful song-writing as conscious, connected performers.

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RecReate an

authentic colonial classRoom by hiRing Pullenvale's histoRical Kit

foR youR next school celebRation

The kit contains items which are generally difficult to obtain. We suggest

you use these items to enhance your own collection of memorabilia as part

of an authentic display. The items are intended for use in a designated

space, possibly in a roped-off area or classroom where people can sit and

participate in the experience of an old classroom. Children enjoy improvising

their own costumes in keeping with the period.

The cost of the Kit Hire is $100.00 per week (excluding GST). For further information regarding the hire of this historical kit please

phone the Centre on 3374 1002.

In addition to our programs we also offer the following support material.

The kit contains: • 1 - 4 (as required) long wooden desks - each seats 5 students• 1 - 4 wooden forms (7’6” or 2.3 mtrs long)• 1 Teacher's desk and chair• 1 wooden Chart Stand• 1 Blackboard and easel

In Brown Box• 10 pen holders with nibs • 10 ink wells (plastic)• 4 slates • 4 slate pencils • 1 copy book • 4 'School Papers' magazines• 4 small calico squares to wipe slates

In Calico Bag• 1 ABC Chart (on board backing)• 1 Attendance Chart (on board backing)• 1 Teacher's blotter for desk• 1 A4 'Good Manners Chart' (on board backing)

Items available for sale: A4 'Good Manners' Chart @ $1.00 each Copy Books @ $2.00 each

Growing 2016 prospectus - Pullenvale · allow us to make the most of your Storythread experience....

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Transcript of Growing 2016 prospectus - Pullenvale · allow us to make the most of your Storythread experience....