hat a fantastic start we’ve had to Term 3! The classroom was buzzing with energy as we reunited after the break. We kicked off the term by celebrating NAIDOC Week, diving into activities that honoured First Nations cultures, histories, and knowledge systems.

True to Mrs Cherry’s style (who may occasionally get sidetracked for the sake of curiosity and big ideas!), we took a detour from our Maths unit on fractions, decimals, and percentages to explore the Fibonacci sequence—but with a powerful purpose. Our learning was inspired by Dr Chris Matthews, a proud Noonuccal man and Aboriginal mathematician. Dr Matthews advocates for connecting mathematics to culture and community, showing how patterns in nature—like the Fibonacci spiral found in shells, flowers, and pinecones—have long been observed and understood by First Nations peoples.

We used this as a springboard to explore how Aboriginal Australians have used mathematical thinking for thousands of years, particularly through sustainable practices, land management, and artwork. A huge thank you to the families who sent in native flora to enrich our hands-on exploration. Students physically examined patterns in leaves and flowers and were genuinely amazed by the natural world’s symmetry.

Our week concluded with the co-construction of a class Acknowledgement to Country, which reflects our deepening understanding and growing respect for Aboriginal and Torres Strait Islander cultures.

One of the most powerful moments came during our viewing of the Adam Goodes documentary. I was blown away by the level of empathy and maturity in our class discussion. One student said they were confused by the documentary—they couldn't understand why such things had happened. This sparked a thoughtful conversation about how far we’ve come as a society in terms of acknowledgement, acceptance, and inclusion, and also what more we can do to ensure that racism and discrimination have no place in our future.

This inspired our classroom display, titled:
“Learning from the Past, Listening in the Present, and Leading for the Future.”
Each student created a symbolic footprint that now marches across our classroom wall. Inside, they wrote their pledges, reflections, or personal responses—messages that show we walk forward in solidarity, with understanding and purpose. This display will continue to grow as we embed these values and understandings across our learning.

This week we’ve returned to our regular routines. In English, students have been wrapping up their information reports and presenting them in creative and professional formats, ready to share with the class. The focus is on planning, drafting, and publishing informative texts with accurate, topic-specific language and logical structure. Students have chosen historical topics to connect with our Term 2 and 3 HASS units, including Elizabeth Hayward, child chimney sweeps, and the First Fleet.

In Mathematics, we’ve returned to our unit on fractions, decimals, and percentages. Students are beginning to build a deeper understanding of how these representations are different ways of expressing the same value. Through hands-on activities, real-world connections (such as money, food sharing, and discounts), and collaborative discussion, they’re learning how to confidently convert between forms and explain equivalent values using correct mathematical language.

Keep an eye on our classroom walls—they’re filled with the voices and vision of our young changemakers!