Loose Parts Playgrounds

In Term 2, six classed explored the question “What is a successful loose parts playground?”. A green shipping container had appeared in the playground and students were curious about why it had arrived.

green shipping container in playground

Each class watch a video called “Inside NYC’s Riskiest Playground Where Parents Aren’t Allowed Inside” to provoke their thinking about loose parts playgrounds.

page of see, think and wonder sharing

After watching they where challenged to list what they could see by close observation, state what they thought using evidence from their close observations and then create some questions to guide our research in answering the BIG question.

List of Learning Assets in toolkit

Our classes were adding to their learning toolkit during the term by discussing and developing their learning assets. There are 5 learning assets that our classes focus attention on throughout each learning day. In particular during our loose parts exploration we were being researchers. Kath Murdoch explains researchers as being curious, courageous and resourceful. Researchers create thick questions. They gather information from a variety of sources and think critically about it. They are also careful to acknowledge the sources of their information.

Title from book Thick or Thin Questions

Each class worked on creating some questions that would allow us to explore the idea of a loose parts playground and what would be needed to make it successful. We soon extended our original question to another question as we were all curious to find out what the benefits of a loose parts playground might be.

Classes watched videos, read snippets from web articles and PDF documents, looked closely at photographs and collated data about what would be most useful in a loose parts play area. They were challenged to think about risk and safety.

We used Book Creator as a place to share our thoughts. This gave each class the opportunity to collaborate online and practice being sensible digital citizens especially when 24 students were all working on the same book at the same time. Our character strengths of honesty, teamwork, curiousity, creativity, love of learning, perseverance and perspective help us online as well.

Loose Parts research book cover

After presenting our research in Book Creator we then had a chance to spend time in exploring the contents of our shipping container as a class and also with our buddy class. We found cardboard boxes, rope, foam shapes, pvc pipes and milk crates all very useful. Some of us created musical instruments, others worked together to make zip lines and there were cars, boats, shops and restaurants.

small loose parts being put together into a structure

Some classes also had the opportunity to explore scaled down loose parts play. Straws became pipes, string became rope, fabric squares became tarps and there where sticks of different shapes and sizes. One of the big restrictions was that all joining of items needed to be non-permanent so that all objects could be re-used. The instruction was “Create something with loose parts…..”

Our loose parts play area is now open at every recess lunch for all of our school to explore and invent new ideas each day.

What do you think makes a loose parts play area successful? Which items would you collect to add to our shipping container? Please leave a comment sharing your thoughts.

More of Our Playground Ideas

We have come to the last week of term and the final sharing about our playground investigations. The 5/6 and 4/5 classes have completed their double page spreads and their book is done. Each section shares the idea that a pair of students worked on as a suggestion to solve one of the two problems their class worked on.

Possible problems
Here is the list of possible problems that our 6 classes are now working on.

When publishing their work each group needed to think about the content and the layout of the page so that their readers will clearly understand each idea. By using Book Creator the groups were also able to add audio to their page to add more information.

Read our Book
Follow the picture link to read about the ideas for our playground by the 5/6 and 4/5 classes.
What do you think about the ideas dreamed up by our classes. Have they given you any good ideas. Please leave a comment sharing your thoughts.

Sharing Our Playground Improvement Ideas

All of the classes investigating our big question – “Does our playground meet our needs?” – have been working hard to come up with a solution to the problems chosen for their class.

Possible problems
Here is the list of possible problems that our 6 classes are now working on.

Students worked with a partner to created a double page spread sharing the final idea that they explored with our design process planning sheet. By doing this this they have come to the last stage of the design process we have been learning about – Share.

image of the design process - ask, imagine, plan, create, improve, share

Time constraints and a planned excursion to explore some nearby playgrounds has limited the time that our grade 3/4 classes had to spend on the improve section of the design process but everyone has been able to share their ideas in a book created using the Book Creator app. The other four classes are still working on their ideas and will share their book in another blog post.

Mrs S has shared the book online so that our classes can share our ideas with other classes, teachers, parents, grandparents, aunts, uncles, carers, sisters, brothers and any one else who may be interested in seeing their creative ideas.

Read our Book
Click on the cover of our book to read about our ideas.
What do you think about the ideas dreamed up by Grade 3/4 B and Grade 3/4 Y. Have they given you any good ideas. Please leave a comment sharing your thoughts.

Continuing our Playground Inquiry….

After adding all of our dots to our satellite image the classes worked with a partner and in whole groups to come up with some survey questions that would give us some more information about our needs in our playground. Mrs S collated these and looked for the commonalities between each class to create an online survey for all the classes to complete.

Survey title and number of responses

During the time each class spends with Mrs S and their class teacher students completed the survey. It was very interesting to see the results automatically update as each student submitted their answers. Our classes all saw how efficient it was to use an online survey tool that collated the results as they were entered and created graphs of the data.

The survey data added more information about where students like to play and also what they like to do outside.

graph of favourite places

We found out that our oval is the most popular play area and the second most popular spot is our netball courts. There are quite a number of students who would still like to be able to play in the junior playground. Some of these students like the sheltered areas that are there and other would like to play with brothers and sisters.

After talking about our results it was time for each group to try and identify some playground problems. Mrs S and our teachers reminded us that we were searching for solvable problems. We found that some problems were people problems, others were space problems, some were safety problems and some were more to do with dreaming of changes we could make to our outside play area.

After working with all 6 classes Mrs S was able to come up with a list of eight ideas. Each class narrowed this down to two and are now focused on imagining clever solutions.

Possible problems
Here is the list of possible problems that our 6 classes are now working on.

We will be trying to persuade others about our ideas by creating a presentation that describes the solution we have imagined for each problem.

Which problem would you choose? How would you solve it? Please leave a comment sharing your thoughts.

Investigating an inquiry question…

By Javid44 [CC BY-SA 4.0 ], from Wikimedia Commons




This term we have started to explore an inquiry question. Using the design process we are asking questions and collecting data to find out if there are any problems that we might be able to create a solution to help solve.

Our big question seems simple but when we started to think carefully each class found that it led to many more questions and the need to do some research and collect some data.

Does Our Playground Meet Our Needs?

As part of our data collection Mrs S put up a large satellite image map of our playground and each class was invited to add their data. Each class was asked the same two questions.

  • Where do you love to play in our playground?
  • Is there anywhere you do not like to play? Where?

Every student was given 3 yellow smiley face stickers and 3 red frowning face stickers so that they could add them to the large image. After having time to explore a colour satellite image from Google Earth everyone was able to add their dots to the map. You did not have to use all 6 stickers. We were collecting visual data about where we like to play.

After each class had added their dots Mrs S took a photograph so that we were able to see how our data changed over time.

dots after one class

dots after 2 classes

dots after 3 classes

dots after 4 classes

dots after 5 classes

dots after 6 classes

Some of the areas in our playground became so covered with dots that there was a slight mound when you carefully touched the map. Layers of dots covered the ones underneath.

What questions do you have about our collected data? Are you wondering why each dot was placed in a certain place?

Please leave a comment sharing any questions you might have.

Our New Mural

Sadly, at our school we have had some problems with graffiti. On the wall in the netball court has been covered in graffiti a lot in the past but now we have permission from the Clarence Council to have some professional people come in to help add a mural to our wall. Some lucky people from the grade six classes were chosen to help spray paint the wall. There were two people from all three grade six classes. They were: Daniel, Emily Angus, Sophie, Zainab and Connor.

Firstly they had to come up with a design and then they practised it on some canvas. Then they started to put all that planning into action. Everyone that was working on the mural was really happy with the result of it and they really enjoyed doing it. Here is a picture of them with the work in  process.


13319791_520988951423331_3565491021400155510_nHere is a picture of the finished product.

13315780_521234151398811_3751557343298650002_nWhat’s your favourite thing on the mural?

by Anna and Eloise

Starting Term 2

Welcome back to the start of term 2. During the first two weeks our grades 3-5 were at learn to swim and practising their water safety skills. Our grade 6 students had extra I.T. time with Mrs Smith. On Monday and Tuesday of week two our grade 6 students were introduced to some very important first aid advice from some Carlton Beach surf lifesavers. Check out our school Facebook page to see more photos.


During the I.T. time the grade 6 students were creating infographics about our school. To make the infographics the students came up with questions for a short survey. They also worked with MSExcel to create graphs using the results of the survey. They also used the auto shapes from MSPowerpoint to create little monsters.

Here are some of the finished infographics.

Have you created an infographic? Please leave a comment to tell us what it was.

By Eloise and Anna.

Quilts For A Princess

Do you know the story of The Princess and The Pea? In Mrs S’s version of the story the Princess was very fussy and only agreed to marry the Prince if she could redecorate. She searched and searched for a great design for a quilt but could not really find what she wanted. Mrs S challenged us to create the perfect design for our fussy Princess. We use the Geoboard web app to start our design and MSPowerPoint to manipulate the design. Some of our designs are not quite finished but many of them can be seen in our Animoto.

Quilts can be made from small fabric pieces that are all joined together. The quilter starts off by making lots of blocks using a pattern and then joins all the blocks together. There are many designs published for quilters to use but most of them start with simple shapes like squares and triangles and the complicated pattern is made when the quilter joins the shapes together. These quilts are called patchwork quilts.

Which quilt design do you think the fussy Princess should choose? Can you share any more information about patchwork quilts? Please leave a comment sharing your thoughts.