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Students have individual continuums
which include maps of development in
the areas of reading, writing and mathematics.
Used to track student learning and to set goals for future learning.
Continuums move with your child as they progress through the school.
These continuums are kept and used in the classroom. Parents are welcome to come and see their child's continuum. Please see your
teacher to make a time.
Tools to develop maths understandings:
- Maths reflections
- Maths wall
- Everyday Maths
- Lessons differentiated
based on continuums.
In the Prep Reading program, all students will participate in:
- Guided reading
- Independent reading, including choosing
‘just right’ texts
- Reading conferences
- Whole class reading focus’
- Focused reading groups
- Pair Share
Students are encouraged to complete
15 minutes of homework each night.
This includes:
Reading to your child every night for their enjoyment of books
Take home reading diary (please note: this is not a communication book)
Students will have access to Reading Eggs
and Mathletics to use at their own leisure.
How we express ourselves - Central Idea: People recognise important events through celebrations and traditions.
How we organize ourselves - Central Idea: Products are created to fulfill a need or want.
Where we are in place and time - Central Idea: People move to different places for many different reasons.
Primary Years Programme prepares students to be active participants in a lifelong journey of learning.
In the prep writing program, all students will participate in:
Modelled and shared writing
Independent writing
Writing Conferences
In the Prep Writing program, all
students will participate in:
- Modelled writing
- Shared writing
- Interactive writing
- Independent writing
- Writing conferences
Executive Leader – Bethany Saunders
Kate Knigge– H01 – Team Leader
Ashlee Bray– H02
Ashley Webb– H03
Melanie Cunnington– H05
Patricia Kounellis – H06
Sarah Weeks– H07
Natalie Mitrovski – H09
Comprehension strategies that
students will be learning include:
- Prediction, Visualisation, Questioning
- Text structures and features,
- Think Aloud.
Decoding Strategies including:
- Look at the picture, Sound out the word, - - Think about what makes sense.
*All student's will have
individual learning goals
to support their learning.
The most significant and distinctive feature of the PYP is the six transdisciplinary themes.
Students will engage in six Units of Inquiry throughout the year, with each unit focusing on one of the 6 transdisiplinary themes.
Who we are
Sharing the planet
How the world works
How we express ourselves
How we organize ourselves
Where we are in place and time
* Different units run at different
times across the school.
* COL
Number and Algebra - development of number and place value using lots of different concrete materials such as ten frames, icy pole sticks, fingers and place value charts. Students will continue working on their ability to read, write, make and interpret numbers.
Addition and subtraction and basic multiplication and division
Hubs
Statistics and Probability - students learn about the chance of events and interpreting
data.
Measurement and Geometry - students will learn the skills of comparing the length, capacity and mass of different objects.
All maths lessons are differentiated to ensure
every students individual needs are being
catered for.
Please ensure students wear plain navy
blue bathers (see Lindy at the office for a form if necessary).
Caps and goggles stay at school with the teacher, who will carry these to the pool each week.
Students should wear their bathers to school to save time when we go swimming (girls can wear their bathers up to their hips.
Again, please make sure EVERYTHING is labelled (undies, socks, shoes, towels, clothes, etc)
* Lost property is kept in the first aid room
next to the office.
Students will be given opportunities to
use a range of technologies within the classroom, focusing on iPads and netbooks.
Students will be given opportunities to
use a range of technologies within the classroom, focusing on iPads and netbooks. Students will also work with their teachers
on creating a blog to record and reflect on
their learning journey.
Tools to develop maths understandings:
Maths reflections
Maths wall
Everyday Maths
Lessons differentiated based
on continuums.
Who we are - Central Idea: We learn in different ways and have an impact on one another.
Sharing the planet - Central Idea: People’s rights and responsibilities to the
environment are connected to its purpose.
How the world works - Central Idea: Living and non-‐living things change for a variety of reasons.
- School Website
- Notes to go home
- Messages on window
Parent Helpers
If you would like to be involved
in our parent helper program, there will
be training sessions running soon.
See your teacher for further details.
Students are expected to wear
full school uniform. Plain black school shoes/runners should be worn every day. (if students don’t have plain black runners, they are to wear their school shoes to school and get changed into their runners before P.E).
Students need to wear a hat from September 1st – April 30th. Hats should stay at school to avoid them being left at home and students missing out on play time. Please make sure all items of clothing are labelled.
- Read with your child every night- ask them
questions before and after reading
- Practise recognising letters of the alphabet and
their associated sounds
- Practise writing in everyday situations such as a
birthday card to a friend recording the sounds that
they hear
- Simple games such as ‘eye spy’ to practise letter
sounds
- Count with your child, forwards and backwards
starting at different numbers
- Look for numbers in everyday situations such as
house numbers when driving in a car.
At the end of each Unit of Inquiry, there
will be a Celebration of Learning. This is
when parents are invited into the classroom
to see all of the hard work that students have been doing throughout the unit.
Instrument
Students will use class sets of
tuned and non-tuned percussion to
participate in classroom activities
Homework
Students will be given small homework
tasks with their classroom sheets
Students are encouraged to practice
3 times a week for 5 minutes each
time
The Physical Education Program for 2014 is
filled with innovative ways to get students more engaged and involved in physical activity. To support this, AUSVels and the PYP are the framework for the Health and PE curriculum across P-6. The PE program connects with classroom units across all year levels where applicable.
The Specialists have a blog which will keep you informed about what is happening through regular updates of the PE program.
Every year level is involved in Huff and
Puff to develop fitness, improve health
and well being to promote active
living.
This year students will be involved in a range of activities from invasion to net sports and a range of functional movement activities.
Some of the programs included in the 2014 program are:
Jump Rope for Heart
Bike ED
Human Powered Vehicles (HPV)
Training sessions before, during and after school
Interschool sports for years 5 to 6
We offer further development for students to compete with other schools/students in tournaments that may be conducted offsite.
2014 Physical Education Teachers
Nick Panczel Rebecca Werchon
The main goal of the Music program
is to enable students to communicate
in ways that go beyond their oral language abilities. With a focus on Creating and Making musical pieces; and Exploring and Responding to various stimuli.
Concepts
Performance (Voice)
Performance (Instrumental)
Composition
Music Literacy
Listening and Appreciation
The Art Journal
Invite your child to share his/her artworks with you.
A simple “Tell me about this image” is perfect.
Conceptualising and planning
Exploring and developing
Reflecting and resolving
Communicating and presenting
Drawing* (observation, memory imagination)
Painting
Printmaking
Collage/Mixed media
Textiles
Digital creation and manipulation
Authentic opportunities for your child to engage as artists to develop creative and problem solving
personal expression and visual communication
an appreciation and understanding of the arts
a commitment to projects over time
technical skills
an understanding of the elements and principles of art
Try to give encouragement based on effort
“You must have put a lot of effort into this one!”
“This part looks like you must have spent a bit of time on it!”
“Can you see how all your practise is paying off! Look at how much you’ve improved!”
Try to ask questions based on process
“Oh wow! How did you do/make that?”
“That’s great! What were you thinking when you made it?”
“Amazing! Which bit was the trickiest?”
“What did you discover when you made it?”
*Drawing will have a major focus throughout the year as it is a core skill