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sophie flynn

on 28 August 2017

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Transcript of YEAR FIVE GOLD

On Thursday, the 10th of August, the Year Five and Six students experienced, firsthand, what it is like to be homeless. Students participated in a homeless sleep out, which aligns with our Social Justice focus this term. The students were only allowed to bring the following items:
Sleeping bag
Warm clothes
1 x mug
1 x spoon
They had to find a spot to sleep on the cold floor of the undercover area and had to use their one mug for every meal.

We were extremely lucky to have some guest speakers share experiences of helping people who are homeless and lack basic necessities in life, which many of us may take for granted. The students developed their empathy, as they immersed themselves fully in the experience of being homeless. Staff and students were immensely grateful for the heartfelt contributions of soup and other food items kindly donated by families.

Here is an update of what we have been learning so far...
Fractions, Decimals and Percentages
In Mathematics, students have been exploring the concept of Decimals and converting numbers to Fractions, Decimals and Percentages. Students also made connections as to where they may see or use fractions, decimals and percentages in everyday situations.
We have looked at:
Reading and writing decimals (1.3 - One and three tenths)
Comparing, ordering and locating decimals on a number line
Place value of decimals (tenths, hundredths, thousandths etc)
Converting fractions, decimals and percentages
Finding the Percentage of an amount

Week 7 -10
Understanding and reading information
Identifying questions and collecting data
Classifying data
Identifying different graphs and ways to collect and represent data
The likelihood of events (certain, likely, impossible, even)
Students will develop quality questions, source findings, collect data, and present their findings with a written response
Students will also be participating in an investigation of
'What's in the bag?',
this will allow students to show case their skills and knowledge of identifying and collecting data.
At the start of Numeracy lessons, students have been playing a game called
I have, who has?
This Mathematics game allows students to practice essential language concepts as well as their vocabulary and listening skills. Students each receive a card to which they need to solve their 'I have' problem in numerous ways in order to respond to the person who calls out a variation of their 'I have' answer. The game finishes when all students read aloud their cards in correct order to which leads us back to the starting card. We record our time for each game, allowing students to become quicker and more efficient the more times they play the game.
Chance and Data
Click below to see examples of ‘Poetry Slams’ from the United States
Poetry is a type of literature, or artistic writing, that attempts to stir a reader's imagination or emotions. The poet does this by carefully choosing and arranging language for its meaning, sound and rhythm.

Students have been focusing on specific poetry techniques that will help develop their understanding of writing their own poems.

A list of poem styles that students have been working hard on:

Repeating the consonant sounds at the beginnings of nearby words in a phrase or sentence
Example: ' She sells seashells, by the sea shore'

A poem that consists of including the five senses of sight, hearing, touch, taste and smell to describe their topic.
Example: Winter looks like pure thick snow as white as heaven
Winter feels like clothes upon clothes, keeping the cold away
Winter tastes like sizzling hot fudge brownies drenched in rich caramel sauce
Winter smells like freshly cut wood burning away in the fireplace
Winter sounds like rain trickling down my wooden window ledge

Traditional form of Japanese poem. Haiku poems consist of three lines. The first and last lines of Haiku have 5 syllables, and the middle line has 7 syllables.
Example: Sand scatters the beach (5)
Waves crash on the sandy shore (7)
Blue water shimmers (5)

Similes and Metaphors
Similes and metaphors are used when the writer wants to compare two things. The difference between Similes and Metaphors is that Similes compare objects using “like” or “as,” and metaphors compare without those words.
Example: Life is a battlefield, unpredictable and uncertain (Metaphor)
Life is like a box of chocolates, filled with goodness and oh so addictive (Simile)


This unit focused on the human experience of the beauty in creation. As people experience and appreciate the variety of beauty in creation, they wonder at God, the Creator of such beauty. God means the variety of beauty in creation to be a sign to everyone that God is always present everywhere.

This unit also explored the ways Jesus appreciated the beauty in creation as a sign of God's presence. As Jesus' followers think of God and pray when they are reminded of God's presence by the beauty of creation, God draws them closer.

Through this unit students completed tasks such as:
Looking at the vision of Jesus through different colours
Recognising that 'God is always present'
Researching the Wonders of the world - natural beauty
Ripple Effect (One positive change can lead to a series of other positive changes happening)
What we as students in Five Gold can do to make this world a better place

WEEK 1 -5
A spoken poetry, that puts emphasis on its writing through the way you read and write and convey your message to the audience. Students will be using the poetry techniques explored in class to compose a ‘Poetry Slam’ that will link in with their Social Justice unit. A ‘Poetry Slam’ is relatively new to Australia and is a form of competitive poetry. Both the Year Fives and Sixes will be participating and performing these Poetry Slams to their peers.

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