Mernda Park Primary School
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CAROME LEARNING COMMUNITY

Welcome to Carome Learning Community

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Karinda
Haylee
Tracy
Rhece
Amanda
Kosta

Curriculum

​The Victorian Curriculum F–10 sets out what every student at MPPS and all Victorian schools should learn during their first eleven years of schooling. The curriculum is the basis of all our MPPS planning documents and guides our teaching at MPPS, as well as forming a common set of knowledge and skills required by students for life-long learning, social development and active and informed citizenship.  Further to this the Victorian Curriculum F–10 incorporates the Australian Curriculum and reflects Victorian priorities and standards.
Further information is available http://victoriancurriculum.vcaa.vic.edu.au/
 
Resilience, Rights, Respectful Relationships (RRRR)  is a comprehensive approach to the primary prevention of violence against women and children.  As a school we are dedicated to promoting and modelling respect, positive attitudes and behaviours with the aim of  teaching our children how to build healthy relationships, resilience and confidence. The whole school approach to RRRR goes beyond curriculum, recognising that to drive real change, classroom learning needs to be reinforced by what is modelled within the school community.
Further information is available http://www.education.vic.gov.au/about/programs/Pages/respectfulrelationships.aspx

Labelling your child's belongings

Brain Food

​Please label all lunchboxes, containers, drink bottles and school uniform items so they are easily identifiable and able to be returned if misplaced.
Responsibility is one of our school values at Mernda Park Primary School. We encourage students to be responsible for their own belongings. 
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Students eat brain food twice a day. Brain food consists of fruit or vegetables, but no processed foods. We encourage students to bring brainfood because the brain requires two times the amount of energy to function efficiently during the day.

Home Learning

Carome Learning Community students are expected to read 15-30 minutes most evenings. Students need to record the title of their book and the page numbers they have read in their diary. We ask that diaries come back to school every day, signed by a parent or guardian. Teachers encourage students to consistently bring their diaries to school by awarding Dojo points.
You can: read to your child, listen to your child read or have your child read to you. Talk to your child about their reading. It’s fun to discuss storyline, characters, setting and predict what is going to happen next.
All students are encouraged to access Reading Eggs, Essential Assessment and Soundwaves at home, to support learning that is happening at school. 
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Victorian Curriculum Snapshot

English

Reading
Level 3
​When reading and viewing, students engage with a range of different types of texts for meaning.
​They read using phonic, morphemic and vocabulary knowledge; grammatical knowledge such as subject–verb agreement and tense; and knowledge of apostrophe use.
They read multisyllabic words with more complex letter patterns.
When demonstrating understanding of texts, they discuss connections between the experiences of characters in texts and their own personal experiences to build literal and inferred meanings.
They share personal preferences for texts.
They explore how different types of texts across the curriculum, both print and digital, use different structures for purpose and navigation.
They identify literary devices, such as rhythm and onomatopoeia, and describe how images and sound can extend meaning.
​ 
Level 4

When reading and viewing, students engage with a range of different types of texts for meaning.
They read by integrating phonic, morphemic and vocabulary knowledge; grammatical knowledge such as the use of clauses and phrases to provide details and indicate relationships; and knowledge of punctuation for dialogue.
When demonstrating understanding of texts, students consider storylines, ideas and relationships between characters to build literal and inferred meanings.
They describe the effects of text structures and language features.
They share opinions about texts.
They explore how different types of texts across the curriculum, both print and digital, are organised into characteristic stages for purpose and navigation.
​They describe how literary devices, such as wordplay, shape meaning. They explore the framing and composition of still images and moving images and the use of sound.
Writing
Level 3
When creating written and spoken texts to inform, narrate, explain or argue, students use ideas and details from previously encountered texts, learnt topics or topics of interest, and they include appropriate multimodal elements.
They re-read their texts and edit for meaning, structure and grammatical choices.
They use text structures to begin to develop paragraphs for different purposes.
They use grammar and punctuation to appropriately represent processes and connections, including using modal verbs.
They extend their use of topic-specific vocabulary, such as technical words, and adopt and adapt language features from texts.
They write texts using letters that are joined, accurately formed and consistent in size.
​They spell multisyllabic words using phonic and morphemic knowledge, and high-frequency words.
Level 4
When creating written and spoken texts for a small range of purposes and audiences, students adapt ideas and details from texts, learnt topics or topics of interest, and include appropriate multimodal elements. They edit their texts to improve content and structure.
They use text structures to sequence and connect ideas and to develop paragraphs.
They use grammar and punctuation to create relationships, including through the use of tense.T
They expand their vocabulary, such as through using synonyms and antonyms, and they use adverbial phrases to build meaning.
They explore language features, including wordplay.
​They write texts using clearly formed joined letters with developing fluency. They spell words, including multisyllabic and multimorphemic words with irregular spelling patterns, using phonic, morphemic and grammatical knowledge.
Speaking & Listening
Level 3
​When interacting with others, students extend topic-specific and appropriate vocabulary and use cooperation strategies and interaction skills to contribute to discussions.
​They explore the language of evaluation and emotion.
When speaking to an audience, students deliver short spoken texts, exploring topics and text types, including multimodal or digital elements, and using features of voice.
Level 4
When interacting with others, students use an expanded vocabulary and language to develop relationships in different contexts.
They share and extend ideas and information.
They differentiate between the language of opinion, facts and feelings.
When speaking to an audience, students deliver structured spoken texts, exploring topics and text types, including multimodal or digital elements.
​They use language suitable to context, and appropriate features of voice.
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Sound Waves
​This year at MPPS we are continuing with the Sound Waves as part of our curriculum. This is a word study program designed to develop reading, spelling and writing skills through phonemic awareness. This is essentially a knowledge and understanding of sounds and sound patterns of our language. Our students will be working through their student activity books each week to study a different sound and the different letter patterns used to represent that sound. Students also have an online login code that provides access to games and activities that helps students consolidate the spelling words that are being studied in the classroom. Students are encouraged and expected to access Sound Waves at home to reinforce their understanding of the sound we are studying that week. You can help your child by accessing Sound Waves at home and playing the games and completing the activities found there.


Mathematics

Number 
Level 3, students learn to
  • identify, explain and use the properties of odd and even numbers 
  • recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 
  • recognise and represent unit fractions including 1/2, 1/3, 1/4, 1/5 and 1/10 and their multiples in different ways; combine fractions with the same denominator to complete the whole 
  • add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator 
  • multiply and divide one- and two-digit numbers, representing problems using number sentences, diagrams and arrays, and using a variety of calculation strategies 
  • estimate the quantity of objects in collections and make estimates when solving problems to determine the reasonableness of calculations 
  • recognise the relationships between dollars and cents and represent money values in different ways 
  • use mathematical modelling to solve practical problems involving additive and multiplicative situations, including financial contexts; formulate problems using number sentences and choose calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation 
  • follow and create algorithms involving a sequence of steps and decisions to investigate numbers; describe any emerging patterns 
Level 4, students learn to 
  • recognise and extend the application of place value to tenths and hundredths and use the conventions of decimal notation to name and represent decimals 
  • investigate number sequences involving multiples of 3, 4, 6, 7, 8 and 9 
  • find equivalent representations of fractions using related denominators and make connections between fractions and decimal notation 
  • count by multiples of quarters, halves and thirds, including mixed numerals; locate and represent these fractions as numbers on number lines 
  • solve problems involving multiplying or dividing natural numbers by multiples and powers of 10 without a calculator, using the multiplicative relationship between the place value of digits 
  • develop efficient mental and written strategies and use appropriate digital tools for solving problems involving addition and subtraction, and multiplication and division where there is no remainder 
  • choose and use estimation and rounding to check and explain the reasonableness of calculations, including the results of financial transactions 
  • solve problems involving purchases and the calculation of change to the nearest 5 cents with and without digital tools 
  • use mathematical modelling to solve practical problems that involve additive and multiplicative situations, including financial contexts; formulate the problems using number sentences and choose efficient calculation strategies, using digital tools where appropriate; interpret and communicate solutions in terms of the situation 
  • follow and create algorithms involving a sequence of steps and decisions that use addition or multiplication to generate sets of numbers; identify and describe any emerging patterns
​Algebra
Level 3, students learn to
  • recognise and explain the connection between addition and subtraction as inverse operations, apply to partition numbers and find unknown values in number sentences 
  • extend and apply knowledge of addition and subtraction facts to 20 to develop efficient mental strategies for computation with larger numbers without a calculator 
  • recall and demonstrate proficiency with multiplication facts for 3, 4, 5 and 10; extend and apply facts to develop the related division facts 
Level 4, students learn to
  • find unknown values in numerical equations involving addition and subtraction, using the properties of numbers and operations 
  • recall and demonstrate proficiency with multiplication facts up to 10 × 10 and related division facts, and explain the patterns in these; extend and apply facts to develop efficient mental and written strategies for computation with larger numbers without a calculator 
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Measurement 
Level 3, students learn to
  • identify which metric units are used to measure everyday items; use measurements of familiar items and known units to make estimates 
  • measure and compare objects using familiar metric units of length, mass and capacity, and instruments with labelled markings 
  • recognise and use the relationship between formal units of time, including days, hours, minutes and seconds, to estimate and compare the duration of events 
  • describe the relationship between the hours and minutes on analog and digital clocks, and read the time to the nearest minute 
  • identify angles as measures of turn and use right angles as a reference to compare angles in everyday situations
Level 4, students learn to
  • use scaled and digital instruments to interpret unmarked and partial units to measure and compare lengths, masses, capacities, durations and temperatures, using appropriate units 
  • recognise ways of measuring and approximating the perimeter and area of shapes and enclosed spaces, using appropriate formal and informal units 
  • solve problems involving the duration of time including situations involving ‘am’ and ‘pm’ and conversions between units of time 
  • estimate and compare angles using angle names including acute, obtuse, straight angle, reflex and revolution, and recognise their relationship to a right angle ​
Space
Level 3, students learn to
  • make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses 
  • interpret and create two-dimensional representations of familiar environments, locating key landmarks and objects relative to each other
Level 4, students learn to
  • explain and compare the geometric properties of two-dimensional shapes and three-dimensional objects
  • represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects 
  • create and interpret grid reference systems using grid references and directions to locate and describe positions and pathways 
  • recognise line and rotational symmetry of shapes and create symmetrical patterns and pictures, using dynamic geometry software where appropriate 
Statistics
Level 3, students learn to
  • acquire data for categorical and discrete numerical variables to address a question of interest or purpose by observing, collecting and accessing data sets; record the data using appropriate methods, including frequency tables and spreadsheets 
  • create and compare different graphical representations of data sets, including using software where appropriate; interpret the data in terms of the context 
  • conduct guided statistical investigations involving the collection, representation and interpretation of data for categorical and discrete numerical variables with respect to questions of interest
Level 4, students learn to
  • acquire data for categorical and discrete numerical variables to address a question of interest or purpose using digital tools; represent data using many-to-one pictographs, column graphs and other displays or visualisations; interpret and discuss the information that has been created 
  • analyse the effectiveness of different displays or visualisations in illustrating and comparing data distributions, then discuss the shape of distributions and the variation in the data 
  • conduct statistical investigations, collecting data through survey responses and other methods; record and display data using digital tools; interpret the data and communicate the results 
Probability
Level 3, students learn to
  • identify practical activities and everyday events that involve chance, and describe possible outcomes and events as ‘likely’ or ‘unlikely’ and identify some events as ‘certain’ or ‘impossible’, explaining reasoning 
  • conduct repeated chance experiments; identify and describe possible outcomes, record the results, and recognise and discuss the variation 
Level 4, students learn to
  • describe possible everyday events and the possible outcomes of chance experiments and order outcomes or events based on their likelihood of occurring; identify independent or dependent events 
  • conduct repeated chance experiments to observe relationships between outcomes in games and other chance situations, and identify and describe the variation in results 

Personal and Social Capability –
Resilence, Rights and Respectful Relationships

Throughout the curriculum, teachers at Mernda Park Primary School aim to provide activities and a learning environment where students have the opportunity to:
  • explain the consequences of emotional responses in a range of social situations;
  • recognise personal strengths and challenges and identify skills they would like to develop;
  • suggest strategies for coping with difficult situations;
  • persist with tasks when faced with challenges and adapt their approach when first attempts are not successful;
  • discuss the value of diverse perspectives and through their interactions they demonstrate respect for a diverse range of people and groups;
  • describe factors that contribute to positive relationships with peers, other people at school and in the community;
  • explain characteristics of cooperative behaviours and they use criteria to identify evidence of this in group activities
  • identify a range of conflict resolution strategies to negotiate positive outcomes to problems.

In RRRR, students engage and actively participate in rich discussions and collaborative activities to enhance their Speaking and Listening skills. Students continue to build and maintain relationships with others by making suggestions, explaining their ideas, and share their diverse traits and culture within the Learning Community.  

Swimming

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During Term 2,  CLC will be attending swimming lessons, an important part our Physical Education Program.
The lessons will ensure that the students continually develop their skills and confidence as they progress through the program. 
The lesson will run over 8 weeks from Tuesday 29/4/25 (Week 2) – Tuesday 17/6/25 (Week 9). The session times are 1:30-2:00pm and 2:00-2:30pm.

Class Dojo

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To help us create a positive culture in our Learning Community, we use Class Dojo to acknowledge positive behaviours that display our CARE values. Teachers can encourage students to display skills or values using Class-Dojo as an incentive — whether it's working hard, being kind, helping others. This is done by awarding points that are displayed electronically in the Learning Community or Specialist class. Using Class Dojo can help student’s emotional literacy grow as they have the opportunity to receive immediate, regular and positive feedback in a fun visual way.

Specialist Programs

Monday
Tuesday
Wednesday
Thursday
Friday
CLC 3 Performing Arts
CLC 1&4 Visual Arts
CLC 5 Japanese
Swimming (Week 2-9)
CLC 4 Performing Arts
CLC 3&5 PE
​CLC 1 Japanese

 

​​​CLC 1&4 PE
CLC 3 Visual Arts
CLC 5 Performing Arts



CLC 5 Visual Arts
CLC 3&4 Japanese


Address
40 Riverdale Blvd
​
Mernda, VIC 3754
Telephone
(03) 8776 9700


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© Mernda Park Primary School 2021. All rights reserved.
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  • Home
  • About Us
    • Principal's Welcome
    • Our Vision
    • Staff
    • Partnerships
    • In The Press
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    • Construction Timeline
  • Our School
    • Learning Communities >
      • Student Leadership
      • Plenty Learning Community >
        • Plenty LC Blog
      • Simon Learning Community >
        • Simon LC Blog
      • Carome Learning Community >
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      • Yan Yean Learning Community >
        • Yan Yean LC Blog
    • Specialists >
      • Performing Arts >
        • Performing Arts Blog
      • Visual Arts >
        • Visual Arts Blog
      • Physical Education >
        • Physical Education Blog
      • Japanese >
        • Japanese Blog
    • Education Support
    • Student Wellbeing >
      • Student Wellbeing Blog
    • Respectful Relationships
    • Look at What Else is Happening at MPPS...
    • Lunchtime Clubs
    • Sustainability
    • School Calendar
    • School Times
    • Canteen
    • Uniform
    • YMCA Before and After School Care Program
    • Whittlesea Music
    • Community Partners
  • Enrolment
    • Enrolment Enquiries
    • Book a School Tour
  • Contact Us
  • Compass