Carome Learning Community

Welcome to Carome Learning Community

GABBY

CORINNE

RENEE

AMY

KENDRA

ALISON

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 and 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 modeling 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.

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 is expected to read 15-30 minutes most evenings. You can see what your child is reading as it will be recorded in their diary each day. Diaries need to come back to school every day as students use them during their learning.
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, Mathletics and Soundwaves at home, to support learning that is happening at school.

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Victorian Curriculum Snapshot

English

Reading
By the end of Level 3, we aim that students are able to:

understand how content can be organised using different text structures depending on the purpose of the text;
understand how language features, images and vocabulary choices are used for different effects
read texts that contain varied sentence structures, a range of punctuation conventions, and images that provide additional information;
apply appropriate text processing strategies when decoding and monitoring meaning in texts, and use knowledge of letter-sound relationships, and blending and segmenting to read more complex words;
identify literal and implied meaning connecting ideas in different parts of a text;
select information, ideas and events in texts that relate to their own lives and to other texts.

By the end of Level 4, we aim that students are able to:

understand that texts have different structures depending on the purpose and context;
explain how language features, images and vocabulary are used to engage the interest of audiences;
describe literal and implied meaning connecting ideas in different texts;
express preferences for particular types of texts, and respond to others’ viewpoints.

Writing
By the end of Level 3, we aim that students are able to:

write about experiences, events, information, ideas and characters;
demonstrate understanding of grammar and choose vocabulary and punctuation appropriate to the purpose and context of their writing;
use knowledge letter–sound relationships and high-frequency words to spell words accurately, and can write words with complex consonant and vowel clusters
reread and edit their writing, checking their work for appropriate vocabulary, structure and meaning;
write using joined letters that are accurately formed and consistent in size.

By the end of Level 4, we aim that students are able to:

use language features to create coherence and add detail to their texts;
create texts that show an understanding of how images and detail can be used to extend key ideas;
create well-structured texts to explain ideas for different audiences
demonstrate understanding of grammar and select vocabulary from a range of resources;
use accurate spelling and punctuation;
reread and edit their work to improve meaning.

Speaking & Listening
By the end of Level 3, we aim that students are able to:

listen to others’ views and respond appropriately using interaction skills
understand how language features are used to link and sequence ideas;
understand how language can be used to express feelings and opinions on topics;
create a range of texts for familiar and unfamiliar audiences
contribute actively to class and group discussions, asking questions, providing useful feedback and making presentations.

By the end of Level 4, we aim that students are able to:

collaborate, listen for key points in discussions and use the information to carry out tasks;
use language features to create coherence and add detail to their texts;
understand how to express an opinion based on information in a text
create texts that show understanding of how images and detail can be used to extend key ideas;
create structured texts to explain ideas for different audiences;
make presentations and contribute actively to class and group discussions, varying language according to context.

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 & Algebra
By the end of Level 3, we aim that students can:

count and order numbers to and from 10 000
recognise the connection between addition and subtraction, and solve problems using efficient strategies for multiplication;
recall addition and multiplication facts for single-digit numbers;
represent money values in various ways and correctly count out change from financial transactions;
model and represent unit fractions for halves, thirds, quarters, fifths and eighths, and multiples of these up to one;
classify numbers as either odd or even;
continue number patterns involving addition or subtraction;
explore simple number sequences based on multiples.

By the end of Level 4, we aim that students can:

recall multiplication facts to 10 x 10 and related division facts;
choose appropriate strategies for calculations involving multiplication and division and estimate answers accurately enough for the context;
solve simple purchasing problems with and without the use of digital technology;
locate familiar fractions on a number line, recognise common equivalent fractions in familiar contexts and make connections between fractions and decimal notations up to two decimal places;
identify unknown quantities in number sentences;
use the properties of odd and even numbers and describe number patterns resulting from multiplication;
continue number sequences involving multiples of single-digit numbers and unit fractions, and locate them on a number line.

Measurement and Geometry
By the end of Level 3, we aim that students can:

use metric units for length, area, mass and capacity;
tell time to the nearest minute;
identify symmetry in natural and constructed environments;
use angle size as a measure of turn in real situations and make models of three-dimensional objects;
match positions on maps with given information and create simple maps.

By the end of Level 4, we aim that students can:

compare areas of regular and irregular shapes, using informal units;
solve problems involving time duration;
use scaled instruments to measure length, angle, area, mass, capacity and temperature of shapes and objects;
convert between units of time;
create symmetrical simple and composite shapes and patterns;
classify angles in relation to a right angle;
interpret information contained in maps.

Statistics and Probability
By the end of Level 3, we aim that students can:

create questions and plan investigations that involve collecting data;
interpret and compare data displays;
conduct chance experiments, list possible outcomes and recognise variations in results.

By the end of Level 4, we aim that students can:

describe different methods for data collection and representation, and evaluate their effectiveness;
construct data displays from given or collected data;
list the probabilities of everyday events;
identify dependent and independent events.

Personal and Social Capability –
Resilience, 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.

Japanese

Students are going to learn how to read a Hiragana Chart.
Hiragana is a part of the Japanese writing system. It is used to write words originating in Japan. Our aim in Term 4 is to be able to use the Hiragana chart when writing words and sentences in Japanese. Students are also going to practice Jingle Bell in Japanese. This will be performed at the Christmas Concert.

楽しもうTanoshimou means let’s have fun.

Class Dojo

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

CLC Swimming Program is starting in Term 4 on Tuesday

Monday	Tuesday	Wednesday	Thursday	Friday
Assembly Group 1 - Visual Arts Group 2 - PE Group 3 - Visual Arts Group 4 - PE Group 5 - Performing Arts Group 6 - Performing Arts	Japanese	Group 1 - PE Group 6 - PE	Group 1 - Performing Arts Group 2 - Visual Arts Group 3 - PE Group 4 - Performing Arts Group 5 - PE Group 6 - Visual Arts	Group 2 - Performing Arts Group 3 - Performing Arts Group 4 - Visual Arts Group 5 - Visual Arts