Welcome to Carome Learning Community
MIRELLA |
DEANNA |
KARINDA |
CORINNE |
TOM |
AMY |
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
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 |
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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.
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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.
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.
Carome Curriculum Snapshot
Term Four
English
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Reading
This term we will be reading Charlotte’s Web by E.B White as our class novel. This classic story is the tale of a young girl named Fern who adopts a runt piglet, names him Wilbur and raises him. After her father sends the pig to her uncle’s farm, Fern discovers he will be sold at market and turned into bacon! What follows is the development of a life changing friendship between two unlikely allies, Wilbur the pig and Charlotte the spider. Many plans are hatched and the mission to save Wilbur’s life begins. Will their miraculous plan work? Our students have reading sessions throughout the week where they read and explore set novels and texts and respond to their reading in a variety of ways such as - group discussion, comprehensions questions, art/craft activities, maths tasks, mapping etc. Reading Eggs is an online programs that focuses on a core curriculum of phonics and phonemic awareness, sight words, vocabulary comprehension and reading for meaning. We allocate the students with set tasks that they work on at school but are also encouraged to work on at home. 
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Writing
This semester our students are focusing on a writing program based on developing writers into storytellers. We are working on practising powerful writing strategies such onomatopoeia, alliteration and similes as well as many more to create complex sentences as part of our writing. CLC students are continuing to practise the using of planning models to carefully map out each paragraph of their writing in order to create a powerful and cohesive piece of text. In our community we are writing every day and publishing our work on a regular basis. Our writing focus for term 1 is ‘Around the World’. CLC students will be exploring our real and imaginary worlds through different writing genres. Our first writing task for this term is to produce a descriptive story that explores an adventure students go on with their special animal. 
The writers in CLC will be working extremely hard to develop strong vocabulary that enhances their texts and creates colourful imagery. Our goal is to always produce writing of a high standard that we can be proud of.
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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. 
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Mathematics
You can support your child’s maths learning by playing maths games with them such as: memory, times tables races, talking about time and clocks, encouraging them to explore counting money and giving change.
Mathletics is a fun online way for your child to practise their maths skills. There will be set tasks for your child to complete that will give them extra practice with the concepts they are currently focusing on at school.
Mathletics is a fun online way for your child to practise their maths skills. There will be set tasks for your child to complete that will give them extra practice with the concepts they are currently focusing on at school.
Number & Algebra
TThis term students will explore the base 10 place value system. They will continue to practise recall of multiplication facts of 2, 3, 5, 10s. Students will investigate making, naming and representing numbers using materials such as MAB, popsicle sticks and counters, as well as ordering and comparing numbers.
Measurement and Geometry
Students will investigate, interpret and create simple maps to describe where things are located. Students will explore how we use representations of objects and their positions. For example, how to get from point A to point B or stating where a specific place like a Milk Bar is located.
Statistics and Probability
Students will collect data, organise this into categories and create displays using lists, tables, picture graphs and simple column graphs. They will explore efficient ways to record data, and represent and report the results of their investigations. A feature of the students’ learning will be to use the natural environment around them to collect data and investigate their findings.
TThis term students will explore the base 10 place value system. They will continue to practise recall of multiplication facts of 2, 3, 5, 10s. Students will investigate making, naming and representing numbers using materials such as MAB, popsicle sticks and counters, as well as ordering and comparing numbers.
Measurement and Geometry
Students will investigate, interpret and create simple maps to describe where things are located. Students will explore how we use representations of objects and their positions. For example, how to get from point A to point B or stating where a specific place like a Milk Bar is located.
Statistics and Probability
Students will collect data, organise this into categories and create displays using lists, tables, picture graphs and simple column graphs. They will explore efficient ways to record data, and represent and report the results of their investigations. A feature of the students’ learning will be to use the natural environment around them to collect data and investigate their findings.
Integrated
Grade 2 Term 1: Places and Spaces
Overview:
Grade 2 students will learn about the services in their community. They will consider sustainable practices as they design and construct model buildings for a precinct in their community. Students will learn about navigation as they consider the language of location and direction.
Students will investigate:
Future Action:
Grade 2 students will develop an interest in their local community and the services it provides. They will appreciate the role that emergency services fill in our community and be clear and confident when communicating in an emergency. The students will develop a curiosity about the design and construction of sustainable buildings.
Grade 3 Term 1: First Contact
Overview:
Grade 3 students will learn about the lives of the first Australians before European settlers arrived in Australia and the causes and reasons for the journey of the first fleet. They will practise thinking and acting like historians as they are immersed in stories of first contact between indigenous Australians and European settlers.
Students will investigate:
Essential Questions:
Future Action:
Grade 3 students will have the knowledge and language to participate in conversations about the Australian culture and the treatment of the First Australians. They will use the skills of historians as they consider their family history and develop a curiosity about the past. The students will be able to consider the punishment of convicts in the context of modern day standards.
Overview:
Grade 2 students will learn about the services in their community. They will consider sustainable practices as they design and construct model buildings for a precinct in their community. Students will learn about navigation as they consider the language of location and direction.
Students will investigate:
- Services within their community.
- Design and construction techniques for buildings.
- Building with sustainability in mind.
- What services are in my community?
- How can I use a map to navigate my community?
- Who in my community can help me in an emergency?
- How can we build with sustainability in mind?
Future Action:
Grade 2 students will develop an interest in their local community and the services it provides. They will appreciate the role that emergency services fill in our community and be clear and confident when communicating in an emergency. The students will develop a curiosity about the design and construction of sustainable buildings.
Grade 3 Term 1: First Contact
Overview:
Grade 3 students will learn about the lives of the first Australians before European settlers arrived in Australia and the causes and reasons for the journey of the first fleet. They will practise thinking and acting like historians as they are immersed in stories of first contact between indigenous Australians and European settlers.
Students will investigate:
- Communities of the first peoples of Australia.
- The first fleet
- The stories of the first contact between European settlers and The First Peoples of Australia.
- How historians learn about the past.
Essential Questions:
- How did the first peoples of Australia live before European settlers arrived?
- What were the causes and reasons of the First Fleet?
- What was the impact of the first contact of European settlers and The First Peoples of Australia?
- How do historians use artefacts to learn about the past?
Future Action:
Grade 3 students will have the knowledge and language to participate in conversations about the Australian culture and the treatment of the First Australians. They will use the skills of historians as they consider their family history and develop a curiosity about the past. The students will be able to consider the punishment of convicts in the context of modern day standards.
Personal and Social Capability –
Resilience, Rights and Respectful Relationships
In CLC, this curriculum focuses on supporting students to interact and play constructively with others and to establish friendships with peers.
Students will be supported to
Students will be supported to
- recognise and identify their own emotions
- identify experiences that can trigger particular emotions
- identify other students’ emotions and empathise with others
- describe the influence that people, situations and events have on their emotions
- understand different coping strategies that can be used
- describe personal strengths and how they can be utilised
- identify skills and strengths they wish to develop
- describe how to use strengths to be a good friend and team member
- describe factors that contribute to positive relationships with people at school, home and in the community
- practise their listening and self-regulation skills
- engage in regular mindfulness sessions
Japanese
During term 4, CLC students will explore Japanese cultural learning. They will learn different varieties of Japanese cultures such as Japanese indigenous culture, Japanese traditional culture and modern culture.
楽しもうTanoshimou means Let’s have fun.
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
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Assembly Starting 8th February |
Performing Arts Group 1 PE Group 2 & 4 Visual Arts Group 3 & 5 |
Visual Arts Group 4 Performing Arts Group 2 & 3 PE Group 1 & 5 |
Visual Arts Group 1 & 2 Performing Arts Group 4 & 5 PE Group 3 |
RRRR |