Welcome to Carome Learning Community
DEANNA |
CORINNE |
RENEE
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AMY |
NOUR
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KARINDA |
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
Throughout Term 4, we are studying Peter Helliar's 'Frankie Fish and the Sonic Suitcase.' This text explores humour, adventure, family values, and imagination with time-travelling. The Carome Learning Community will focus on making text-to-self connections through creative activities, and collaboratively practicing Reading comprehension strategies through text responses, such as: author's perspective; compare and contrast; visualising; questioning; and determining theme. 
Our students also participate in small group 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 program 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. Across all reading activities and tasks this term, the students will be focusing on a variety of key concepts such as main idea, making inferences, retelling, making predictions, compare and contrast. 
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Writing
Our writing focus for term 4 is going to be all about ‘Traditions'. We will be looking at family traditions and how each family celebrates their traditions and rituals. Each student will be writing poetry related to their traditions using different styles such as Limericks and lyrical poems. Followed by a persuasive writing piece to persuade their reader about the best time of the year related to their favourite tradition. We will be making a Pinata and writing the procedure step by step. Dream time stories and Creation stories are a part of inditionous traditions. Each student will write their own story as a storyteller about how Australian animals were created. Our students continue to focusing on a writing program based on developing writers into storytellers. We are practising powerful writing strategies such as points of ellipses… to create movement or suspense, rhetorical questions and Power of 3 – three ideas using a mix of words, phrases and sentences. CLC students are continuing to practise the use of planning models to carefully map out each paragraph of their writing in order to create an impressive and cohesive piece of text. In our community we are writing every day and publishing our work on a regular basis. We are very excited to see the many writing pieces each CLC student will produce this term. |
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, using measurement around the house such as in the kitchen.
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
This term students will:
This term students will:
This term students will:
- Review a variety of place value, addition, subtraction, multiplication and division mental and written strategies
- Explore fractions focusing on 'out of', fifths, sixths, sevenths (etc), halves, quarters,
- Order and compare fractions by focusing on equivalent and making connection regarding improper fractions and mixed numbers
This term students will:
- Use objects to explore transformations
- Investigate the relationship between mass and capacity
- Explore how statistics can change depending on the value
Personal and Social Capability –
Resilience, Rights and Respectful Relationships
In CLC, Term 4’s curriculum focuses will support students to understand positive coping strategies and problem-solving strategies.
Students will be supported to:
Students will be supported to:
- Investigate and reflect on various emotional responses
- Discuss when emotional responses lead to consequences and taking responsibility for their actions
- Discuss, learn, and practise self-calming strategies to deal with emotions in familiar and unfamiliar situations, including fear, frustration, and anger
- Describe and practise ways to show empathy towards peers’ feelings and needs
- Identify communication skills that enhance relationships
- Recognise different ways to solve conflict and negotiate positive outcomes
- Use evidence to describe characteristics of cooperative behaviours in group activities
- Discuss leadership and appropriate situations to adopt this role
- Practise individual and group decision-making and predict the consequences of such decisions
- Practise solving simple interpersonal problems that make them feel uncomfortable or unsafe
- Describe similarities and differences between points of views
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.
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 week 3 on Tuesday.
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Assembly Japanese PE Group 2 & 4 Visual Arts Group 1 & 5 Performing Arts Group 3 |
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PE Group 3 & 5 Visual Arts Group 2 Performing Arts Group 1 & 4 |
PE Group 1 |
Visual Arts Group 3 & 4 Performing Arts Group 2 & 5 |