Carome Learning Community

Welcome to Carome Learning Community

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.

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.

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.

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.