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 Two
English
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Reading
This term we will be reading ‘Grover Mc Bane’ and ‘Franky Fish and the Sonic Suitcase’. Both novels highlight a journey that their characters go on. Grover Mc Bane is a story about a brave dog who escapes from he’s owner’s yard and finds himself in an animal shelter needing a new home. Franky Fish finds a time travelling suitcase and goes on an adventure through time and stopping at major landmarks around the world. The students will be discussing, writing and drawing responses to the text as we read the stories together each week. 
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
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 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 using 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. Our writing focus for term 2 is ‘Change-Weather’. This concept reflects student learning with Mappen as part of our Integrated Studies this term. 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 piece that asks students to visualise, imagine and picture a winter wonderland. They will be complimenting this passage with a wonderful diorama and displaying these throughout our Learning Community. This will be followed by an information report focusing on Natural Disasters - to sitmulate the students senses they will be able to explore Scienceworks. 
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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, 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:
- Explore a variety of addition and subtraction mental and written strategies including partitioning, 10 facts, doubles, near doubles, build to ten, estimation and vertical algorithms
- Recognise and explain the connection between addition and subtraction
- Use addition and subtraction strategies to solve worded problems
- Calculate the totals of money and work out the change.
This term students will:
- Use an analogue clock to tell the time using fractional language such as half past, quarter past and quarter to
- Investigate the relationship between units of time for example, there are 60 minutes in an hour and 60 seconds in a minute
- Investigate and compare the seasons between Western society and Indigenous culture, recognising the connection to weather patterns.
Integrated
Grade 2: Stimulating Science Overview: Changes Unit
Overview:
Students will consider changes that we experience through the lenses of biology, earth, and space science, chemistry, and physics. They will make predictions and scientific observations throughout the unit. Students will show what they have learnt by identifying ‘science’ in their classroom and record their understanding of each branch of science.
Students will investigate:
Students will be able to make predictions and scientific observations to test questions that they have. They will use what they have learnt about what living things need to help care for pets and gardens. Students will be able to identify how materials have been changed or combined to make objects that they use. They will use what they have learnt about the impact of the seasons on their lives to prepare activities and consider appropriate clothing. Students will be able to identify the sources of sounds in their everyday life, and different objects that push and pull.
Grade 3: Into the Unknown: Changes Unit
Overview:
Grade 3 students will investigate the changes that have occurred over time and how those changes affect our lives. They will consider changes in their community as they explore historic buildings in the local area. Students will learn about people who shaped our interconnected world as they research the life and legacy of an explorer from the ‘Age of Exploration’. They will also learn about the significance of celebrations and symbols in Australia and around the world.
Students will investigate:
Grade 3 students will consider in their life in the context of our history. They will be motivated by the people who shaped the global world and apply the lessons that they learnt from explorers in their lives. Students will respect the importance and origins of commemorations in Australia and around the world. They will develop an ability to interpret and present information to their peers.
Overview:
Students will consider changes that we experience through the lenses of biology, earth, and space science, chemistry, and physics. They will make predictions and scientific observations throughout the unit. Students will show what they have learnt by identifying ‘science’ in their classroom and record their understanding of each branch of science.
Students will investigate:
- How to make predictions and scientific observations.
- How living things change and what they need to live.
- How everyday materials can be changed or combined to make objects.
- How seasonal changes can affect everyday life.
- The sources of sound.
- How can we use experiments to learn about the world around us?
- How do living things change and what do they need to live?
- How do seasons affect our lives?
- How can use Earth’s resources sustainably?
- How are sounds made and how do we hear them?
Students will be able to make predictions and scientific observations to test questions that they have. They will use what they have learnt about what living things need to help care for pets and gardens. Students will be able to identify how materials have been changed or combined to make objects that they use. They will use what they have learnt about the impact of the seasons on their lives to prepare activities and consider appropriate clothing. Students will be able to identify the sources of sounds in their everyday life, and different objects that push and pull.
Grade 3: Into the Unknown: Changes Unit
Overview:
Grade 3 students will investigate the changes that have occurred over time and how those changes affect our lives. They will consider changes in their community as they explore historic buildings in the local area. Students will learn about people who shaped our interconnected world as they research the life and legacy of an explorer from the ‘Age of Exploration’. They will also learn about the significance of celebrations and symbols in Australia and around the world.
Students will investigate:
- How changes occurred over time in the local community.
- The significance of celebrations and symbols in Australia and around the world.
- Explorers who changed the world during the ‘Age of Exploration’.
- Create timelines to sequence important events.
- What has changed and what has stayed the same in our community?
- Who helped to shape the global world that we live in?
- What is the significance of commemorations and symbols in Australia and around the world?
- How can we sequence important events from history?
Grade 3 students will consider in their life in the context of our history. They will be motivated by the people who shaped the global world and apply the lessons that they learnt from explorers in their lives. Students will respect the importance and origins of commemorations in Australia and around the world. They will develop an ability to interpret and present information to their peers.
Personal and Social Capability –
Resilience, Rights and Respectful Relationships
In CLC, Term 2’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 explore the topics of numbers and families.
In term 2, students will learn about Kanji characters which were adapted from Chinese characters.
Our aim in Term 2 is to be able to introduce family members and count people in Japanese.
楽しもうTanoshimou means let’s have fun.
In term 2, students will learn about Kanji characters which were adapted from Chinese characters.
Our aim in Term 2 is to be able to introduce family members and count people in Japanese.
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 Japanese PE Group 2 & 5 Visual Arts Group 1 & 4 Performing Arts Group 3 |
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PE Group 3 & 4 Visual Arts Group 5 Performing Arts Group 1 & 2 |
PE Group 1 Visual Arts Group 2 & 3 Performing Arts Group 4 & 5 |
Value |