Welcome to Carome Learning Community
MIRELLA |
DEANNA |
KARINDA |
BRIONY |
CORINNE |
TOM |
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 focussing on a writing program based on developing writers into storytellers. We are working on practising powerful writing strategies such as personification, points of ellipsis, creating rhythm as well as many more. Our students are continuing to practice 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 4 is about ‘Cultural Traditions’. Our students will be describing family traditions and cultural traditions through poetry. Followed by writing a narrative story using dreaming stories as our stimulus. The next writing text type will be informative, explaining our family traditions using graphic novels as our inspiration. We will then be using procedural writing where the children will be explaining a step by step process on how to create some art work. Our final writing topic for this term will be a persuasive piece comparing a Summer Christmas to a Winter Christmas and making a diorama to demonstrate their winning argument. The writers in CLC are working extremely hard to develop strong vocabulary that enhances their text and creates colourful imagery. We are extremely proud of the commitment and persistence displayed by all members of our Learning Community to produce writing of such a high standard. |
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
This term students will explore fractions and decimals. They will continue to practise recall of multiplication facts of 2, 3, 5, 10s. Students will explore how to use their maths’ knowledge on addition, subtraction, multiplication and division to solve worded problems. They will also explore money, calculating change and the amount needed.
Measurement and Geometry
Throughout the term, students will compare and order a range of containers based on their volume and capacity using appropriate uniform informal units. They will engage in a variety of hands on tasks to in order to recognise the importance of using common units of measurement such as millilitres and litres.
Students will be able to identify angles as measures of ‘how many turns’ and compare angle sizes in everyday situations. For example, opening doors partially and fully and comparing the size of the angles created; recognising that analogue clocks use the turning of hands to show the time, and comparing the size of angles between the arms to describe familiar times.
Statistics and Probability
CLC 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
This term students will explore fractions and decimals. They will continue to practise recall of multiplication facts of 2, 3, 5, 10s. Students will explore how to use their maths’ knowledge on addition, subtraction, multiplication and division to solve worded problems. They will also explore money, calculating change and the amount needed.
Measurement and Geometry
Throughout the term, students will compare and order a range of containers based on their volume and capacity using appropriate uniform informal units. They will engage in a variety of hands on tasks to in order to recognise the importance of using common units of measurement such as millilitres and litres.
Students will be able to identify angles as measures of ‘how many turns’ and compare angle sizes in everyday situations. For example, opening doors partially and fully and comparing the size of the angles created; recognising that analogue clocks use the turning of hands to show the time, and comparing the size of angles between the arms to describe familiar times.
Statistics and Probability
CLC 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 4: Through Generation
Overview:
Grade 2 students will learn about the lives of people in the past as they interview a person from an older generation. They will learn words to describe events in the past, present, and future and words to describe a point of view. The students will consider the importance of places to people in their community and people from different cultures. They will learn about different ways that stories from the past can be told.
Students will investigate:
Essential Questions:
Future Action:
Grade 2 students will use their knowledge of the lives of people in the past to participate in conversations with their parents and grandparents. They will ask interesting questions and think of follow-up questions. Students will use language to describe events in the past, present, and future and provide reasons for their conclusions. They will develop an interest in different ways that people tell stories and an appreciation of the importance of place to different cultures.
Grade 3 Term 4: Our Island Home
Overview:
Grade 3 students will study different environments, climate zones and natural vegetation. They will learn about Australia's neighbouring countries and about changes caused by adding and removing heat, and heat conductivity. Students will work in groups as they consider the location, climate, and values of their own island nation.
Students will investigate:
Essential Questions:
Future Action:
Grade 3 students will be able to make connections between themselves and other people, places and environments in their lives. They will be able to locate Australia's neighbouring countries and be able to talk about what life may be like in these places. Students will build on their understanding of the geography of Australia and its position in the world.
Overview:
Grade 2 students will learn about the lives of people in the past as they interview a person from an older generation. They will learn words to describe events in the past, present, and future and words to describe a point of view. The students will consider the importance of places to people in their community and people from different cultures. They will learn about different ways that stories from the past can be told.
Students will investigate:
- Different types of family structures
- Places of cultural or spiritual importance.
- The lives of people in the past.
- Using language to describe time and points of view.
Essential Questions:
- How are families different?
- Why are some places important to preserve?
- How has life changed and stayed the same?
- How can we use language to describe time and points of view?
Future Action:
Grade 2 students will use their knowledge of the lives of people in the past to participate in conversations with their parents and grandparents. They will ask interesting questions and think of follow-up questions. Students will use language to describe events in the past, present, and future and provide reasons for their conclusions. They will develop an interest in different ways that people tell stories and an appreciation of the importance of place to different cultures.
Grade 3 Term 4: Our Island Home
Overview:
Grade 3 students will study different environments, climate zones and natural vegetation. They will learn about Australia's neighbouring countries and about changes caused by adding and removing heat, and heat conductivity. Students will work in groups as they consider the location, climate, and values of their own island nation.
Students will investigate:
- Changes caused by adding and removing heat.
- Climate zones and natural vegetation.
- Conditions in different places on Earth.
- Using and making maps.
Essential Questions:
- Why is heat important for life on Earth?
- What is it like to live in different places on Earth?
- How do we use information technology and maps to learn about the world?
Future Action:
Grade 3 students will be able to make connections between themselves and other people, places and environments in their lives. They will be able to locate Australia's neighbouring countries and be able to talk about what life may be like in these places. Students will build on their understanding of the geography of Australia and its position in the world.
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
Gratitude Journals
Throughout term 4 students will be practising gratitude by completing a weekly gratitude journal entry. Gratitude is the practise of paying attention to the things that we have right now and not worrying about things that we don’t have. We do this by noticing the positive things we have in our lives and writing them down. Being grateful for even the smallest of things in our lives is important. Neuroscientists (they study the brain) have found in just 21 days of daily gratitude practise that we are 3 times more likely to see positive things around us. In 42 days of daily practise, there are changes in feeling happier, more optimistic, more determined and have better sleep quality. This is especially important in the world we are living in right now. You might like to create your own gratitude journal at home! Here are some sample questions:
Students will be supported to
- use a range of coping skills that will enable them to cope with future changes and challenges
- use positive talk as a key strategy for coping with negative thoughts emotions and events
- identify and describe personal interests, skills and achievements
- have an awareness of the feelings and needs of others
- recognise the importance of persisting when faced with new and challenging tasks
- reflect on their emotional responses
- practise techniques to deal with feelings of fear, frustration and anger
- develop skills to cope with the challenges they may face
- understand the consequences for their actions in a range of different social situations
- recognise and develop personal strengths and identify personal challenges
- identify a range of conflict resolution strategies
- engage in regular yoga and meditation sessions
Gratitude Journals
Throughout term 4 students will be practising gratitude by completing a weekly gratitude journal entry. Gratitude is the practise of paying attention to the things that we have right now and not worrying about things that we don’t have. We do this by noticing the positive things we have in our lives and writing them down. Being grateful for even the smallest of things in our lives is important. Neuroscientists (they study the brain) have found in just 21 days of daily gratitude practise that we are 3 times more likely to see positive things around us. In 42 days of daily practise, there are changes in feeling happier, more optimistic, more determined and have better sleep quality. This is especially important in the world we are living in right now. You might like to create your own gratitude journal at home! Here are some sample questions:
- What were three things that went well for you today?
- Who is someone you feel really grateful for today? Tell us why.
- What is it about our home that makes it our home/special family place?
- What is something you are looking forward to tomorrow?
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 |
Performing Arts Gp 2 PE Gp 1 & 4 Visual Arts Gp 3 & 5 |
Visual Arts Gp 1 & 2 Performing Arts Gp 4 & 5 PE Gp 3 |
Visual Arts Gp 4 Performing Arts Gp 1 & 3 PE Gp 2 & 5 |
RRRR |