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 Three
English
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Reading
This term we will be reading ‘Tales of a Fourth Grade Nothing’. Fudge is Peter’s naughty little brother and one big heap of trouble! Disaster follows Fudge wherever he goes. And Peter’s usually the only one who can sort out the mess. Fudge gets all the attention, all the time. It’s enough to drive an older brother mad! The students will be discussing, writing and drawing responses to the text as we read the story 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 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 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 3 is ‘Social Justice’. 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 something – ‘they can’t live without’. They will be complimenting this passage with a vivid illustration and publishing this piece to display in our Learning Community. This will be followed by a narrative called – ‘Where in the World?’ Students choose a place in the world they would love to visit and create a story describing what they see, what they taste and what they do there. The students are looking forward to travelling around the world through their imagination and fact finding. 
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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:
Applied Topics
This term students will:
This term students will:
- explore multiplication using a variety of strategies such as skip counting, repeated addition and arrays.
- continue to practice recall of multiplication facts of 2, 3, 5 and 10s and their related division facts. Eg 2 x 5 = 10 10 ÷ 5 = 2
- revise and practise addition and subtraction concepts to develop efficient mental strategies and solve problems using number sentences.
Applied Topics
This term students will:
- conduct chance experiments, identify and describe possible outcomes according to how likely they are to happen, such as – what is the chance of rolling a 6 on a dice?
- measure, order and compare objects using familiar metric units of length (mm, cm, m) and calculate the perimeter and area of 2D shapes and items in their school environment
- describe and draw two-dimensional shapes, describe the features of three-dimensional objects, make models of three-dimensional objects and describe key features.
Integrated
Grade 2 Term 3: Social Justices Unit- Celebrating Difference Overview
Overview:
Students will be immersed in the food, games, music and traditions of different cultures. They will explore the meaning of traditions as they build objects and experience cultural traditions. of each Students will reflect on their family's culture in preparation for sharing with other students at the end of the unit.
Students will investigate:
Students will develop an appreciation of multicultural Australia, embracing different foods, games, music, and traditions from different cultures. They will show respect for those who sound, look and act differently to themselves. Students will understand that although we are all different, we all hold similar values, and we all have the right to be treated fairly.
Grade 3 Term 3: Social Justice Unit- Someone Else's Shoes Overview
Overview:
Grade 3 students will explore social justice issues experienced by people with disabilities. They will learn about the role that rules and laws play in our community as they share their opinions about existing laws. Students will research a disability and write creatively about an important day in the life of someone who has the disability that they have researched.
Students will investigate:
Essential Questions:
Grade 3 students will use an understanding of social justice to advocate for people in their community who live with a disability. They will appreciate the flexible thinking and courage shown by those with a disability and use them as inspiration to achieve their own goals.
Overview:
Students will be immersed in the food, games, music and traditions of different cultures. They will explore the meaning of traditions as they build objects and experience cultural traditions. of each Students will reflect on their family's culture in preparation for sharing with other students at the end of the unit.
Students will investigate:
- Origins and cultures of students in the class.
- The differences of daily life between cultures and generations.
- The values and stories of the first Australian culture.
- The food, games, music, and traditions of different cultures.
- What are some differences and similarities between different cultures?
- What are some differences and similarities between generations?
- Why it is important to celebrate our differences?
- How can we treat all people fairly and with respect?
Students will develop an appreciation of multicultural Australia, embracing different foods, games, music, and traditions from different cultures. They will show respect for those who sound, look and act differently to themselves. Students will understand that although we are all different, we all hold similar values, and we all have the right to be treated fairly.
Grade 3 Term 3: Social Justice Unit- Someone Else's Shoes Overview
Overview:
Grade 3 students will explore social justice issues experienced by people with disabilities. They will learn about the role that rules and laws play in our community as they share their opinions about existing laws. Students will research a disability and write creatively about an important day in the life of someone who has the disability that they have researched.
Students will investigate:
- The organisations and aids that support people with disabilities.
- What it is like to live with a disability.
- Criteria for good rules and laws.
Essential Questions:
- How can we respect those who are different to us?
- What is it like to live with a disability?
- How can we make rules and laws that are fair for everyone?
- What can I learn from people who live with a disability?
Grade 3 students will use an understanding of social justice to advocate for people in their community who live with a disability. They will appreciate the flexible thinking and courage shown by those with a disability and use them as inspiration to achieve their own goals.
Personal and Social Capability –
Resilience, Rights and Respectful Relationships
In CLC, this term this curriculum focuses on supporting students to understand and practise positive coping and problem solving strategies.
Students will be supported to:
Students will be supported to:
- Reflect on their emotional responses and investigate how emotional responses vary in depth and strength
- Discuss ways in which they can take responsibility for their actions
- Describe ways to express emotions which show awareness of the feelings and needs of others
- Practise techniques to deal with feelings of fear, frustration and anger
- Learn and practise self-calming techniques
- Recognise there are many different ways to solve conflict
- Describe similarities and differences in points of view between themselves and people in their communities
- Identify and describe cooperative behaviours in a range of group activities and identify evidence of these
- Identify a range of conflict resolution strategies to negotiate positive outcomes to problems
- Discuss the concept of leadership and identify situations where it is appropriate to adopt this role
- Practise individual and group decision making
- Practise solving simple interpersonal problems
Japanese
In Term 3, students are going to explore the topics of ‘Olympics' and 'Japanese Sports’.
For the first topic, students will develop their understanding about Olympics and Paralympics. Students will also learn how to say and write five colours of the Olympic Rings in Japanese.
楽しもうTanoshimou means Let’s have fun.
For the first topic, students will develop their understanding about Olympics and Paralympics. Students will also learn how to say and write five colours of the Olympic Rings 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 RRRR |
PE Group 1 & Group 5 Visual Arts Group 2 & 3 Performing Arts Group 4 |
Visual Arts Group 4 Performing Arts Group 1 & 5 PE Group 2 & 3 |
Visual Arts Group 1 & 5 Performing Arts Group 4 PE Group 2 & 3 |
Value |