AMANDA |
BRIONY |
MADDI |
KERRI |
BIANCA |
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 |
Student diaries |
|
Please label all lunchboxes, containers, drink bottles and school uniform items so they are easily identifiable.
Responsibility is one of our school values and we encourage students to be responsible for their belongings. Brain Food
Students eat brain food once a day. Brain food consists of fresh fruit or vegetables, but no processed foods. We encourage students to bring brain food each day.
|
Yan Yean Learning Community is expected to read 20-30 minutes most evenings. You can see what your child is reading as it should be recorded in their diary each evening.
Diaries need to come back to school every day as students use them during their learning and to record important dates and special events. 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. |
Yan Yean Curriculum Snapshot
Term 2, 2021
English
ReadingThis semester Yan Yean students will be participating in guided or reciprocal reading groups, focusing on the comprehension strategies of finding the main idea in a text, fact and detail, and understanding sequence
Our community will read Hoot by Carl Hiaasen. Everybody loves Mother Paula's pancakes. Everybody, that is, except the colony of cute but endangered owls that live on the building site of the new restaurant. Can the awkward new kid and his feral friend prank the pancake people out of town? Or is the owls' fate cemented in pancake batter? 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. |
WritingIn term 2, we will embed our whole school writing approach by looking at the following text types and writing strategies
|
Sound WavesThis year at MPPS we are continuing to use Sound Waves in 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. They 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.
|
Mathematics
You can support your child’s maths learning by using Mathletics at home and creating real life experiences involving maths like cooking, shopping, reading a calendar and timetables.
Number
Students will investigate whole numbers, fractions and decimals. They will learn to expand numbers and look at their composition to help understand place value. We will have daily opportunities to improve our number fluency be developing mental maths strategies.
Chance and Data
Students will have the opportunity construct displays, including column graphs, dot plots and tables, appropriate for data type, with and without the use of digital technologies.
Space and Measurement
Students will choose appropriate units of measurement for length, area, volume, capacity and mass. They will have opportunity to see connection between place value of decimals and measurement. For example go online shopping and find some items measured in litres and millilitres. Record and order them in their decimal form. 1.5 litres of milk, 1.25 litres of coke, 0.75 litres of vinegar, 0.5 litres of sauce.
STEAM
Integrated Studies
Grade 4 Term 2: The Blue Marble
Overview:
Grade 4 students will be immersed in the idea that the Earth is the only place that we know of which can sustain life. They will learn about living things and how they rely on the environment to survive. Students will learn about the life cycles of different animals and will research an endangered animal.
Students will investigate:
Essential Questions:
Future Action:
Grade 4 students will appreciate the idea that Earth is one environment and the only place that we now of which can sustain life. they will be able to participate in discussions about whose responsibility it is to sustain the environment. Students will be able to list strategies for helping endangered animals. They will be curious to learn more about environmental sustainability and motivated to contribute to conservation campaigns.
Grade 5/6 Term 2: Think Global, Act Local
Overview:
Grade 5/6 students will consider how to sustain the environment, the society and the economy. They will be immersed in the work of geographers as they consider how the data that they collect helps to inform sustainable actions. Students will build a weather station to collect weather data at school. They will research a country in Europe or North America.
Students will investigate:
Essential Questions:
Future Action:
Grade 5/6 students will consider their actions on the sustainability of their world. They will understand how scientific and geographic thinking can impact on sustainable practices. Students will understand how Meteorologists collect and record weather data. They will develop a curiosity about other countries and identify themselves as global citizens.
Resilience, Rights and Respectful Relationships (RRRR)
YYLC students will identify their strengths, the character strengths they admire in others and will demonstrate what character strengths might look like in action.
Grade 4 Term 2: The Blue Marble
Overview:
Grade 4 students will be immersed in the idea that the Earth is the only place that we know of which can sustain life. They will learn about living things and how they rely on the environment to survive. Students will learn about the life cycles of different animals and will research an endangered animal.
Students will investigate:
- Life cycles and ecosystems.
- The human impact on the environment.
- Endangered animals and threats that they face.
- Ways which people can help endangered animals.
Essential Questions:
- How do living things depend on each other and the environment to survive?
- What impact do we have on the environment?
- Who is responsible for caring for the environment?
- How can we reduce our environment footprint?
Future Action:
Grade 4 students will appreciate the idea that Earth is one environment and the only place that we now of which can sustain life. they will be able to participate in discussions about whose responsibility it is to sustain the environment. Students will be able to list strategies for helping endangered animals. They will be curious to learn more about environmental sustainability and motivated to contribute to conservation campaigns.
Grade 5/6 Term 2: Think Global, Act Local
Overview:
Grade 5/6 students will consider how to sustain the environment, the society and the economy. They will be immersed in the work of geographers as they consider how the data that they collect helps to inform sustainable actions. Students will build a weather station to collect weather data at school. They will research a country in Europe or North America.
Students will investigate:
- Environmental, economic and social sustainability.
- Mapping and the work of geographers.
- Building weather instruments and using them to collect data.
- Using tables and graphs to record weather data.
- Severe weather and natural disasters.
Essential Questions:
- What causes natural disasters?
- How do geographers and scientists study the environment?
- How do meteorologists collect weather data and why is this important?
- How does the environment influence how people live, work and play?
Future Action:
Grade 5/6 students will consider their actions on the sustainability of their world. They will understand how scientific and geographic thinking can impact on sustainable practices. Students will understand how Meteorologists collect and record weather data. They will develop a curiosity about other countries and identify themselves as global citizens.
Resilience, Rights and Respectful Relationships (RRRR)
YYLC students will identify their strengths, the character strengths they admire in others and will demonstrate what character strengths might look like in action.
Japanese
YYLC students will explore the systems of language in Japanese by communicating collaboratively. They will investigate Japanese culture by looking at celebrations, food, dress, and music.
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 Classes
Monday |
Tuesday |
Wednesday |
Thursday |
Friday |
Japanese |
- |
Performing Arts Group 1 and 4 |
Performing Arts Group 2 and 3 |
5/6 Interschool Sport |
Visual Arts Group 1 and 4 |
- |
Visual Arts Group 2 and 3 |
PE Group 1 and 4 |
|
PE Group 2 and 3 |
- |