KERRI |
TESS |
ANTHONY
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RYAN |
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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 https://www.schools.vic.gov.au/respectful-relationships-whole-school-approach
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 https://www.schools.vic.gov.au/respectful-relationships-whole-school-approach
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.
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2025 Student Diaries
Yan Yean Learning Community students are expected to read for 20-30 minutes most evenings/days of the week at home.
Students will write the title/page numbers they have read in their diary each day. 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 they can read independently and then you may talk to them about their reading. It’s fun to discuss storyline, characters, setting and predict what is going to happen next. |
Yan Yean Curriculum Snapshot
Term 4, 2025
English
ReadingIn term 4, reading mini lessons will focus on the classification of texts into non-fiction or fiction and then into sub categories. A particular emphasis will be placed on poems during these mini lessons. During reading sessions students will continue to participate in Literature Circles that will lead to discussions focused on comprehending and analysing texts read.
The class novel in Term 4 is Boy Overboard by Morris Gleitzman. Themes such as survival, conflict and family bonds are explored in this text, which will also be learnt through Term 4 Mappen. |
WritingIn term 4, we will embed our whole school writing approach by looking at the following text types and stimulus:
Descriptive text using the story "Footprint" as a guide to create vivid descriptions that puts the reader right into the text. Narrative writing creating a story about when you walk through life, you leave a footprint. What kind of footprint will you leave? Poetry writing by turning a paragraph from their narrative into a free verse poem to explore creative ways of expression. Free writing "A Simple Smile Can Change the World" written in a text type chosen by individual students. Handwriting lessons will continue to explicitly teach Victorian Cursive Writing each week. 
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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.
Website: https://online.fireflyeducation.com.au/services/student_login Access Code: jazz748 |
Reading Eggs
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.
Students have their own username and passwords.
Website:
https://readingeggs.com.au/
Students have their own username and passwords.
Website:
https://readingeggs.com.au/
Mathematics Version 2.0
Mathematics aims to ensure that students:
- Develop useful mathematical and numeracy skills for everyday life and work, as active and critical citizens in a technological world
- Become confident, proficient, effective and adaptive users of mathematics
- Become effective communicators of mathematics who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens
- Develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability
- Make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines
- Develop a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study
- Appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy.
YYLC term 4 will focus on
Number
Students will compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples. They will represent these fractions on a number line and justify their order.
Probability and Statistics
Students will complete experiments relating to possible outcomes and likelihoods. This unit of work will incorporate fractions, decimals and fractions.
Angles
The angles unit will develop students confidence in estimating and measuring angles, as well as using their knowledge of known angles to find unknown angles.
Patterns
Students will create 'input-output machines' for each other, this will help develop a deeper understanding of patterns in mathematics. Students will identify and create rules of these machines.
Shapes and Symmetry
Shape nets and cross sections will be identified through constructing and deconstructing various 3D shapes. Students will look at how shapes can be rotated, translated and reflected, and link new knowledge back to cartesian planes.
- Develop useful mathematical and numeracy skills for everyday life and work, as active and critical citizens in a technological world
- Become confident, proficient, effective and adaptive users of mathematics
- Become effective communicators of mathematics who can investigate, represent and interpret situations in their personal and work lives, think critically, and make choices as active, engaged, numerate citizens
- Develop proficiency with mathematical concepts, skills, procedures and processes, and use them to demonstrate mastery in mathematics as they pose and solve problems, and reason with number, algebra, measurement, space, statistics and probability
- Make connections between areas of mathematics and apply mathematics to model situations in various fields and disciplines
- Develop a positive disposition towards mathematics, recognising it as an accessible and useful discipline to study
- Appreciate mathematics as a discipline – its history, ideas, problems and applications, aesthetics and philosophy.
YYLC term 4 will focus on
Number
Students will compare and order common unit fractions with the same and related denominators, including mixed numerals, applying knowledge of factors and multiples. They will represent these fractions on a number line and justify their order.
Probability and Statistics
Students will complete experiments relating to possible outcomes and likelihoods. This unit of work will incorporate fractions, decimals and fractions.
Angles
The angles unit will develop students confidence in estimating and measuring angles, as well as using their knowledge of known angles to find unknown angles.
Patterns
Students will create 'input-output machines' for each other, this will help develop a deeper understanding of patterns in mathematics. Students will identify and create rules of these machines.
Shapes and Symmetry
Shape nets and cross sections will be identified through constructing and deconstructing various 3D shapes. Students will look at how shapes can be rotated, translated and reflected, and link new knowledge back to cartesian planes.
MAPPEN - Integrated Studies
Term 3: Call to Action
Overview:
Students will learn about some of the biggest problems facing children around the world and the aid agencies working to help solve these problems. They will practise making values-based decisions in response to ethical dilemmas. Students will learn some literacy devices and use them to write a spoken word poem.
Essential Questions
Future Action
Students will use an appreciation of the big problems facing children around the world to put their lives into perspective. They will be more empathetic to others. Students will be inspired to act to raise awareness of issues facing children and the aid agencies working to solve these problems.
Resilience, Rights and Respectful Relationships (RR) and Interpersonal and Social Capabilities
This term learning will focus on Unit 4 of the RR booklet. This unit develops help seeking behaviours, including who we can trust, identifying when we need help, and how to clearly communicate when we need help.
The RR program will also encourage students to highlight their individual personal strengths that will help the Year 6s to transition to secondary school. They will consider emotions that they will feel before and during transition, help seeking strategies available to them, and reflect on their years at primary school as they head towards graduation.
Year 5 students will focus on their personal strengths and attributes as they prepare to present to an audience when applying for a 2026 leadership position at our school. They will also explore feelings as they transition from Year 5 to Year 6.
Overview:
Students will learn about some of the biggest problems facing children around the world and the aid agencies working to help solve these problems. They will practise making values-based decisions in response to ethical dilemmas. Students will learn some literacy devices and use them to write a spoken word poem.
Essential Questions
- How can we call others to act to help solve big problems?
- Who helps children around the world?
- What are some big problems facing children around the world?
Future Action
Students will use an appreciation of the big problems facing children around the world to put their lives into perspective. They will be more empathetic to others. Students will be inspired to act to raise awareness of issues facing children and the aid agencies working to solve these problems.
Resilience, Rights and Respectful Relationships (RR) and Interpersonal and Social Capabilities
This term learning will focus on Unit 4 of the RR booklet. This unit develops help seeking behaviours, including who we can trust, identifying when we need help, and how to clearly communicate when we need help.
The RR program will also encourage students to highlight their individual personal strengths that will help the Year 6s to transition to secondary school. They will consider emotions that they will feel before and during transition, help seeking strategies available to them, and reflect on their years at primary school as they head towards graduation.
Year 5 students will focus on their personal strengths and attributes as they prepare to present to an audience when applying for a 2026 leadership position at our school. They will also explore feelings as they transition from Year 5 to Year 6.
Market Day
As part of financial maths, Year 5/6 students will host a MPPS Market Day. Each student will work with a group to plan, produce and sell a product targeting the primary school aged-students at Mernda Park PS. During this unit students will visit the Queen Victoria Market to research products, product placement, advertising strategies and reasonable price points.
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.
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