ERIN |
RYAN |
AMY
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ASHLEIGH |
ANTHONY |
CAROLYN |
MIKAYLA |
Curriculum
The Victorian Curriculum F–10 2.0 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 2.0 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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2026 Student Diaries
Yan Yean Learning Community students are expected to read for at least 30 minutes 5-7 days of the week at home.
Students will write the title/page numbers they have read in their diary each day. Reading needs to be signed off by a guardian. Diaries are 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 1, 2026
English
ReadingIn term 1, we are setting up our reading processes and expectations. This includes understanding independent silent reading routines, introducing and taking notes in their reader’s notebook, recording their thoughts about texts in graphic organisers, and presenting book recommendations to their peers. Students will read a variety of fiction and non-fiction texts, with connection to our MAPPEN unit about identity. We will also be preparing our Year 5 students for NAPLAN with exposure to NAPLAN-style questions and texts.
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/ |
WritingIn term 1, we will embed our whole school writing approach by looking at the following text types and stimulus:
Descriptive writing, using Matt de la Peña's text ‘Carmela Full of Wishes’, students explore the concepts of unique identity and aspirations. They will focus on strong verbs, vivid adjectives, and imaginative sensory language to capture the essence of their self-attributes and daily life, creating a six-word memoir/poem. Narrative writing creates a story with the theme of something or somebody being found. Students will focus on creating weather dynamics throughout paragraphs and character emotions. Teachers will provide explicit instruction and revision of essential narrative elements, including: Title, Coda, setting the scene (paragraph 1), the 'Uh-Oh' moment (paragraph 2: the rise), and the aftermath (paragraph 3). Persuasive writing will focus on developing persuasive writing skills through the core prompt, "TOO MUCH MONEY IS SPENT ON TOYS AND GAMES". Students will integrate high-impact persuasive strategies, focusing on emotive language and developing a clear, authoritative voice, with effective paragraphing to sustain their line of argument. Informative writing immerses students in the concept of character attributes by exploring the genre of memoir. Students will engage with a class mentor text, and will compose a detailed Informative Narrative (a mini-memoir) detailing the development of three core personal attributes that define them, using specific, relatable short anecdotes to show how those traits were learned or demonstrated. Handwriting lessons will continue to explicitly teach Victorian Cursive Writing each week. |
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: short112 
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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 1 will focus on
- 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 1 will focus on
- Number
- Place Value
- Fractions
- Decimals
- Factors and Divisibility
- Length, Mass and Capacity
MAPPEN - Integrated Studies
Term 1: This is Me
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
Students will have a greater capacity to understand themselves and manage their challenges. They will be able to provide advice and support to others facing challenging situations by drawing on a greater range of strategies. They will be more comfortable with who they are and aware of the positive and negative influences on their identity.
Resilience, Rights and Respectful Relationships (RR) and Interpersonal and Social Capabilities
This term in YYLC, students are learning about respectful relationships through a focus on emotional literacy and personal and cultural strengths. They are exploring what different emotions look and feel like, how to recognise positive, negative and mixed emotions, and how to manage intense feelings they may experience in everyday life. Students also discuss how emotions can change, much like a roller-coaster, and practise strategies to express themselves in respectful and safe ways. In the second part of the term, learning shifts to understanding personal and cultural strengths, including respect for individual rights, cultures and heritage. Students identify their own strengths and learn to appreciate the strengths of others. They also explore how these strengths can be used in daily interactions to build positive relationships. Through these lessons, students are developing empathy, self-awareness and practical skills to show respect in action at school and beyond.
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 am I influenced by others?
- How can I support myself and others to cope with challenges?
Students will have a greater capacity to understand themselves and manage their challenges. They will be able to provide advice and support to others facing challenging situations by drawing on a greater range of strategies. They will be more comfortable with who they are and aware of the positive and negative influences on their identity.
Resilience, Rights and Respectful Relationships (RR) and Interpersonal and Social Capabilities
This term in YYLC, students are learning about respectful relationships through a focus on emotional literacy and personal and cultural strengths. They are exploring what different emotions look and feel like, how to recognise positive, negative and mixed emotions, and how to manage intense feelings they may experience in everyday life. Students also discuss how emotions can change, much like a roller-coaster, and practise strategies to express themselves in respectful and safe ways. In the second part of the term, learning shifts to understanding personal and cultural strengths, including respect for individual rights, cultures and heritage. Students identify their own strengths and learn to appreciate the strengths of others. They also explore how these strengths can be used in daily interactions to build positive relationships. Through these lessons, students are developing empathy, self-awareness and practical skills to show respect in action at school and beyond.
Interschool Sports
From Week 3, Grade 6 students will participate in Interschool Sport. This term, the sports offered are Tee-Ball, Cricket, and Basketball. If there are not enough Grade 6 students available to form teams on a Friday, Grade 5 students will be invited to fill in.
To support students in developing their skills and understanding of the rules, all YYLC students will participate in one hour of training each Thursday.
To support students in developing their skills and understanding of the rules, all YYLC students will participate in one hour of training each Thursday.
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.