In Literacy students will be:

• Identifying the meaning of morphemes in words (e.g. vise/vide = see. Therefore, vise + ion = see + thing, or the idea of seeing).
• Applying spelling rules to a range of vocabulary (e.g. connecting vowels when adding consonant suffixes to consonant base word endings).
• Demonstrating their comprehension skills through literal and inferential text responses to our Literacy unit, Australian Democracy.
• Developing note taking skills utilising abbreviations and symbols.
• Expanding sentences to add detail and description.
• Using a range of persuasive devices to create a speech for an election debate as part of our Australian Democracy unit.

In Mathematics students will be:

• Reading and plotting coordinates on a Cartesian plane.
• Transforming shapes on a Cartesian plane.
• Creating geometric patterns with transformations, designing algorithms to transform shapes.
• Creating tessellations.
• Consolidating data investigation through chance experiment trials, analysing recorded data to identify trends.
• Representing data on a range of graphs, labelling and displaying data accurately.

In Inquiry students will be:

• Identifying the values that underpin Australia’s democracy and explain the importance of the electoral process.
• Describing the roles and responsibilities of the three levels of government, including shared roles and responsibilities within Australia’s federal system.
• They explain the role of different people in Australia’s legal system and the role of parliaments in creating law.
• Identify who can be an Australian citizen and describe the rights, responsibilities and shared values of Australian citizenship and explore ways citizens can participate in society.
• Identify different points of view on a contemporary issue relating to democracy and citizenship.

Wellbeing

In Term 2, we will continue using the Respectful Relationships program to focus on positive coping strategies, problem solvSStudents will be learning about positive coping, problem solving and gender norms and stereotypes through the Respectful Relationships program. We will continue to begin each day positively with a Morning Meeting designed to develop a sense of togetherness withing the classroom as well as provide announcements of key dates and notes.

During our weekly Wellbeing sessions, students will be:

• Identifying a range of coping strategies to help cope with intense emotions.
• Exploring the impact of self-talk on their actions and emotions.
• Devising strategies and plans to assist in completing challenging tasks, making decisions or resolving problems.
• Investigating causes and effects of conflict and practise different strategies to resolve problems.
• Developing respect for rights culture and heritage.
• Understanding what personal and cultural strengths.
• Analysing the impact of peer and adult actions in maintaining or changing contemporary gender norms.
• Developing an awareness of the impact of gender norms on the attitudes and behaviours of those entering adolescence.
• Identifying the standards and associated actions that underpin respectful gender relations.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix. We will also be working on High School Readiness for our Grade 6’s in preparation for transition to Year 7.

In Literacy students will be:

• Answering literal and inferential comprehension questions about the novel, Tom Appleby Convict Boy.
• Identify the themes of survival, resilience, injustice, childhood, loyalty, hope, power, belonging and identity from the novel, Tom Appleby Convict Boy.
• Explore the features of a historical fiction text through the novel, Tom Appleby Convict Boy.  
• Identifying key vocabulary from a text and demonstrating an understanding of the meaning of these words.
• Exploring Latin etymology focusing on a variety of Latin base words.
• Using the 211 rule to know when to double the consonant when spelling.
• Upgrading nouns within an argument.
• Upgrading verbs within an argument.
• Generating compound sentences, where the two independent clauses are separated by a semi-colon (to replace a conjunction) e.g. It was a gloomy day; I could still smell the rain.
• Generate sentences containing a semi-colon and a conjunctive adverb (therefore, however, nevertheless, similarly).
• Combining 3-4 sentences using knowledge of clauses, punctuation, conjunctions, and appositives.
• Editing sentences within a passage for consistent tense.
• Using note taking when constructing a Single Paragraph Outline (SPO) or Multiple Paragraph Outline (MPO).
• Converting an SPO into a paragraph.
• Editing their writing checking for capital letters, spelling, full stops, commas, apostrophes, quotation marks, question marks, exclamation marks and brackets.
• Editing and uplevelling their work to ensure the correct structure and format as well as checking for meaning.
• Presenting key understandings through class discussions and group work.
• Writing diary entries focusing on perspective.
• Writing explanation texts based off the text ‘How was that Built’.
• Writing summary sentences to identify the main idea of a text.
• Generating questions based on a text by reading, reflecting, asking then checking for the answers.

In Mathematics students will be:

• Identifying the correct data type for an investigating and forming a relevant question.
• Collecting categorical data using a star rating system to collect data.
• Interpreting line graphs representing change over time.
• Reading and interpreting different line graphs, discussing how the horizontal axis represents measures of time such as days of the week or times of the day, and the vertical axis represents numerical quantities or ordinal categorical variables such as percentages, money, measurements or ratings.
• Interpreting real-life data represented as a line graph showing how measurements change over a period of time and make simple inferences.
• Matching unlabelled line graphs to the context they represent based on the stories of the different contexts.
• Interpreting and solving everyday division problems such as ‘How many buses are needed if there are 436 passengers and each bus carries 50 people?’, deciding whether to round up or down in order to accommodate the remainder and justifying choices
• Solving division problems mentally, such as 72 divided by 9, 72 Ă· 9, by thinking, ‘How many nines make 72?’, □ x 9 = 72, or ‘Share 72 equally 9 ways’
• Using the fact that equivalent division calculations result if both numbers are divided by the same factor.
• Interpreting a series of problems to decide whether an exact answer or an approximate calculation is appropriate and explaining their reasoning.
• Recognising the effect of rounding addition, subtraction, multiplication and division calculations, and rounding both numbers up, both numbers down, and one number up and one number down; and explaining which estimation is the best approximation and why.
• Considering the type of rounding that is appropriate when estimating the amount of money required.

In Inquiry students will be:

Exploring the three Ethical Frameworks (Deontology, Utilitarianism, Virtue Ethics). They will discover that these different frameworks are best utilised in different situations. Students will use examples from the text Tom Appleby Convict Boy to explore these concepts as well as linking them to ethical dilemmas.

Students will also explore how different cultures can shape our identity and how our attitudes, beliefs and behaviours can affect our intercultural experiences. This is to encourage students to further develop their empathy and inclusion levels.

Students will then move onto exploring the Design Technologies and Critical and Creative thinking curriculums linking to the text How was the Built? Through the design process students will work on developing ideas, sketching their plans and working out what materials/ resource they require to construct their own design.

Wellbeing

We We will be using the Respectful Relationships program to focus on stress management and help seeking.

Students will engage in lessons looking at:

• Identifying some causes of stress and strategies that can be used to reduce stress.
• Identifying the various contexts and situations in people’s lives that can cause stress.
• Recognising that stress is often felt when we feel challenged, frustrated or inadequate.
• Using inclusive and collaborative play to lift the mood and build a sense of social support.
• Practising some self-calming strategies and discussing the effects these strategies have on their mood.
• Identifying situations where they should seek help in working through problems and identifying a list of trusted people to seek out when needing help.
•  Recognising types of problems that they can solve independently or situations where they may benefit from seeking help from peers, adults or services.
• Exploring and applying the notions of trust and courage in relation to help-seeking.
• Identifying sources of help in the school, home and community and rehearsing help-seeking conversations.
• Demonstrating their knowledge of emotions, strengths, coping and help-seeking strategies and sources of support. 

In Literacy students will be:

• Exploring morphology through the root words aud, mob(e)/mote-move, and scribe/script to build vocabulary and word understanding.
• Developing skills to write persuasive texts with clear arguments and supporting evidence.
• Learning to identify and use persuasive techniques such as emotive language and rhetorical questions.
• Understanding pros and cons to strengthen persuasive reasoning.
• Using high-modality words to express strong opinions and influence the reader.
• Examining First Nations Peoples’ histories and cultures before British colonisation.
• Investigating the concept of Terra Nullius and its lasting impacts.
• Learning about The First Fleet and the establishment of the first British colony in Australia.
• Discussing whether the arrival of the British was an invasion or settlement.
• Exploring the role of Lieutenant James Cook and his significance in Australian history.

In Mathematics students will be:

• Converting between fractions and decimals using tenths, hundredths, halves, and quarters.
• Partitioning numbers up to two decimal places in standard and expanded form.
• Applying decimal understanding to measure length, mass, and capacity.
• Using arrays, bar models, and short division to solve multiplication and division problems.
• Collecting and displaying data in simple column graphs using technology.
• Building and describing 3D objects using cubes and exploring their properties.
• Designing and creating 3D models to develop spatial reasoning.
• Connecting fractions and decimals through visual and hands-on activities.
• Interpreting and comparing data sets to answer real-life questions.
• Explaining mathematical thinking through reasoning and problem solving.
  

In Inquiry students will be:

In Term 4, students will begin by finalising their presentations on rules, laws, and local government through the creation of their own local council. They will design council names, logos, and values, outline community spaces, and develop their own local laws and rules to show how a community is run. Later in the term, students will take on the role of young historians, developing a deeper understanding of First Nations Peoples’ cultures and traditions. Through hands-on activities, research, and investigations, they will explore the rich histories, knowledge, and connections to Country that continue to shape Australia today.

Wellbeing

This term in Wellbeing, students will continue their learning through the Resilience, Rights and Respectful Relationships (RRRR) program. The focus will be on exploring the theme of Gender Norms and Stereotypes. They will begin by reflecting on their own individuality and the many qualities that make them unique. Through stories, discussions, and activities, students will examine how gender stereotypes can influence the way people think, feel, and act. During World Mental Health Week, they will focus on recognising pressures linked to gender expectations and learn positive ways to challenge these pressures. Students will also explore their rights and responsibilities, understanding the importance of respect, inclusion, and fairness in all relationships.

Important Dates:

• Monday 6^th October – First day of Term 4
• Friday 31^st October – Curriculum Day – Professional Practice Day
• Monday 3^rd November – Curriculum Day – Report Writing Day
• Tuesday 4^th November – Melbourne Cup Public Holiday
• Friday 19^th December – End of Term 4

In Literacy students will be:

• Expanding their understanding of adding suffixes to words and applying the ‘ti’, ‘ci’, and ‘si’ spelling patterns.
• Learning how to recognize common silent letters in words and understand the patterns in which they appear.
• Exploring the specific spelling rules for forming plurals of words that end with the letter ‘x.’
• Further exploration of homophones to understand how their different spellings affect their meanings.
• Learning how the letter ‘y’ changes to ‘i’ when adding certain suffixes.
• Exploring Latin and Greek Morphology to further understand the origins of words, such as ‘port’ and ‘bio’.
• Consolidating their handwriting skills to correctly join upper- and lower-case letters.
• Identifying and using the skills of notetaking.
• Taught to create a Single Paragraph Outline (SPO) – a tool used to plan and organize ideas for writing a well-structured paragraph.
• Exploring, identifying and using suffixes, tenses, and technical vocabulary when writing for the purpose to inform.
• Taught how to create Multiple Paragraph Outlines (MPO) – a tool used to organize ideas for writing a longer piece of text, such as an information report, that requires multiple paragraphs.
• Identifying and using quotation marks to punctuate direct speech.
• Reading nonfiction texts to expand their knowledge of Australia’s modern democracy.
• Explicitly taught a range of vocabulary relating to Australia’s rules and laws.
• Reading and discussing non-fiction texts that are read as a class.
• Reading for fluency, expression and understanding.

In Mathematics students will be:

• Using the CUBES strategy and bar models to solve subtraction problems.
• Creating addition and subtraction number sentences from word problems.
• Converting between analogue and digital times and solving related problems.
• Identifying perspectives, representations, and landmarks on maps.
• Creating and interpreting map symbols and legends.
• Representing money values in different ways and calculating change by counting on.
• Exploring different representations of multiplication and division.
• Creating and solving worded problems using multiplication and division.
• Solving two-digit multiplication and division problems with materials, with and without regrouping.
• Estimating, measuring, comparing, and reading mass using scaled instruments.
• Estimating, measuring, comparing, and reading capacity using scaled instruments.
• Comparing the strength of three-dimensional models and constructing them using objects.
• Identifying the correct operation (multiplication or division) to solve worded problems.
• Interpreting and creating picture and column graphs.
• Conducting chance experiments with more than two outcomes.
• Identifying variations in the results of chance experiments with more than two outcomes.

In Inquiry students will be learning about Geography through:

• Learning how rules, fairness, and shared decision-making help society’s function.
• Explore the key features of democracy, compare different systems of government, and examine how people have worked to make Australian democracy more inclusive over time.
• Historical case studies, class discussions, voting simulations and analysis of rights and responsibilities, students will develop an understanding of how democratic values shape Australian society and how citizens can participate actively in their communities.

Wellbeing:

WIn Term 4, we will continue to use the Respectful Relationships program to focus on emotional literacy, as mandated by the Department of Education.

Students will engage in lessons looking at Gender Norms and Stereotypes.

Important Dates:

• Monday 6^th October – First day of Term 4
• Friday 31^st October – Pupil Free Day
• Monday 3^rd November – Curriculum Day – Report Writing Day
• Tuesday 4^th November – Melbourne Cup Public Holiday (No school)
• Friday 19^th December – End of Term 4 (12:30pm dismissal)

In Reading and Phonics students will be:

• Explicitly taught clear spelling rules to help them understand why words are spelled the way they are. These are some of the key spelling patterns that they will be covering in their learning:  
  • i and o: when i and o make a long vowel sound like in wild and most.
  • c and g: c = /s/ and g = /j/ before e, i, y; otherwise hard sounds.
  • Rabbit Pattern: Double consonants after short vowels (e.g., rabbit)
  • Open Syllables: Open syllables end in a vowel with a long sound.
  • Open vs Rabbit: Open = long vowel, Rabbit = short vowel + double consonant.
  • ors Pattern: Words that contain the ‘ors’ spelling pattern (e.g., horse).
  • i not at the end: Learning that English words don’t end in i, instead we use y at the end of words when we hear a long or short i sound.
• Learning how to make a reasonable choice for spelling words that include these sounds through identifying different spelling patterns within the English language.
• Exploring a range of Fiction and Non-Fiction texts and demonstrating their capacity to comprehend and learn new vocabulary.
• Improving their fluency by using reading decodable passages connected to the sounds we have learnt.
• Participating in a daily review to help strengthen their previous knowledge and enhancing recall of the spelling rules they have learnt (topics learnt in Terms 1-3 of this year).

In Core Knowledge students will be:

Developing their vocabulary and comprehension skills through understanding the text elements of informative texts.

The Human Body

• Learn about the main body systems such as the skeletal, muscular, circulatory, and digestive systems.
• Understand the roles of organs like the heart, lungs, stomach, and brain.
• Explore how the body works together to stay healthy, including the importance of nutrition, exercise, and hygiene.

The Great Inventions

• Explore important inventions that changed the way people live and work (e.g., the wheel, printing press, electricity, telephone).
• Learn about inventors and how their ideas shaped the modern world.
• Understand how inventions solved problems and made life easier over time.

Across the Seas

• Discover the history of exploration and the journeys made across seas and oceans.
• Learn about famous explorers and the lands they reached.
• Understand how sea travel connected different parts of the world and impacted trade, culture, and ideas.

In Writing students will be:

• Define subjects and predicates, and identify them within clauses.
• Complete sentences using sentence stems with conjunctions such as since, whenever, although.
• Use different levels of modality in sentences:
  • Low (could, would, might)
  • Medium (will, should, need to)
  • High (must, ought, has to)
• Identify and use regular and irregular past tense verbs in sentences.
• Identify and use regular and irregular plural nouns in sentences (e.g., sheep).
• Exploring persuasive devices and texts.
• Students will be create a single paragraph outline (SPO) to help them plan their paragraph/s.
• Showcasing their understanding from Core Knowledge by writing a persuasive text.
• Practising their letter formations in Victorian Modern Cursive font with a focus on achieving desired legibility, size and fluency on 18mm dotted thirds

In Mathematics students will be:

Fractions

• Identify halves, quarters, and eighths of collections, shapes, lengths, time, mass, and capacity.
• Solve problems involving halves, quarters, and eighths.
• Identify the whole from a half of a collection.
• Compare and recognise fractions that are equal in value.

Data

• Make observations to inform data collection planning.
• Collect data multiple times to improve results.
• Evaluate the effectiveness of data collection.
• Display data in tables, picture graphs, and column graphs.
• Interpret and compare different representations of data.

Location

• Create and interpret maps of familiar places.
• Identify and describe the position of key features on a map.
• Follow and give directions between locations on a map.
• Create maps from models.
• Move around a grid using directional instructions.
• Solve map and grid problems using directional instructions.

Patterns

• Identify, continue, and create increasing and decreasing patterns using one-digit numbers, 10, and 100.
• Identify and create additive patterns with materials.
• Identify additive patterns in natural and built environments.
• Create additive patterns and use them to solve problems.

In Inquiry students will be:

• Using a play-based approach to show case what they have learnt within the Core Knowledge units.

Wellbeing:

We will be using the Respectful Relationships program.

Students will engage in lessons looking at Positive Gender Relations and Stress Management.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.

Âé¶ččû¶ł Learning:

In addition to supporting your child to complete the Expected Âé¶ččû¶ł Learning tasks each week, you may also like to encourage your child to select one or more of the following tasks:

• Encourage your child to read aloud to you to assist them with fluency and expression and ask questions about what they are reading to ensure
• comprehension of the text.
• Keep a holiday diary/journal to write about the weekend, events or special days during the term. Focus on using boundary punctuation, conjunctions, adverbs, adjectives, correct letter formation and finger spaces.
• Play Mathematics games (cards/dice) to revise counting, addition, and subtraction skills.
• Use cooking as an opportunity to discuss measurement, fractions, and time.
• Support your child to continue to use a growth mindset when faced with challenges or new experiences.

In Literacy students will be:

• understanding the structure of a recount.
• creating simple recounts.
• understanding the structure of a procedural text.
• creating a procedural text.
• identifying sentence types as statements, questions, commands and exclamations.
• expanding simple sentences using an adverb to modify a verb e.g. ‘The little girl crept carefully’
• using conjunctives to combine two sentences. (e.g. and, but, so, because.)
• learning to use boundary punction correctly when forming sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.

In Mathematics students will be:

• using ordinal numbers to identify position
• writing suitable questions to gather data
• collecting data to answer questions
• interpreting data represented in a picture graph.
• creating a picture graph to represent data.
• following and giving directions to move from one place to another using directional language.
• describing the path from one location to another using directional language.
• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10?)
• adding and subtracting numbers up to 100 using a variety of strategies. (e.g. number bonds, partitioning and bridging.)
• using a number line to recognise, order, and represent numbers to 100.
• counting forwards and backwards by 1’s and skip counting by 2’s, 5’s and 10’s starting at 0.
• using number lines to count on and back.
• Name the seven days of the week and the 12 months of the year.
• State the number of days in a year and in a month.
• Identify features of an analogue clock
• Telling time to the hour on an analogue clock

In Inquiry students will be:

Student will engage in the following units through a play-based approach, investigations and crafts;

• Animals and Habitats
• Fairytales
• The Culture of Indonesia

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions.
• Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations.
• Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour.
• Listen to others’ ideas, and recognise that others may see things differently.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.

Important Dates:

• Wednesday October 8^th – Pevan and Sarah Concert.
• Thursday October 9^th – Fire Brigade Visit #1.
• Friday October 17^th – Fire Brigade Visit #2.

In Literacy students will be:

• explicitly taught the correct articulation and pronunciation of Stage 6 and 7.1 sounds from the Little Learners Love Literacy program (sh, ch, tch, th, ng, ph, wh, ai, ay, ee, ea, –y, igh, ie, -y, oa).
• revising the correct articulation and pronunciation of Stage 1 – 5 sounds from the Little Learners Love Literacy program.
• engaging in daily activities that involve manipulating the sounds in words to support students to read and spell.
• reading multisyllabic words (words with more than one syllable) by recognising adjacent consonants and consonant digraphs (two letters making one sound).
• developing an understanding of using the suffix -ing to indicate an ongoing action (e.g., jumping).
• explicitly learning to recognise punctuation and it’s use in texts, including full stops, question marks, exclamation marks and possessive apostrophes.
• continuing to learn a range of Heart Words from the Stage 6 and 7.1 Little Learners Love Literacy program.
• participating in daily formal handwriting sessions, revising how to form both the upper- and lower-case for all letters from A-Z.
• continuing to use ‘dirt, grass, sky’ paper as a first step to using dotted thirds when writing.
• revising the conventions of writing; writing from left to right and leaving spaces between words.
• identifying fragments (incomplete sentences) and converting these into sentences.
• exposed to completing a sentence stem containing the words ‘before’, ‘after’, ‘if’ and ‘when’ to expand written sentences.
• explicitly taught how to write a simple recount and narrative text.
• engaging in nonfiction texts to build their vocabulary and comprehension of information texts.
• exploring the First Nations People and their connection to country through a range of picture story books.
• revising story grammar elements like character, setting, problem, solution, feelings to build their oral language skills.
• participating in weekly ‘Story Champs’ sessions where they are exposed to simple stories, recognising the key Story Grammar elements and orally retelling the story sequentially to a partner.
• participating in Show and Tell opportunities and a formal oral presentation to enhance their Oral Language skills and develop confidence when addressing their peers.

In Mathematics students will be:

• Revising the correct formation for the numbers 0 – 20
• counting forwards and backwards from various starting points
• counting, comparing, ordering, making, naming and recording numbers to 20 and beyond
• subitising (recognising without counting) small collections or parts within a larger collection
• identifying ordinal positions on a number track and/or in a sequence
• making tens and ones using tens-frames, bundling sticks, base-10 blocks and other materials
• identifying, sorting and matching Australian coins
• describing position
• using a grid to move a given number of squares
• using verbal directions to describe how to move an object
• sorting collections into groups by identifying their differences
• answering questions about data sets
• collecting data for questions with two outcomes (e.g., yes/no questions)
• representing data with two outcomes
• identifying long and short duration and directly comparing the duration of two or more events
• solving problems involving the direct comparison of length, mass and/or capacity.

In Inquiry students will be:

• Delving into the geography unit, ‘Let’s Explore Our World’ to enhance their understanding of their place in the world, expanding to their neighbourhood, city and continent
• exploring the seven continents of the world and the people, landscapes, landmarks and animals associated with each
• exploring Digital Technologies using the iPad
• learning simple coding
• learning how to stay safe online
• enhancing their fine-motor skills through a range of table-top activities such as glueing, cutting, paper folding, threading, playdoh, stickers and dot markers

Wellbeing

We We will be using the Respectful Relationships program to focus on gender norms and stereotypes and positive gender relationships.

Students will engage in lessons looking at:

• Similarities or differences in the things we like and dislike
• aspirations for our futures; hopes and dreams
• how everyone can participate in different activities, regardless of their gender
• different ways that everyone can be strong and gentle
• fair and friendly play
• the different ways that clothes protect our body
• seeking help
• identifying strengths in ourselves that can be used to play and work well with others.

As well as revising previously learnt content, such as:

• Big Problems vs. Small Problems
• reaction size (matching your reaction to the problem)
• Zones of Regulation.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.

In Literacy students will be:

• Identifying the meaning of morphemes in words (e.g. pel = to drive/push, pro = forward. Therefore, propel means push/drive forward).
• Applying spelling rules to a range of vocabulary (eg; the 211 rule). 
• Demonstrating their comprehension skills through literal and inferential text responses to our Reading unit, British Colonisation in Australia.
• Developing note taking skills utilising abbreviations and symbols.
• Recognising and editing run-on sentences.
• Using a range of editing and revising techniques to publish a piece of writing of varying text types.
• Illustrating a writing piece with consideration of audience, mood and tone of the text.
• Using a range of persuasive devices to create advertisements for a range of purposes and audiences.

In Mathematics students will be:

• Adding and subtracting fractions with unrelated denominators and mixed numbers.
• Finding complementary and supplementary angles and angles at an opposite point.
• Calculating unknown angles.
• Multiplying and dividing decimals by powers of 10.
• Converting between units of measurement for length, mass and capacity.
• Placing negative numbers on a number line and comparing and ordering numbers.
• Reading and plotting coordinates on a Cartesian plane.
• Transforming shapes on a Cartesian plane.
• Creating geometric patterns with transformations, designing algorithms to transform shapes.
• Creating tessellations.

In Inquiry students will be:

• Unpacking goods, services, needs and wants in relation to business and economics.
• Identifying the different types of resources and how they are important for the effective running of businesses.
• Exploring opportunity cost and consumer choices.
• Budgeting for a profitable business that meets the needs and wants of consumers.

Wellbeing

In Term 2, we will continue using the Respectful Relationships program to focus on positive coping strategies, problem solvStudents will be learning about positive coping, problem solving and gender norms and stereotypes through the Respectful Relationships program. We will continue to begin each day positively with a Morning Meeting designed to develop a sense of togetherness withing the classroom as well as provide announcements of key dates and notes.

During our weekly Wellbeing sessions, students will be:

• Identifying a range of coping strategies to help cope with intense emotions.
• Exploring the impact of self-talk on their actions and emotions.
• Devising strategies and plans to assist in completing challenging tasks, making decisions or resolving problems.
• Investigating causes and effects of conflict and practise different strategies to resolve problems.
• Developing respect for rights culture and heritage.
• Understanding what personal and cultural strengths.
• Analysing the impact of peer and adult actions in maintaining or changing contemporary gender norms.
• Developing an awareness of the impact of gender norms on the attitudes and behaviours of those entering adolescence.
• Identifying the standards and associated actions that underpin respectful gender relations.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix.

In Literacy students will be:

• Reading and exploring Storm Boy, focusing on themes, characters, and events.
• Discussing new vocabulary and descriptive language in the text.
• Responding to the text through oral and written tasks.
• Summarising parts of the text to show understanding.
• Answering follow-up questions to deepen comprehension.
• Making inferences and interpreting character actions and key messages.
• Improving sentence writing through structure and expansion.
• Developing note-taking skills from different sources.
• Planning and writing clear, organised paragraphs.
• Using notes to write a structured information report.
• Editing and revising to improve grammar and punctuation.

In Mathematics students will be:

• Applying the distributive and associative properties to solve number problems.
• Using the vertical algorithm to solve addition and subtraction problems, with and without regrouping.
• Estimating answers and checking calculations for accuracy.
• Understanding and working with equivalent fractions.
• Identifying, naming, and describing 2D and 3D shapes.
• Classifying and measuring angles, and beginning to draw and recognise different types of angles.
• Interpreting, giving, and following directions using maps.
• Drawing simple maps and using grid systems, including spreadsheets, to represent spaces.
• Posing relevant questions and collecting data using spreadsheets.
• Creating and interpreting picture graphs and column graphs based on the data collected.
  

In Inquiry students will be:

In Term 3, Grade 4 students will be exploring the concepts of rules, laws, and local government as part of their Inquiry unit. They will learn about the difference between a rule and a law, why laws are important, and who is responsible for enforcing them in our community. Students will also investigate the role of local councils, including how they make decisions and provide services that support the community. As part of broadening their understanding, students will be introduced to traditional law and lore from Aboriginal and Torres Strait Islander perspectives. These topics will be explored through class discussions, written tasks, and opportunities to share their opinions with justifications. This unit aims to build students’ understanding of how communities are governed and the importance of fairness, respect, and responsibility in everyday life.

Wellbeing

As used in previous Wellbeing lessons, we will continue to use the Resilience, Rights and Respectful Relationships (RRRR). This term, the topic encourages students to:

• Understand that everyone has the right to be treated equally and respectfully, regardless of gender
• Challenge common stereotypes about what boys and girls “should” do or how they “should” behave
• Appreciate individual differences and promote fairness, empathy, and inclusiveness
• Build respectful friendships and interactions with others, regardless of gender
• Develop an understanding of key vocabulary such as consent, gender and violence.
  
  Through this, students are learning how to build a safe, more respectful and inclusive community, both now and in the future.

In Literacy students will be:

• Answering literal and inferred comprehension questions about our Core Knowledge units.
• Identifying key vocabulary and the meaning of these words.
• Learning about Greek etymology focusing on Greek numbers.
• Exploring Latin etymology focusing on Latin numbers and the base word struct.
• Generating complex sentences containing relative clauses.
• Further exploring the use of first and third person.
• Combining 3-4 sentences using their knowledge of conjunctions, pronouns, relative clauses and appositives.
• Creating sentences containing interjections (adding meaning to a sentence or context by expressing a feeling, making a demand, or emphasising a thought).
• Note taking to develop a Single Paragraph Outline (SPO) or Multiple Paragraph Outline.
• Converting SPO into paragraphs.
• Editing their writing checking for capital letters, spelling, full stops, commas, apostrophes, quotation marks, question marks, exclamation marks and brackets.
• Editing and uplevelling their work to ensure the correct structure and format as well as checking for meaning.
• Presenting key understandings through class discussions and group work.
• Revising the structure when writing a range of genres including information reports, narratives, letter writing, poems and comics.
• Creating a text of choice that will be included in our class book for Celebration Week.

In Mathematics students will be:

• Solving problems involving addition and subtraction of fractions with the same or related denominators, using different strategies.
• Representing and solving addition and subtraction problems involving fractions by using jumps on a number line, or bar models, or making diagrams of fractions as parts of shapes.
• Learning that fraction number sentences can be rewritten in equivalent forms without changing the quantity.
• Multipling and dividing decimals by multiples of powers of 10 without a calculator, applying knowledge of place value and proficiency with multiplication facts.
• Using estimation and rounding to check the reasonableness of answers.
• Constructing a grid coordinate system that uses coordinates to locate positions within a space; use coordinates and directional language to describe position and movement.
• Estimating, constructing and measuring angles in degrees, using appropriate tools, including a protractor, and relate these measures to angle names.
• Choosing appropriate metric units when measuring the length, mass and capacity of objects; use smaller units or a combination of units to obtain a more accurate measure.
• Listing the possible outcomes of chance experiments involving equally likely outcomes and comparing to those that are not equally likely.

In Inquiry students will be:

Discovering and learning about Human Health and Growth. Students will build on their understanding from previous grades about human body structures and their functions. They will study how the human body changes from birth and through childhood. Students will learn about the different ways in which hormones are released; the different body structures, such as glands, that release hormones; and the effects of hormones on the body. They will explore how the release of hormones are necessary both for day-to-day body functions and for the growth and development of the human body through the exploration of the endocrine system the students will produce work samples that outline their understanding of how the human body functions.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping strategies, problem solving tools, positive gender relations and stress management.

Students will engage in lessons looking at:

• Incorporating weekly morning circles to begin each day with positivity and develop as sense of togetherness and safety withing the classroom.
• Exploring the relationship between negative gender norms and acceptance of gender-based violence.
• Identifying and practice behaviours that demonstrate respect and recognition of the rights of others within interpersonal relationships.
• Active respect in peer relations.
• Stressors that impact day to day living.
• Lifting the mood – developing an understanding of improving their own mental health
• Understanding positive and negative uses of power in a relationship.
• Incorporating Smiling Mind lessons that include meditation.
• Analysing the impact of peer and adult actions in maintaining or changing contemporary gender norms.
• Developing an awareness of the impact of gender norms on the attitudes and behaviours of those entering adolescence.
• Identifying the standards and associated actions that underpin respectful gender relations.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix as well as a visit from the Life-Ed van mid-way through Term 3.