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 ÷ 9, by thinking, ‘How many nines make 72?’, â–¡ 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:

• 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.  

In Literacy students will be:

• Exploring a range of homophones (e.g. there, their and they’re, affect and effect)
• Investigating Latin Etymology (the study of where words come from)
• Investigating Greek Numbers
• Generating compound sentences using coordinating conjunctions (for, and, nor, but, or, yet and so)
• Identifying independent and dependent clauses withing a complex sentence
• Completing sentence stems
• Explore the use of brackets (abbreviations, acronyms and including additional information)
• Using appositives correctly (nouns or a phrase that adds extra information)
• Building their background knowledge and vocabulary through Knowledge units study
• Exploring different world lakes and deserts in Knowledge units
• Investigating economics and peoples needs and wants

In Mathematics students will be:

• Extending their knowledge on perimeter and area of shapes
• Identifying, representing and comparing fractions, and exploring equivalent fractions.
• Using decimals accurately and understanding their purpose
• Exploring 2D and 3D shapes and their relationship (2D faces used for 3D nets)
• Identifying the probability of events occurring and conduct and test chance experiments

In Inquiry students will be:

• Investing the different types of lakes around the world
• Deepen their understanding of how lakes are used for a variety of reasons (hydroelectric power, food, travel routes and recreation)
• Understand that lakes are one of Earth’s most important resources of water.
• Investigate the different life found in lakes
• Explore different dessert found around the world
• Review climate zones and imaginary lines and boundaries (Artic circle and Antarctic circle)
• Explore the difference between needs and wants in everyday life
• Identify the difference between goods and services
• Explore economic choices such as budgeting and personal values
• Understand how the marketplace wors
• Examine examples of economies and economic choices in U.S history

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy and personal and cultural strengths.

Students will engage in lessons looking at:

• Incorporating weekly morning circles to begin each day with positivity and develop a sense of togetherness and safety withing the classroom.
• 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.
• Identifying factors that influence decision making
• 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.
• Understanding how to use strengths in everyday life.
• 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.

• Investigating Latin Etymology (the study of where words come from)
• Identifying the meaning of morphemes in words (e.g. ex = out, port = carry. Therefore, export means to carry out
• Completing a novel study on the book ‘Boy Overboard’ by Morris Gleitzman.
• Exploring the themes of ‘immigration’, ‘identity’, ‘family’ and ‘discrimination’ during ‘Boy Overboard’.
• Showing their understanding of the events and perspectives portrayed in ‘Boy Overboard’ through classroom discussions and writing diary entries from various character perspectives.
• Completing sentence summaries based on a small passage of writing.
• Understanding how to correctly use apostrophes in a sentence.
• Identifying speaking and stative verbs and how to apply them to convey the speaker’s thoughts and feelings.
• Understanding how to use direct and indirect speech and the conventions for dialogue.
• Explore how to use adverbs in various positions within a sentence.

In Mathematics students will be:

• Identifying multiples and factors using a range of strategies.
• Creating and interpreting data using a range of graphs.
• Investigate a range of strategies when solving multiplication and division problems.

In Inquiry students will be:

• Understanding the importance of cyber-safety and the potential risks online.
• Learn various key terms involved with computer and internet safety.
• Exploring cyberbullying and the roles of those in involved in cyberbullying.
• Developing strategies for reporting or preventing cyberbullying from occurring.
• Learning how to respect yourself, others, content and equipment.
• Complete open ended tasks that involve interactive videos and websites.

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy and personal and cultural strengths.

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.
• Understanding emotions and what they look like.
• Recognising positive, negative and mixed emotions.
• Developing respect for rights culture and heritage.
• Understanding what personal and cultural strengths.
• Understanding how to use strengths in everyday life.
• Incorporating Smiling Mind lessons that include meditation

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