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:

• 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:

• Investigating Latin Etymology (the study of where words come from).
• Identifying the meaning of morphemes in words (e.g. con = with/together, form = shape/appearance. Therefore, conform means appear together).
• Applying spelling rules to a range of vocabulary (eg; the 211 rule) 
• Completing a novel study on the book ‘Once’ by Morris Gleitzman, demonstrating their comprehension skills through literal and inferential text responses.
• Developing note taking skills utilising abbreviations and symbols.
• Creating Single Paragraph Outlines to summarise a text.
• Generate responses to complete because, but, so sentences.
• Planning paragraphs for Informative texts.
• Constructing an information report linked to the book ‘Once’ with a link to Geography.
• Understanding how to add relative clauses to sentences.
• Exploring the use of subordinating conjunction to create complex sentences.
• Identifying and adding appositives to sentences.
• Creating sentence summaries on a short text.

In Mathematics students will be:

• Identifying, representing and comparing fractions, and exploring equivalent fractions.
• Calculating the start time and end time of an event to the minute, as well as calculating the elapsed time.
• Reading and using timetables for events and journeys. 
• Interpreting itineraries and timetables to solve problems.
• Using the four operations to solve problems using decimals.
• Identifying, creating and describing geometric patterns.
• Investigating and describing right prisms.
• Creating number patterns with digital tools.
• Designing algorithms to generate number sets.
• Comparing number sets generated from algorithms.
• Describing and estimating probabilities on numerical scales.
• Applying probabilities to real life situations.
• Ordering, adding and subtracting fractions with unrelated denominators.
• Identifying and comparing expected and actual results of chance experiments.

In Inquiry students will be:

• Investigating design choices made to support the speed and agility of sports cars.
• Following a design brief/process to plan and design a 3D model car.
• Using digital technologies to create and print a 3D car.

Wellbeing

In Term 2, we will continue using the Respectful Relationships program to focus on positive coping strategies, problem solving tools, gender norms and stereotypes and personal and cultural strengths. We will continue to begin each day positively with a Morning Meeting designed to develop a sense of togetherness and safety 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.
• 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. con = with/together, form = shape/appearance. Therefore, conform means appear together).
• Completing a novel study on the book ’47 Degrees’ by Justin D’Arth, demonstrating their comprehension skills through literal and inferential text responses.
• 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 factors, prime, composite, square and triangular numbers.
• Solving equations using the order of operations (brackets, multiplication/division, addition/subtraction).
• Creating and interpreting data using a range of graphs.
• Identify, represent and compare fractions, and investigate equivalent fractions.
• Calculate the area of shapes using the formula of LxW.

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.