In Literacy students will be:

• Iinvestigating 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 to appear together).
• applying spelling rules to a range of vocabulary (e.g., the 2-1-1 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 using abbreviations and symbols.
• using note-taking skills and Single Paragraph Outlines (SPO’s) to plan a text.
• generating responses to complete because, but, so sentences.
• creating paragraphs for informative texts to include an introduction, body paragraphs and conclusion.
• constructing an information report linked to the book Once, with a connection to Geography.
• understanding how to add relative clauses to sentences.
• exploring the use of subordinating conjunctions to create complex sentences.
• identifying and adding appositives to sentences.
• creating sentence summaries of 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 elapsed time.
• reading and using timetables for events and journeys.
• interpreting itineraries and timetables to solve problems.
• using the four operations to solve problems involving decimals.
• identifying, creating, and describing geometric patterns.
• investigating and describing right prisms.
• creating number patterns using 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:

• 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.
• recognising and describing entrepreneurial behaviours and how to apply these behaviours to successfully manage a business.
• 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 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 within 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 manage 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 practising different strategies to resolve problems.
• developing respect for rights, culture, and heritage.
• understanding personal and cultural strengths.
• understanding how to use strengths in everyday life.

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

In Literacy students will be:

• investigating Latin and Greek etymology (the study of where words come from).
• generating compound sentences using coordinating conjunctions (for, and, nor, but, or, yet, and so).
• identifying independent and dependent clauses within complex sentences.
• completing sentence stems.
• exploring the use of brackets (for abbreviations, acronyms, and including additional information).
• using appositives correctly (nouns or phrases that add extra information).
• creating an information text with correct structure (title, headings, sub-headings, diagrams, and captions).
• using a Single Paragraph Outline (SPO) to plan a paragraph of writing about a chosen topic.
• using a Multiple Paragraph Outline (MPO) to plan multiple paragraphs on a chosen topic.
• reading and learning about different world lakes and deserts.
• investigating economics and people’s needs and wants.
• answering literal and inferential comprehension questions about our Knowledge Units.
• identifying key vocabulary and the meanings of these words.
• presenting key understandings through class discussions and project work.

In Mathematics students will be:

• extending their knowledge of the 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 conducting and testing chance experiments.
• comparing and selecting appropriate units of measurement for length.
• rounding decimal numbers and writing standard and non-standard expanded form of decimals up to three decimal places.
• adding and subtracting fractions with the same and related denominators.
• measuring and drawing different types of angles.
• identifying and plotting coordinates on a Cartesian plane (first quadrant).
• interpreting and calculating elapsed time.

In Inquiry students will be:

• investigating the different types of lakes around the world.
• deepening their understanding of how lakes are used for a variety of purposes (hydroelectric power, food, travel routes, and recreation).
• understanding that lakes are one of Earth’s most important water resources.
• investigating the different life found in lakes.
• exploring different deserts found around the world.
• reviewing climate zones and imaginary lines and boundaries (Arctic Circle and Antarctic Circle).
• exploring the difference between needs and wants in everyday life.
• identifying the difference between goods and services.
• exploring economic choices such as budgeting and personal values.
• understanding how the marketplace works.
• examining examples of economies and economic choices.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping strategies, problem-solving tools, gender norms and stereotypes, 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 within the classroom.
• identifying a range of coping strategies to help manage 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 practising different strategies to resolve problems.
• developing respect for rights, culture, and heritage.
• understanding their 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.

In Literacy, students will:

• explore ancient Chinese history, including the Terracotta Army and the first female Emperor.
• investigate the different dynasties that ruled China throughout history.
• develop research skills while learning about key historical figures and events.
• explore mountains around the world and how they have evolved over time.
• continue to create descriptive narratives using vivid adjectives and adverbs.
• learn how to write information reports using note-taking skills and planning strategies.
• be explicitly taught how to write a paragraph that includes a topic sentence, supporting details, and a concluding sentence.
• practise Victorian Cursive handwriting to improve writing fluency and presentation.
• explore the etymology of Latin word parts to understand their origins and meanings to spell and read.
• practise editing and revising written work to improve clarity and detail.
• develop reading fluency to support comprehension and expression.

In Mathematics students will be:

• explore number sequences for multiples of 3, 4, 5, 6, 7, 8, and 9.
• measure area using informal units and metric units.
• represent and write tenths and hundredths in decimal format and place these on number lines.
• classify two-dimensional shapes.
• multiply and divide by powers of 10.
• learn strategies to double and halve for multiplication.
• write and order numbers to two decimal places.
• rename tenths and hundredths.
• create symmetrical shapes and patterns.
• use fact families to solve addition and subtraction problems.
• identify line and rotational symmetry.
• compare graphical representations of data and answer questions about data displays.
  

In Inquiry students will be:

Students will explore how health information is shared through different types of media and how it can influence their choices. Throughout the lessons, they will learn to identify healthy habits, evaluate reliable and unreliable sources, and understand how advertisements, celebrities, and social media can shape their decisions. They will practise important skills such as reading food labels, recognising misleading messages, and thinking critically about what they see and hear. Students will also engage in creative activities such as designing posters, analysing advertisements, role-playing scenarios, and creating their own health campaigns. By the end of the unit, they will be better equipped to make informed, healthy decisions in their everyday lives.

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy.

Students begin by learning expected behaviours, engagement norms, and participating in circle time to build a positive classroom environment. They then explore emotional literacy by identifying what emotions look like, understanding emotional triggers, and recognising how feelings can change throughout the school day. The focus then shifts to personal and cultural strengths, where students learn how to use their strengths, show respect for people and Country, and value diversity. Through a range of activities, they develop skills in respect and inclusion and learn how to apply their strengths in different situations.

In Literacy, students will be:

• developing their understanding of key spelling patterns and rules, including suffix changes (Silent Final E + suffix), vowel and consonant patterns (o = u like in love), and spelling choices such as ie vs ei to support accurate decoding and spelling.
• learning to recognise and use homophones across a range of word sets, building knowledge of word meanings and spelling differences to improve reading fluency, spelling accuracy, and vocabulary understanding.
• engaging in daily fluency reading to improve their expression, rate, accuracy and comprehension of texts.
• identify and use mental verbs (e.g. think, feel, believe) in sentences.
• expand sentences using adverbs of manner (how), place (where), and time (when).
• use -ing sentence starters to add detail and variety (e.g. Sighing, the boy walked away).
• extend simple sentences by answering who, what, when, where, why, and how.
• learn the difference between fiction and nonfiction texts.
• exploring features of information texts, including structure and purpose.
• developing note-taking skills by using note-taking symbols and abbreviations.
• writing an information text about Ancient Rome.
• learning how to plan and write introductions, body paragraphs, and conclusions for information text writing. 
• using coordinating conjunctions (and, but, so, or) to form compound sentences. ÌýÌý

In Reading and Inquiry, students will be:

• listening and discussing non-fiction texts to build understanding through shared reading experiences.
• building their historical knowledge about Ancient Rome and the Vikings.
• answering literal, inferential, and evaluative questions to demonstrate their comprehension of texts.
• learning and using explicit, content-specific vocabulary related to the units studied.
• explore daily life in Ancient Rome and understand how Roman society was structured, including the roles of leaders, families, and citizens.
• investigating major Roman achievements in engineering, law, architecture, and government.
• understanding key historical figures and explain how and why the Roman Empire rose and eventually fell, including its lasting influence today.
• exploring Viking origins, daily life, beliefs, and social structure in their homelands.
• investigating how Vikings travelled, explored, traded, and settled across Europe using advanced seafaring skills.
• understanding the impact of Viking raids and settlements on other societies and how Viking culture continues to influence historical understanding today.

In Inquiry students will be:

In Inquiry this term, students will engage in lessons about cyber safety and cyberbullying. They will learn about how to stay safe online and how to recognise unsafe behaviours on online platforms. They will also investigate a geography unit ‘World Rivers’ where students will describe the natural characteristics of rivers and explain how they vary from their source to their mouth. They will investigate how rivers shape places and influence where people live and the activities they undertake. Students compare rivers in Australia and other parts of the world to identify similarities and differences in environmental and human characteristics of places.

In Mathematics, students will be::

learning to use multiplication and division symbols and understand what they mean.

building confidence with multiplication and division facts for numbers like 3, 4, 5 and 10.

exploring number patterns by following and creating simple step-by-step rules (algorithms).

learning to recognise and work with multiples of different numbers.

collecting and organise data, including creating surveys and using tables and graphs to show results.

using digital tools (like spreadsheets) to sort information and perform simple calculations.

learning about fractions, including halves, thirds, quarters, fifths and tenths, using shapes and groups.

practising combining fractions and understanding how parts make a whole.

developing strategies for adding and subtracting larger numbers, including checking answers using inverse operations.

exploring basic geometry concepts, such as recognising angles and identifying right angles

In Wellbeing, students will be:

Students will continue to engage in the Respectful Relationships program with a focus on SWPBS behaviour expectations, emotional literacy, and engagement norms. They will develop positive coping strategies, including recognising emotions, managing anger, practising friendship skills, and using mindfulness activities. Students will also build problem-solving skills by learning how to resolve conflicts, use the “wheel of choice,� and respond appropriately to real-life scenarios. In addition, they will explore stress management and help-seeking strategies to support wellbeing and knowing when and how to ask for help. This learning will be supported by a continued focus on our SWPBS expectations as outlined in the whole school matrix.

Important Dates:

• Curriculum day: Friday 15^th May
• King’s Birthday: Monday, June 8^th (Public Holiday)
• Term 2 End: Friday 26^th June

In Decoding and Spelling, students will be:

• explicitly taught spelling generalisations for words following rules such as the FSZL rule (also known as the Floss or Fizzle rule, where the letters f, s, z and l are doubled at the end of a one-syllable word after a short vowel sound) and the silent final e rule.
• reviewing reading words with silent letters and long vowel sounds.
• learning how to make reasonable choices when spelling words that include these sounds by identifying different spelling patterns within the English language.
• improving fluency by reading decodable passages connected to the sounds that have been taught.
• participating in daily review to strengthen prior knowledge and enhance recall of spelling rules learned (including topics from Terms 1 and 2 of this year).

In Reading, students will be:

developing their vocabulary and comprehension skills and their understanding of the features of information texts through the following knowledge units:

The Geography of Australia

• discussing how the continent of Australia formed and who lived there
• learning about the states and territories of Australia
• exploring key natural landmarks in Australia
• discovering a range of man-made landmarks in Australia
• learning about the different climates experienced in Australia
• studying the different seasons in Australia

Ancient Greece

• exploring ancient Greece, a civilisation shaped by the Mediterranean and Aegean seas, including the island of Crete
• learning about the city-states of Sparta, known for its military power, and Athens, where democracy began
• analysing key historical events such as the Persian Wars (including the battles of Marathon and Thermopylae), along with the origins of the Olympic Games
• discovering how the Greeks worshipped gods and goddesses
• learning about great philosophers such as Socrates, Plato and Aristotle
• studying Alexander the Great and how he spread Greek culture across the world

Greek Myths

• building on the ancient Greek civilisation domain
• exploring several well-known Greek myths and mythical characters, including Prometheus and Pandora, Demeter and Persephone, Arachne the Weaver, Oedipus and the Sphinx, Theseus and the Minotaur, and others
• learning about common characteristics of myths and examining story elements within the myths

In Writing students will be:

• identifying, defining and explaining adverbs in a sentence.
• expanding simple sentences with an adverb.
• formulating inquiry questions (who, what, where, when, how) from a provided text or image.
• exploring writing through the creation of information reports.
• planning and writing structured paragraphs.
• identifying and using topic sentences, supporting details and concluding sentences.
• completing sentences using a sentence stem.
• completing sentences using conjunctions such as before, after, if, when, even though and although.
• converting fragments into complete sentences.
• unscrambling sentences (statements, questions, commands and explanations) to ensure they make sense.
• practising letter formation in Victorian Modern Cursive font, with a focus on achieving legibility, appropriate size and fluency on 18mm dotted thirds

In Mathematics students will be:

• Place Value & Number Skills
• Identifying, reading, writing, and locating numbers to 1000.
• Comparing, ordering, and rounding numbers (to the nearest 10, 100, and 1,000).
• Applying place value to solve problems.
• Two-digit addition & subtraction using base-10 blocks and number lines (with and without regrouping).
• Mental addition & subtraction with place value partitioning.
• Addition & subtraction fact families and near doubles.
• Measurement (Length, Mass, and Capacity) skills
• Identifying suitable informal units for length, mass, and capacity
• Measuring lengths, mass, and capacity using informal units
• Comparing, ordering, and estimating length, mass, and capacity
• Predicting which object/container has greater mass or capacity and checking with informal units
• Solving measurement problems

In Inquiry students will be:

• applying their knowledge of the geography of Australia and the history of ancient Greece and Greek myths using a play-based approach to show case what they have learnt during knowledge units.

Wellbeing:

WeWe will be using the Respectful Relationships program to focus on a range of wellbeing tools, with topics including personal and cultural strengths, positive coping strategies, problem solving and stress management.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix. SWPBS Expectations as outlined in our whole school matrix and The Zones of Regulation.

Â鶹¹û¶³ Learning

In addition to supporting your child to complete the Expected Â鶹¹û¶³ Learning tasks each week, you may also like to encourage your child to select one or more of the following tasks:

• complete tasks from the suggested activities matrix.
• play games of choice outside.
• play card games.
• go for a walk and look for Maths in the real world (e.g. numbers on houses, shapes, discussing directions etc)
• research a topic of their choice and write a sentence to show what they have learnt.

In Literacy students will be:

• explicitly taught to read and spell words that contain long vowel sounds (ai, ay, ee, ea, igh, ough, oa, oe).
• explicitly taught to read and spell words that contain more than one syllable and the ‘-ed’ suffix.
• identifying nouns, adjectives, verbs and adverbs and using them accurately when forming sentences.
• learning to use boundary punctuation correctly when forming sentences.
• developing questions about an image or prompt using who, what, where and when.
• using conjunctions such as ‘before’, ‘after’, ‘if’ and ‘when’ accurately.
• identifying fragments and converting them into complete sentences.
• participating in daily formal handwriting sessions, learning how to form letters correctly and how to hold a pencil correctly.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter–sound knowledge to blend sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the letter-sounds that have been taught.
• developing their ability to comprehend a range of non-fiction texts based on Australian history units.
• being taught a range of content-specific vocabulary during knowledge units to expand their vocabulary and understanding of texts.
• understanding the structure of an information text.
• developing simple information texts about a chosen topic

In Mathematics students will be:

• practising automatic recall of Number Knowledge up to 10 (combinations, numbers before and after and how many more to 10?).
• representing numbers to 120 using base ten blocks.
• adding and subtracting numbers up to 20 using a variety of strategies.
• recognising, ordering, comparing and representing numbers to 120.
• introduced to the addition, subtraction and equals symbols.
• measuring, comparing and ordering the length, mass and capacity of objects using informal units.
• sequence daily events and events over longer durations of time.
• compare the duration of events.

In Inquiry students will be:

Students will further develop their geography and history knowledge by investigating the following units through a play-based approach, investigations and crafts:

• Countries, Continents and Maps
• Early Civilisations of Australia
• Early Explorers and Settlers in Australia

In Wellbeing students will be:

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:

• practicing techniques to deal with negative feelings such as fear and anger.
• reflecting on their identity such as likes, dislikes and strengths.
• identifying respectful gender friendly behaviours.

We will continue use the Smiling Mind program to promote mindfulness and wellbeing in the classroom setting.

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

Â鶹¹û¶³ Learning.

In addition to supporting your child to complete the Expected Â鶹¹û¶³ Learning tasks each week, you may also like to encourage your child to select one or more of the following tasks:

• Read aloud to assist them with fluency and expression.
• Respond to questions about what they are reading to ensure comprehension of the text.
• Play a variety of board or card games (e.g. snakes and ladders) which involves subitising on a die, adding or subtracting.
• Practise Number Knowledge facts up to 10 focussing on before and after numbers, combinations and how many more to 10.

Important Dates:

• Wednesday April 29^th – Responsible Pet Ownership program.
• Thursday May 7^th – Mother’s Day Afternoon Tea (more details to come).
• Wednesday May 13^th – Animal Land Excursion (more details provided on Compass Event).
• Wednesday June 3^rd – Milo’s Birthday Surprise (more details to come)

In Literacy students will be:

• explicitly taught the correct articulation and pronunciation of Stage 3, 4 and 4+ letters and sounds from the Little Learners Love Literacy program (y, r, e, qu, z, j, u, k, x, w, ll, ss, ff, zz, tt, gg, dd).
• revising the correct articulation and pronunciation of Stage 1 and 2 letters and sounds from the Little Learners Love Literacy program (m, s, f, a, p, t, c, i, b, h, n, o, d, g, l, v).
• engaging in daily activities that involve manipulating sounds in words to support students to read and spell.
• learning to use their letter–sound knowledge to blend sounds together to read words and segment sounds in words to spell them.
• learning to identify the beginning, middle and ending sounds in words.
• participating in daily formal handwriting sessions, learning how to correctly form letters from Stages 3 and 4 of the Little Learners Love Literacy program, as well as how to hold a pencil correctly.
• being introduced to the conventions of writing, including writing from left to right and leaving spaces between words.
• being provided with daily opportunities to write their name using correct letter formation.
• writing simple decodable sentences that include a noun (who) and a verb (what doing).
• orally expanding sentences to include where, when and what.
• listening to and investigating a range of non-fiction texts to develop their understanding of farms and families around the world.
• exploring a range of classic stories, including trickster tales and fiction from other cultures.
• discussing recurring themes in children’s literature.
• learning story grammar elements such as character, setting, problem, solution and feelings to build oral language skills.
• participating in weekly Show and Tell opportunities 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 – 10.
• taught the correct formation for numbers 11 – 20.
• counting, comparing, ordering, making, naming and recording numbers to 20 and beyond.
• partitioning numbers to 10 into two, or three parts.
• subitising (recognising without counting) collections or parts within numbers to 10.
• making number pairs to 10.
• copying, continuing and creating three-part patterns.
• sequencing events.
• identifying, naming and making two-dimensional shapes and sorting them by their features.
• sorting objects in different ways.

In Inquiry students will be:

• learning about the importance of farms as a source of food and other products.
• developing an understanding of different family structures, as well as their own family tree and history.
• 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 will be using the Respectful Relationships program to focus on personal strengths and positive coping.

Students will engage in lessons looking at:

• being kind, brave and showing respect.
• understanding appreciating their own and others personal strengths.
• differences between families.
• noticing our own and other’s emotions.
• managing our emotions.
• The 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:

• 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.
• 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.
• Exploring 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.
• Identifying, represent and compare fractions, and investigate equivalent fractions.
• Calculating the area of shapes using the formula of length x width.

In Inquiry students will be:

• Understanding the importance of cyber-safety and the potential risks online.
• Learning 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.
• Building their understanding of geographical locations and how these locations contribute to weather patterns resulting in the occurrence of natural disasters.
• Completing 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 class meetings with positivity and develop as sense of togetherness and safety within the classroom.
• Understanding emotions and what they look like.
• Recognising positive, negative and mixed emotions.
• Recognising when help is required.
• Understanding who they can seek help from.
• Identifying situations that can be solved independently using taught conflict resolution strategies.

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

Important Dates:

• Interschool Sports: Every Friday 9 – 11.30am
• Library: Odd weeks on a Friday 12.05 – 1.50pm
• NAPLAN for Grade 5’s: Wednesday 11^th March – Monday 23^rd March
• House Cross Country: TBC
• School Photos: Wednesday 11^th March
• End of Term 1: Thursday 2^nd April

In English students will be:

• Investigating Latin and Greek 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).
• Identifying a range of different homophones and using them correctly in sentences.
• 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 (describes a state of being, feeling, thought or possession) 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.
• Use a range of conjunctions to connect ideas in written work.
• Use a Single Paragraph Outline (SPO) to plan a paragraph of writing about a chosen topic.
• Explore narrative and persuasive writing.

In Mathematics students will be:

• Identifying multiples and factors using a range of strategies.
• Identifying the lowest common multiples.
• Using algorithms to identify factors and multiples.
• Creating data using a range of graphs, including dot plots and line graphs.
• Interpreting data using a range of graphs.
• Identifying the shape of data distribution.
• Investigating a range of strategies when solving multiplication and division problems.
• Using the distributive property to solve multiplication problems.
• Multiplying two-digit numbers using a written algorithm.
• Using factors to solve division problems.
• Dividing numbers using a written algorithm and representing remainders as decimals.
• Applying the inverse relationship between multiplication and division.
• Finding unknown numbers in multiplication and division equations.

In Inquiry students will be:

• Understanding the importance of cyber-safety and the potential risks online.
• Learning 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.
• Learning about a range of maps and the features of maps.
• Exploring the differences between maps.
• Locating major countries on a world map.
• Learning about the links that Australia has with other countries.
• Researching a country and looking at the differences and similarities between that country and Australia.
• Exploring how goods and services connect people and places.

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 personal and cultural strengths.
• Understanding how to use strengths in everyday life.

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

In English students will be:

• exploring Old English through the narrative of The Wizard of Oz
• producing answers to literal and inferential questions
• responding to questions using evidence from The Wizard of Oz
• Learning how to write narratives using story grammar
• learning how to plan a well sequenced narrative using story grammar
• explicitly taught to write a paragraph that is entertaining
• practicing Victorian Cursive handwriting to improve writing fluency and presentation
• exploring the etymology of words to understand their origins and meanings
• practising editing and revising written work to improve clarity and detail
• developing reading fluency to support comprehension and expression

In Mathematics students will be:

• Using the compensation strategy and written algorithms to solve addition and subtraction equations
• Identifying key words in worded problems to solve them
• Applying am and pm notation when reading time
• Calculating elapsed, finish and start times to five minutes
• Converting between units of time to solve problems
• Representing halves, quarters, thirds, fifths and tenths of shapes and collections
• Measuring length in metric units
• Counting in halves, quarters, thirds and tenths
• Measuring the perimeter of shapes and enclosed spaces
• Converting mixed numerals to improper fractions and improper fractions to mixed numerals
• Ordering mixed numerals on a number line
• Measuring area using metric units
  

In Inquiry students will be:

In Inquiry this term, students will be learning about how to be safe, respectful, and responsible online. They will explore common online symbols and what they mean and learn how to recognise appropriate and trustworthy online content. Students will also develop skills in evaluating websites and understanding the importance of positive online communication, including using good “netiquette.� A key focus will be helping students identify personal information that should never be shared online and why this is important for their safety. Throughout the unit, students will be encouraged to respect themselves, respect others, respect content, and respect equipment when using digital technologies. Learning will take place through open-ended questions, hands-on activities, interactive videos, and child-friendly websites.

In the Core Knowledge units ‘Using Maps’ and ‘World Mountains’, Year 4 students develop their understanding of how geographical information is represented and interpreted. They learn to use maps, grids, scale, symbols and cardinal directions to locate and describe places, and apply these skills to identify major mountain ranges around the world. Students also investigate the physical characteristics of mountains and consider how these environments influence climate, human activity and settlement patterns across different regions.

Wellbeing

In Term 1, students will focus on building positive relationships and understanding themselves and others through two key topics: Emotional Literacy and Personal and Cultural Strengths. Students will learn to recognise different emotions, understand what triggers them, and notice how feelings can change across the day. They will also explore their own personal and cultural strengths and learn how these strengths help them show respect for others, respect for Country, and respect for diversity. These lessons are linked to the Resilience, Rights and Respectful Relationships program. As part of this learning, students will also learn about and celebrate Harmony Day, promoting inclusion, kindness, and a sense of belonging for everyone.