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.

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.