What’s Happening in Grade 5 in Term 4 2025
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. Â
- 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?’, □ 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.
- Â 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.Â