Level 5: Weekly Curriculum Outline

Week 5: Week beginning Monday,31stOctober 2016

Teachers: 5AB: Jess & Candy, 5CD: Sasha & Lucas

Reading / Writing
Comprehension Strategy: Summarising
During our Summarising unit, students may:
retell the story
use text features (titles, headings, captions, graphic features)
summarise the text including the main events
recognise cause and effect relationships
compare and contrast between texts.
Café Parent Pipeline:
Please refer to ourParent Pipeline; CAFÉ Strategy: ‘Use main idea and supporting details to determine importance’. / Text Type: Narrative
In Week 5, students will continue to draft their Narrative. Students are encouraged to revise (purple pen) and edit (green pen) their piece throughout the writing process.
Spelling
Each week, the students will have 10 weekly spelling words that they will continue to practise during the week. The grapheme we are investigating this week is /y/. Extra graphemes include ew (stew), u_e (obtuse) and ue (argue).
The spelling program is differentiated according to your child’s needs.
Mathematics / Inquiry
Unit: Fractional Thinking
During this 4 week Number unit, students may:
represent fractions on a number line
rename fractions to solve addition and subtraction problems
represent fractions as a decimal and percentage
identify, explain, represent and compare equivalent fractions, decimals & percentages
apply knowledge of fractions, decimals and percentages to real life examples: eg probability, adjusting recipes, financial mathematics
solve problems using estimation
identify and explain numerator and denominator
order, compare and rename common and decimal fractions. / Civics & CitizenshipandGeography
BIG IDEAS:
What are the impacts of natural processes on the environment and population of an area?
What are the aspects of a Democracy that reflect democratic values and principles?
Key Questions:
* What is the role of the State Government in areas such as Health and Education?
* Why do we have representative parliaments?
* How do we make a law?
* How do events like rainfall, flooding, earthquake and drought affect the environment and population?
In our first week students may:
explore a democracy
work in groups to make an iPad presentation on the definition and features of a Democracy
investigate the impact of a bushfire and firefighting techniques
work together to make decisions and action plans to benefit the population.
Wellbeing
Darren Crawcour has begun a leadership course (RAP Ambassadors) with our students, preparing them for the many leadership opportunities offered in 2017. These will run alternatively with sessions lead by Milli Lloyd, that focus on our school values.
RAP Session: WHAT'S GOING ON?
Key messages:
Understand emotions and behaviours.
Understand and develop empathy.
Types of bystanders.
Bystander risks, rewards, and typical responses.
Participants will be able to:
Name and identify the three people involved in any bullying scenario (bully, bystander, victim).
Understand the traits, behaviours and actions of each.
News & Reminders
Reminders:
- Uniform: Please note that non-school jackets (e.g. netball jackets) are not to be worn at school.
- Inquiry Unit: If you have any spare shoe boxes at home could send them to school with your child.
- Tuesday 1st November: Melbourne Cup Day
- Thursday, 3rd November: Music Day (gold coin donation and dress up day – see newsletter for further details)
- Friday, 4th November: T-ball Gala Day – See Compass COACHES NEEDED! PLEASE SEE YOUR CHILD’S TEACHER IF YOU CAN ASSIST.