1. ANDERSON’S CREEK PRIMARY SCHOOL Level 4 2012 Paul Barnes Maria HealeyRuth Hope Sian Gladman Sarah Cocks
2. Three interwoven purposesStudents will leave school with the capacity to: manage themselves as individuals and in relation to others understand the world in which they live act effectively in that world.
3. Three core, interrelated strands Physical, Personal and Social Learning Discipline-based Learning Interdisciplinary Learning
4. Physical, Personal and Social Learning Knowledge, skills and behaviours in Health and Physical Education Interpersonal Development Personal Learning Civics and Citizenship
5. Discipline-based Learning Knowledge, skills and behaviours in The Arts English and Languages Other than English The Humanities Mathematics Science
6. Interdisciplinary Learning Knowledge, skills and behaviours in Communication Design, Creativity and Technology Information and Communications Technology Thinking
7. Stages of learningYears Prep to 4 Laying the Years 5 to 8 foundations Years 9 to 10 Building breadth and depth Developing pathways
8. Level 4 2012English, Mathematics and Integrated Topic: WholeteamLOTE: Concetta GigliottiVisual Arts: Linda ZanattaMusic: Nieta Manser/Trevor GibbsPE: Meredith Thornton
9. Sport and PE – Meredith Thornton• The Physical Education program is a very active one where all students participate fully.• The emphasis is on healthy lifestyles and general fitness.• On PE days students are required to wear appropriate runners, bike shorts for girls and have hair tied up (Tuesdays).• A water bottle and a hat is required for each lesson.
10. Visual Arts: Wendy Sharp & Linda Zanatta• Art elements are also blended into the• program: Line, Texture, Form, Shape and Colour• Assessment: Ongoing – Start of project to the end• piece of artwork. (The JOURNEY)• Reports – June/December• SLD’s – One piece of artwork is added every term• How Can Parents Help?• Ensure your child has an art shirt/smock• Warrandyte Festival („To Dream and Inspire‟ theme)• Costumes and Art materials as required• Newsletter: Art Snippets and works on display in School Office,• Art Room and IGA– Keep up to date.• Celebrate your child‟s Artwork
11. Visual Arts Wendy Sharp and Linda ZanattaVisual Arts is an essential component of the curriculum:• Contributes to the creative and mental growth of our children• Linked to other key learning areasVisual Arts Program will cover:• The seven areas- Painting, Drawing, Collage, Print - Making, Threads and Textiles, Construction, Modelling and Art Appreciation
12. School Choir and Band• Junior Choir – Grades 1 & 2• Senior Choir – Grades 3, 4 & 5• Recorder Club Grade 3,4,5 – This will be formed during the first term.• These groups will perform at various school and community events.• Term 3 Performing Arts – major Production or Arts Festival
13. Music: Nieta Manser• At all levels in Primary School your child should experience the Performing Arts, i.e. dance, music and drama.• The music program is designed to allow children to explore informal and formal musical concepts through the use of instruments and song.• Compulsory Recorder Program for Years 3 & 4• By the end of your child‟s primary schooling, they should have enough musical knowledge and confidence to pursue their interest in Secondary School.
14. One hour per week-web page/blogI cover listening, speaking, reading and writing*changing over the next few years*.Thematic approachGrammarIntercultural knowledgeIntegrating with the classroom teachers and otherspecialists such as Art, Music, PEItalian Day
15. Building a positive classroom community Our ACPS values Respect Optimism Honesty Responsibility
16. honestyHonesty is telling the truthHonesty is straight forward conductHonesty is being sincere, truthful, trustworthy, honourable, fair,genuine and loyal with integrity.You are being honest when you……Do your own homeworkTell a friend the truthTell the real reason you didnt turn in your homework.Keep your own eyes on your own pageGive the cashier the extra change she gave you by mistakeWrite a report in your own words instead of copying.Admit you made a mistakeKeep a friends secretGive back any money that you find
17. This ball is being optimisticIf you ever think lifeis so unfair for you,think about all the Optimism Meaninghomeless people Hopefulness or the habit of expectingwho don’t have that things will turn out well.homes to live in anddon’t have a TV. Other words for optimism If you didn’t go very well in cheerful a test at school you would Positive be optimistic by saying “oh Confident well at least at school I will Hopeful learn from my mistakes”. Happy enthusiasm
18. R s ns e po ibilityIf you are using other peoples stuff look afterit. The plural of responsibilityBe a good role model. is responsibilitiesLook after other people. .Help people when they are hurt.Listen to the teacher.Do your own work.Accept responsibility for your own actionsdon’t blame other people.The Principal’s responsibility is to look after First known use thethe school and all of the students and staff. word “Responsibility “ was in 1771.
19. Ways we build a positive classroom community• Circle time Behaviour management
20. Building a positive classroom community• Friendship envelopes• Identifying strengths• Goal setting• Noticing and acknowledging positive behaviours
22. Term 1: Who Are You? First two weeks of Term 1 Based on Values education that ties inwith Personal Learning and InterpersonalLearning Strands Great opportunity to engage childrenthat we have not experienced before
23. Term 1: Government Essential Why do we have a government? Question: Unit What is the difference between a law and a rule? Questions: What is democracy? What are the levels of government in Australia? Explain how a law is made? What are the rights and responsibilities of citizenship? Content Why is it important to be able to make informed decisions? Questions: How do I make a responsible decision? What factors influence decision-making? What happens when we make a poor decision? How will my decisions affect others? How do different people in the Australian community make decisions, rules and laws? How does the Australian legal process diff to other forms of government?Major Project: Class debate/passing a law, Visio mind mapDomains covered : Building social relationships, Working in teams, The individual learner , Managing personallearning , Community engagement , Civic knowledge and understanding , Presenting , ICT for visualising thinking, ICT forcreating , ICT for communicating
24. Essential Term 2: Gold What part did the Gold Rush play in changing Australia?Question:Unit Questions: Where was Gold found and who came to Australia for gold? How did this lead to the beginning of democracy in Australia?Content Who made the most money during the Gold Rush?Questions: How did the gold rush impact on multi culture? What do we and how do we mine in Australia today? What impact on the environment from logging and mining? Major Project: The Gold Game, Gold Journal, Eureka Reenactment Domains covered: History, Economics, ICT, Communication, Thinking,
25. Term 3: Marine StudiesEssential question What makes a healthy marine environment?Unit questions How do organisms survive in harsh or changing environments? What factors affect the survival of organisms living in marine environments? How has human intervention affected marine ecosystems? Why should we try to conserve marine environments? How can we act on conservation issues?Content questions What are food chains? What are consumers and producers? What are marine ecosystems? How can we classify marine organisms? What non-living factors support the survival of living organisms? e.g. temperature How are pollutants entering our marine environments? What interactions between organisms help them survive? How do marine organisms like jellyfish or whales float? What responsibilities do the levels of government have? How can we influence laws? Major Projects: literacy response „Blueback‟ by Tim Winton; a website about the Barrier Reef; an information narrative on an endangered marine species; a flash animation about a coral polyp.
26. Term 4: Natural DisastersEssentialQuestion: How can we cope with natural disasters?UnitQuestions: What are the layers of the Earth? What are the layers of the Earth‟s atmosphere and how do they function? What is natural disaster?ContentQuestions: What natural disasters occur in Australia? How do they affect us and how do we cope with them? What causes natural disasters? Where do they occur? What can we do? What can the government do?Major Project: Diagram/model of the Earth‟s layers andatmosphere; create a simulation of a natural disaster forexhibition; explanation text about a natural disaster; a multimedia poem about a natural disaster, preparing work forNatural Disasters Expo.
27. Research• Skills are taught as part of English• Students encouraged to take notes from a variety of sources• Students design research questions so that they are not presenting facts alone• Encouraged to think rather than just repeat facts they have found
28. Presentation• Variety of forms – Written and drawn on paper, model, web page, slide show, video, graph, dramatic presentation – Poster, story, poem, pamphlet, booklet
29. Level 4 English“Building breadth and depth”
30. SPELLING :• Spelling assessment at start of year to assess need.• Every Monday students receive a spelling list.• Students need to practise their spelling words every night at home ready for the test on Friday.
31. Writing Standard – Level 4• At Level 4 students produce a variety of texts for different purposes, audiences and context of the writing.• Students use a range of strategies for writing, including note-making, using models, planning, editing and proofreading.• Structure and Punctuation: Students use more complex sentence structures and punctuation.• Grammar: Identify and use range including nouns, pronouns, adverbs, comparative adverbs and adjectives, and use appropriate prepositions and conjunctions.
32. WRITING•1-2 Quality pieces of writing perterm. This semester our writingfocus is: persuasive texts.•Teaching the features of differentstyles and genres for differentpurposes
33. Writing Rubric: A Letter to your Teacher.Name: Overall Score:What you did well:How you could improve: Structure Strategies Spelling Punctuation Grammar PresentationScore 1: Above Well detailed and very Student refers to the Student uses a Student has correctly Letter is Joined up handwriting (Victorianexpectations interesting to read example provided in dictionary to used a large range of written in the Cursive) is used at all times. order to plan work. check the punctuation such as first person. Writing slant is consistent. Student edits draft spelling of exclamation marks, Tenses are The letter is presented in a way using a red pen and unfamiliar words. apostrophes, question correctly used. that makes it stand out from the asks a classmate to also Student uses a marks, colons, semi rest (e.g: there is a border, edit work and offer wide vocabulary colons. attractive handwriting) feedback. correctly. Final copy contains few, if any, spelling errors.Score 2: Letter contains: an Student plans, drafts Student spells Student correctly uses Letter is Handwriting is easy to read and isAt expected opening statement that and proofreads work high usage words capital letters, full written in the of a size expected of a Grade 5/6level explains why letter is before handing it in. correctly. stops and commas. first person. student. being written; several Student does not get a Student Sentences are not too Most tenses Student sometimes uses/has paragraphs that make up classmate to proofread sometimes long. are correct. attempted to use joined up the main part; and a work. misspells more writing. closing statement. The first draft shows difficult, multi- Speed loops are present. Letter is set out in revisions, student has syllabic words. Words sit on the line and letters paragraphs. noticed basic mistakes. Student relies on are evenly formed. Each paragraph has a asking other Writing slant is fairly consistent. separate theme/idea. people how to Work is neatly presented. Ideas are not repeated. spell certain words.Score 3: Below Student has forgotten to Student does not Student misspells Student forgets to use Student does Handwriting is difficult to read.expectations, include one or more of produce any planning high use words. capitals to begin not use the Student does not use joined upcould do better the following: an opening or a draft. Student does not sentences. first person. writing. statement, a closing Student produces a use strategies to Sentences are too long Student mixes Words do not sit on the line and statement, several draft but does not edit check spelling. or missing up tenses are too large. paragraphs that make up it. punctuation. within Letters are not formed correctly. the main part. Editing is careless, Student forgets to use sentences. Letter looks messy/is Student has forgotten to obvious mistakes are commas when listing crumpled/torn. set out their work into missed. items. paragraphs. Student repeats ideas.
34. Reading – Level 4Students read, interpret and respond to a wide range of literary, everyday and media texts• Use strategies such as reading on, using contextual cues, and drawing on knowledge of text organisation when interpreting texts containing unfamiliar ideas and information.• Analyse texts and support interpretations with evidence drawn from the text.• Describe how texts are constructed for particular purposes and audiences, and identify how sociocultural values, attitudes and beliefs are presented in texts.
35. READINGOngoing assessment of reading ability.Silent Reading Time. Students need a novel at school.Literacy discussion Circles.Guided Reading.Literature Responses.Research.
36. Speaking and Listening Level 4Students plan, rehearse and make presentations for different purposes.• They state a point of view and provide accounts of personal experiences or events as evidence.• They adjust their speaking to take account of context, purpose and audience, and vary tone, volume and pace of speech to create or emphasise meaning.• When listening to spoken texts, they identify the main idea and supporting details and summarise them for others.• They identify opinions offered by others, propose other relevant viewpoints and extend ideas in a constructive manner.
37. Mathematics• Space• Number• Measurement,Chance and Data• Structure• Working Mathematically
38. Number• Comprehend the size and order of small numbers from thousandths to millions• Explain and use mental and written computations for addition, subtraction, multiplication and division.• Identify common fractions and decimals• Find equivalent fractions and find equivalent representation of common fractions (for example, 3/4 = 9/12 = 0.75 = 75% = 3 : 4 = 6 : 8)• Identify square and prime numbers• They use estimates for computations and apply criteria to determine if estimates are reasonable or not.
39. SpaceClassify and sort shapes and solids (for example, prisms,pyramids, cylinders and cones)Create two-dimensional representations of threedimensional shapes and objects found in the surroundingenvironment.Develop and follow instructions to draw shapes and nets ofsolids using simple scale.Apply a range of transformations to shapes and createtessellations using tools (for example, computer software).Students use the ideas of size, scale, and direction todescribe relative location and objects in maps. They usecompass directions, coordinates, scale and distance, andconventional symbols to describe routes between placesshown on maps.
40. Measurement & Chance and Data• Use metric units to estimate and measure length, perimeter, area, surface area, mass, volume, capacity time and temperature. They measure angles in degrees. They measure as accurately as needed for the purpose of the activity.• They convert between metric units of length, capacity and time (for example, L–mL, sec–min).• Students describe and calculate probabilities using words, and fractions and decimals between 0 and 1. They calculate probabilities for chance outcomes (for example, using spinners) and use the symmetry properties of equally likely outcomes.• They present data in appropriate displays (for example, a pie chart for eye colour data and a histogram for grouped data of student heights).
41. Structure• Students recognise that addition and subtraction, and multiplication and division are inverse operations.• They use words and symbols to form simple equations.• They solve equations by trial and error.• They use Venn diagrams to test the validity of statements using the words none, some or all (for example, test the statement „all the multiples of 3, less than 30, are even numbers‟).• Students construct and use rules for sequences based on the previous term, recursion (for example, the next term is three times the last term plus two), and by formula (for example, a term is three times its position in the sequence plus two).
42. Working Mathematically• At Level 4, students recognise and investigate the use of mathematics in real (for example, determination of test results as a percentage).• Students use the mathematical structure of problems to choose strategies for solutions. They explain their reasoning and procedures and interpret solutions.• They create new problems based on familiar problem structures. Students engage in investigations involving mathematical modelling.• Students develop and test conjectures. They understand that a few successful examples are not sufficient proof and recognise that a single counter-example is sufficient to invalidate a conjecture.
43. Engagement• Real life• Integration with Topic to add purpose, context and relevance for students• Learning styles• Higher order thinking• Group work• Independence• Choice-determine investigations
44. Overview of Approach to Teaching in the Middle Years• Pre-test –Annotated Work Sample• Introductory activity (eg.Game – life context)• Concrete activities („Hands-on‟ tasks)• Skills practice (–tools, games, computation)• Problem Solving (Open-ended tasks)• Evaluation Test (Rich Assessment Task)
45. Fraction Task1. Choose and write 2 fractions between 0 and 12. Find some fractions larger than one fraction but smaller than the other fraction.3. Explain how you know which fractions come between the ones you chose.4. Where might you use some of the fractions you have written on the page.
46. Problem Solving (Open-ended tasks)•Show me some fraction additions to equal ¾•How many ways can you write 2/3?•Name a fraction –Between ½ and 5/8 –Between ½ and 3/4 with a denominator of 12 –Between 0 and 1/3 –The answer is 3 ½, what is the question?•Fermi questions – How many students wouldfit in this room? – make assumptions andestimations.
47. Activities need to be a mix of:• Oral and written• Differentiated• Group combinations and sizes• Teacher instruction and self-directed research
48. Thinking Curriculum• Asking students to recall facts and procedures is an example of lower order thinking –knowledge• Open ended tasks and questioning can move students to higher level thinking
49. Open Ended Tasks• Remove risk associated with search for one specific answer• Allow students to explore their understandings
50. Features of Open –Ended Tasks• Need for thinking rather than remembering• Multiple answers are possible• Students learn by doing the task• Stimulate class discussion
51. DiagnosticInform planningTrack progressDifferentiationSmall group activitiesIndependent activitiesOpen ended tasksAssessmentRubricsOn Demand
52. Fraction Rubric Expected Above Expected High Extension Equivalent Fractions Fraction Rubric Find equivalent fractions for ¼, 1/3, ½ and 1/5 (common unit fractions) Finding equivalent fractions Eg. 24 /32 is the same as ….. 7/4 is the same as ……….. Write equivalent fractions for a fraction given in simplest form (for example, 2/3 = 4/6 = 6/9 = … Ordering Fractions Order common fractions using models Ordering fractions including mixed numbers and common fractions (5/7, 15/17, 23/47, 8/5, 2 and 3/5 ) Adding/Subtracting Add and subtract fractions with the Add and subtract common fractions Add and subtracted several fractions same denominators with related denominators mixed numbers and/or common Add and subtract mixed numbers where fractions. the common fractions have related Use calculations involving denominators operations with mixed numbers Multiplying fractions Multiply fractions by fractions using Multiply simple common fractions by Dividing fractions using grids whole numbers and common fractions multiplication by the inverse Multiplying fractions using statements by common fractions. Eg. 1/3 x 1/5 = such as “two lots of two thirds, using models. Find fractions of quantities Eg. One third of 15, seven eights of 56Improper fractions and Can identify improper fractions and Convert improper fractions into mixed Mixed numbers can convert simple improper fractions numbers (vice versa) into mixed numbers Count on and back by mixed numbers. Converting Can represent simple ratios as Can represent ratios as fractions and Know decimal and percentagefractions/decimals and fractions Eg 1:2 as ½. 3:4 as ¾ 4:10 percentages Eg. 2:3 =2/3 = 66% equivalents for ratio as 2/5 1/2, 1/4, 3/4, 1/3, 2/3 Expression of single digit decimals as fractions in simplest form and conversion between ratio, fraction, decimal and percentage forms
53. Information Communication TechnologySoftware •Excel-data collection and analysis •PowerPoint-presenting information •Word-bibliography, editing, publishing, thinking tool •Publisher-publishing, web page design •Frontpage -Electronic SLD, web sites and web pages •Flash – movie making, interactive media •Hot Potatoes – interactive puzzles and quizzes •Visio-planning and organising research, planning stories, mind maps, timelines •Internet, Email, Wikispace and Blogs
54. LeadershipWe promote positive leadership skilldevelopment in Grade 5 and 6 through:-School Captain roles-Other leadership roles for all Grade 6‟s-Including discussion and role modelling ofpositive leadership in all school activities
55. BuddiesPeer Support. Grade six students take on thecaring, supportive role with their Prep Buddies.Grade five students with Grade one.
57. Grade 5 Bike Ed Camp•Term 4 Tuesday 11th December Friday 14th December•General Information•Dietary Requirements•Medical forms•Last minute medications
58. Transition• From Grade 4 to Grade 5• From Grade 6 to Year 7• Transition (2012)• APRIL• Primary schools distribute parent letter, secondary education information (including specialist schools) and Application for Enrolment (Year 7) form to parents of all Year 6 children. NB Specific entry criteria apply to specialist schools.• MAY Parents return Application for Enrolment (Year 7) form to the primary schools.• AUGUST Parents Notified
59. Reminders• Sustainability program – rubbish free lunch on Wednesdays• Special activities: - Working Bee – May 20, 9am - Warrandyte Festival – March 24• Homework – Given out Monday, due Friday• Diaries – can be used to communicate with us, students expected to use for reminders and to log their reading• Any issues please come and see us
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