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MIDDLE YEARS (YEARS 5&6) TERM 2 NEWSLETTER, 2020

Welcome back to Anzac Park! Despite challenges at this unprecedented time, Stage 3 teachers are committed to providing a rich and varied curriculum to our Sunshine students. Teachers are excited to continue to work with you and your children. Our teaching and learning programs for this term are outlined below.

The Big Question being explored across the school this term is, 'Why is it like this?'

Our Big Question for this term is "Why is it like this?"

Important Dates and Days

Stage 3 should dress in sports uniform on Tuesday and Friday this term, and the winter school uniform on all other days. Library will be held on Friday, but the borrowing of books is not allowed under current restrictions.

BYOD Apps

As well as the core learning apps shown on Anzac Park's BYOD Policy, we may once a term ask for additional apps to be downloaded which align with units for the term. All apps are free unless otherwise stated.

ENGLISH

Concept - Authority and Literacy Value

Stage 3 students will explore why we prescribe more value to some texts than others, and how the perceived authority of the composer of the text influences audience response.

Through this unit, students will examine and create texts to inform, with a focus on text structure, nominalisation, technical vocabulary, modality and sentence grammar. They will also explore texts to entertain by studying rich literature and participating in quick-writes, focusing on paragraphing, emotive language devices and editing.

Stage 3 students should see reading as a normal part of every day. This may include reading novels, factual texts, newspapers, magazines, graphic novels and a range of other texts. To encourage deeper engagement and thinking about texts, it can be valuable to discuss it with your child. You can do this by asking questions about the plot and characters, drawing connections with other texts and doing book reviews together. Scholastic has put together reading challenges, which students can complete each day after having read an article, short story, or chapter from a novel. If you would like to support your child to think more deeply about the texts they read, you can use the resources below. Students can try new activities each day or repeat favourites.

MATHEMATICS

Concept - Comparison

Stage 3 will explore the Mathematical concept of ‘Comparison’. This concept involves identifying similarities and differences in numbers, measurements, shapes, objects and data. Through this lens, students will build upon their mathematical understanding across skills and topics, during comprehensively differentiated lessons. Students will be regularly assessed and monitored for understanding, and activities will be targeted to support and challenge them.

During our Numeracy program, students will focus on describing, continuing and creating patterns, including those using whole numbers, fractions and decimals. They will learn to identify factors and multiples of whole numbers, as well as building their understanding of composite, prime, square and triangular numbers. Students will use equivalent number sentences to find missing numbers, using multiplication and division.

Using Project Based Learning approaches, students will explore topics such as volume and capacity, time, 2D and 3D space and chance through investigations linked to the running of a farm.

This term a key focus of mathematics lessons will be problem solving and reasoning. Students will be challenged to apply their mathematical understanding to solve problems using a range of strategies, models and contexts. They will be encouraged to think logically, make connections in their learning, communicate clearly and justify their ideas.

Below is a resource which you should feel free to use with your children if you would like to work on problem solving skills. The resource is a set of challenges, each of which comes with the answer and working.

Parents may encourage an understanding of problem solving by engaging children in rich discussions using mathematical terminology. Questions may include:

  • How did you solve the problem?
  • Why did you choose that strategy?
  • Can you think of another strategy you could use?
  • Have you found all the solutions?

Science

Concept - Cause and Effect

In Science, students will be learning about how physical conditions affect the survival of living things. This will involve investigating structural and behavioural adaptations that support the survival of plants and animals in a range of biomes. As we progress through the term, we will also begin to explore how food and fibre are produced, and what work is being done to increase agricultural sustainability.

CREATIVE ARTS

Concept - Artistic Value

This term, Stage 3 will be exploring why we prescribe more value to some artworks than others. We will be examining artists and artworks that have questioned and pushed the boundaries of artistic traditions, including John Cage and the Dadaism movement. Students will then create their own artworks that represent their world, and that they consider to have value.

PDHPE

Concept - Cause and effect

In Personal Development and Health, Stage 3 will be considering who is responsible for their own and others’ health and safety. They will reflect on actions they can take to support wellbeing.

In Physical Education, students will explore how we can adapt and perform movement skills in different situations. They will be encouraged to participate in regular exercise and to refine their movements through practice and reflection.

Home Learning

Students will be assigned this home learning early in the term.

In alignment with our Science unit, in which students will be planning and implementing scientific investigations, Stage 3 will be preparing their own investigations to participate in the SSA National Schools Poster Competition. This is a fun, project-based learning activity which encourages primary and secondary school students to develop, implement and creatively report upon an investigation on any topic of interest to them.

Students conduct small-scale versions of real-world investigations in teams, developing core STEM and cross-functional skills. They create an informative e-poster presentation communicating their investigation clearly, concisely and creatively.

Click the link below to get details about the project, including instructions, idea support, past examples, and the marking criteria.

Our three teachers, Jeremy Hart (jeremy.hart13@det.nsw.edu.au), Michaela Laming (michaela.laming@det.nsw.edu.au) and John Beattie (john.beattie16@det.nsw.edu.au) look forward to working with you and your child in Term 2.