Thank you for an AWESOME year!

Appreciation, gratitude and celebration have been a focus of our final weeks of school in our year 4 classes.

We started with students, teachers and many parents enjoying a delicious feast of snacks generously prepared by our parents to celebrate the end of our school year.

We attended the Year 6 Exhibition presentations.  Our year 4 students were an engaging audience listening attentively, asking relevant questions and offering feedback to confident and knowledgeable year 6 presenters.  Many students came away from the exhibition making connections to inquiry and discussing the issues and the actions taken by the year 6 students (with some also thinking aloud about what they will do for their Year 6 Exhibition).

We also made Math games, students worked in small groups and used their math knowledge and skills to create games.  The focus was on players having to use math strategies and concepts while playing their games.  Students integrated language by writing instructions for their games, using the procedural framework that they had learned earlier in the semester.  After trialling and fine-tuning our games we had a game exchange with other classes and had more fun applying our math skills.

In our Sharing the Planet unit we worked on our summative assessments.  Our students made connections between food security and/or food insecurity and the concepts of availability, accessibility, utilization and stability.  Students chose a way of making their knowledge visible and presented their learning in a variety of ways.

Year 4 also celebrated the outcome of our own recent ACTION.  Many students did chores at home in exchange for money and/or food, which we then donated for a local orphanage.  The food and money were handed over to Ms Jasmine and Ms Andrea to organize the delivery of the food to the orphanage.  The action taken by our children is a win-win situation.  Through their own work and effort they were able to make connections and gained a sense of their own possibilities in providing for the well-being of others in our local community. 

We appreciate and celebrate all of your support and care in contributing to making this a successful year for our students, teachers and families.   

We wish you all safe and happy holidays.

Action in Year 4

There are 5 essential elements in the Primary Years Programme, Action, Skills, Attitudes, Concepts and Knowledge. Students learn and connect these elements.

Year 4 students are currently thinking about the action they will take as part of our current unit, Sharing the Planet. The students have learnt a lot about food security and what it means. They are showing great empathy and thinking about what they can do to help those who are less fortunate. Ms. Jasmine and Ms. Andrea came to talk to us about the children in a local orphanage. We were saddened to hear of the poor conditions they live in and especially the lack of good, nutritious food they get. The children at the orphanage are food insecure. They do not get the right nutrients to stay healthy and do not always have enough money to buy fruit and vegetables.

As a result, the students have decided they would like to donate some of their pocket money to the orphanage to help buy fruits and vegetables.

You should expect a letter from your child this week asking you to give them some money for the orphanage in exchange for doing chores or jobs around the house. Please make sure they do these jobs!! See the image below to give more ideas of jobs they could do around the house.

Students will also be collecting the following dried food items to donate to the orphanage (rice, beans, milk powder, oil and flour). 

 Many thanks for your support of your child’s action.

A busy week in 4.4

This has been another busy week in year 4 with students constructing the meaning of probability and chance, working on a ‘feel good book’ for our buddies and working on a new set of burning questions connected to our inquiries into food security.



In math students have been constructing their knowledge of chance and probability.  We looked at the vocabulary statements of situations that could be “possible” or “probable” and used the mathematical language of Impossible, Unlikely, Even Chance, Likely and Certain to describe the chances of these situations occurring. Students listed different scenarios and working in teams categorized them under these new mathematical terms.

Students also played various probability games with dice, spinners, coins and two colored counters to deepen their understanding of probability and chance.


We read the FEEL GOOD BOOK by Todd Parr and were inspired to create a Year 4.4 Feel Good Book.  We practiced the steps of the writing process by planning, drafting, revising, editing then publishing pages of what made us feel good.  We also worked on some pages with our Prep 3.1 buddies.  We decided to donate our book to our Buddy class.

Unit of Inquiry

In our Sharing the Planet unit, we continued inquiring into factors that affect food security.

This time looking at a local perspective – Ms. Jasmine came in to share the work that she and a group of people do at an orphanage in Viana – providing fresh fruit and vegetables to supplement the children’s’ diet and that the orphanage can become more sustainable and have regular access to fresh fruit and vegetables.

This presentation inspired a series of new questions from the children…

“How much food does each child get daily? “

“Is it food from all the food groups?” 

“Do the children get enough nutrients?” 

Why don’t they have access to more food? 

Why don’t they have access to water? “

“How can we help the children there?” 

““Can people get better once they are malnourished?”

“Do the children get sick from not eating enough food?”

“Do they have money for malaria medicine?”


Ms Andrea who also helps the orphanage access fresh fruit and vegetables came in to help the students answer some of their burning questions.


We are working on connecting our burning questions to our unit of inquiry concepts – how we access food, how we utilize food, how we ensure our food resources are stable and how much food is available.

We will continue our research next week and begin thinking about how we can show our learning across the unit.



Sharing The Planet – update

Busy times in Year 4…

Students’ continued fraction exploration and deepened their understanding of part-whole relationships.  E.g. the WHOLE of Year 4.1 has 18 people. What is half of that, a sixth, a ninth, a third?  Students also looked at ways to make a half.  We started exploring analog, digital and elapsed time.

Continuing our inquiries into the interconnected factors that affect food security, we had a guest speaker, Ms. Maria from World Vision, who shared information about food insecurity, the factors that contribute to it and the consequences.

Students also looked at the Food and Agricultural Organization of the UN (FAO)’s Map of World Hunger.) and discussed  what factors contribute to the food instability. For example: drought, other natural disasters or environmental factors, political situation, war, famine, food shortages, etc.

In language students are reading and viewing various sources which are developing their understanding of how the related concepts of accessibility, availability, stability and utilisation are related to food security.

We continue revising the writing process – this time students are working on reading and writing procedural texts.

Sharing the Planet – Getting started and tuning in.

This week year 4 students began tuning-in to our  final  unit, Sharing the Planet –  Food security depends on interconnected factors – An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Students have been looking at images from  HUNGRY PLANET

and sharing what they notice, connections they make and wonderings they have:

 Tuning In:

Students began tuning into this new unit with a gallery walk of picture provocations found on the Hungry Planet website. Each photo showed a family from a different country with the amount of food they consume in a given week. The conversations and deep thinking shown by the students was impressive. It was interesting to see how different families have different priorities when it comes to the food they consume. It was also interesting to see the differences in the amounts and types of food consumed in different countries. Please see a slideshow of images below.

Key concepts

  • Responsibility (What is our responsibility?)
  • Causation (Why is it like it is?)
  • Connection (How is it connected to other things?)


Related concepts: utilisation, availability, accessibility, stability

Lines of inquiry:

  • The natural and and human made factors contributing to food  security.
  • The factors that food security is dependent on over time.
  • The consequences of food insecurity.

 The approaches to learning/skills the students will develop during this unit are:

  •  Research: organizing and interpreting data
  •  Thinking: comprehension
  •  Self management: healthy lifestyles

Learner profile attributes:

  • Caring
  • Principled


  • Empathy
  • Tolerance

 Transdisciplinary Connections

 Social Studies skills:

Assess the accuracy, validity and possible bias of sources

Use and analyze evidence from a variety societal sources

Learning outcomes (Students will be able to):

Identify and explain the factors contributing to food security (utilization, availability, accessibility, stability)

Identify the increasingly complex cause and effects (hunger and food insecurity)

Our language teaching will include – reading and watching various secondary sources to develop their understanding of food insecurity. In writing we will revisit instructional texts and continue working on the writing process.

In Mathematics we will revisit data handling through looking at infographics from the World Food Programme.  We will also be doing a stand-alone unit on fractions (more on this in an upcoming post)

If you have, or know of anyone who has some expertise connected to our STP unit, please let us know! We would love to have more guest speakers to share their knowledge, skills, learning and experiences with our students.

We look forward to hearing about the action your children may take as a result of the learning in this unit.