Finding out

This week, we invited Ms. Manuela from Lua Jardim, Mr. Tony from UNITEL, and Ms. Keryth who used to work in advertising and marketing. We learned about the distribution of goods and services, the role of supply and demand and what affects prices.  

We have completed our Digital Citizenship course and soon process our learning.

In Language, we’ve been reading and writing about product and service descriptions. We’ve been learning how to take notes and write drafts for our writing.

In Math, we continued investigating fractions by finding fractions of regions, exploring equivalent fractions with manipulatives and searching for connections between fractions, decimals and percentages.

Some classes had the opportunity to visit the Diploma Art Exhibition in building 7.

Finding out

We are now in the finding out stage of our personal inquiry into a global issue. We are interviewing people to find out different perspectives and using books and articles to deepen our understanding.

In language we are familiarising ourselves with traditional tales from our own culture, identifying and comparing the moral and values and are retelling the stories for a younger audience.

In maths we continue our inquiries into probability, looking at a range of different games and calculating the theoretical and experimental probability of winning. Some students are showing their understanding of fractions and their connection to percentages. For example, if you have a 1 in 4 chance of winning the game it converts to a quarter or 25%.

Planning for inquiry

Students are now tuning in to their own personal inquiry into a global issue. They are identifying sources, researching more background information and formulating questions to focus their inquiry. We are encouraging the students to find primary sources to interview about their perspectives on different issues. Please support your child with this at home if you know of someone who can support their learning.

In maths we have started investigating into luck, or as mathematicians define it; probability. We are testing experimental probability and using multiple strategies to calculate theoretical probability. Ask your child to teach you a fair or unfair game this week.

In language we are identifying the features of traditional stories. We have identified that fables and folk-tales are types of traditional stories that tell us about the beliefs and values of different cultures.

How to help at home:

  • Read and discuss stories from your own and other cultures, identify the values, beliefs and behaviours of the characters.
  • Find examples of probability in real life (eg. weather forecast, sports predictions etc.)

Sorting Out and Going Further

Students have been focusing on a particular aspect of exploration from the polar regions, land, space or ocean to identify DISCOVERIES and IMPACTS;

  • What has been discovered?
  • How have these discoveries impacted our lives?

In language, the students have been writing personal recounts and recounts related to exploration. They’ve been learning how to use first and third person pronouns, connectives or transition words, and powerful words in their recount texts.  

In maths, we’ve been investigating the concepts of time and direction by looking at maps and solving problems related to timezones.

How can parents help at home?

  • Find some recount texts to read together.
  • Ask your child to show you some multiplication and division strategies they’ve learned in class.
  • Talk about maps, use GPS when you travel and work out time zones. 
  • Use coordinates and directions while travelling or playing games (chess).

Finding out

The students have chosen their specific research topic and came up with research questions. They have started planning for their research; identifying sources and gathering data.

To focus our research we are using the reading strategies connecting, comparing, inferring and creating images. While reading at home students can practice these strategies by making connections to previous experiences in their own lives, comparing writing styles and perspectives of the different texts they read.

In language we are focusing on writing personal recount. Students are expected to use descriptive details about significant events from their own lives.

Home learning:

  • Talk about some memorable moments in your family and send photos to help the students verbally recount that event.
  • Following on from Annie’s request to make an action plan, visit this website with your parents and sign up to upload your action plan. What 5 changes will you make to help combat global warming? You will receive a climate ambassador certificate.
  • Guide your child in his/her data gathering, focusing on the research questions
      • The reason for exploration
      • The impacts of exploration (benefits and drawbacks)
      • What innovation is needed to make this exploration successful
      • What new understandings have been developed as a result of this exploration

Where We Are in Place and Time

Tuning in

Our new unit is Where We Are in Place and Time. We are looking at the key concepts of causation, change and perspective and the related concepts of exploration, innovation and impact.

Click here to find the unit overview with the learning outcomes. 

For the finding out phase of this unit we would like to speak to explorers in any field. If you have any personal or professional contacts please let us know.

Below are some photos of our provocations in the first week of our unit.