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 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. 

Tuning in and formulating questions

This week all of us participated in a whole school, community building day. Teams were made of students from Year 1 to Year 11 and we played a range of cooperative and challenging games.

Some reflections from Year 5 include:

“We loved the activities, they were a lot of fun.”

“It was great to meet and play with the older kids.”

“It was good community building.”

“We liked using teamwork!”

In maths we continue to develop our understanding of place value through a range of inquiries including: ordering and comparing decimals, exploring the different combinations of 100s, 10s and 1s that can make numbers and wondering about and creating different number systems.

We have recorded our current knowledge of the earth and its atmosphere and have shared this with each other. We are using the key concepts change, causation and connection to formulate questions to inquiry into.

How the world works: Tuning-in to our thinking

Our new unit is How The World Works. We are looking at the concepts of processes and change. Click here to find the unit overview.

For the finding out phase of this unit (the 4th of October until the 13th of October ) we need the following:

  • earth scientists
  • geologists (rock cycle, tectonics, erosion, carbon cycle)

Please contact your child’s class teacher if you can offer help or know of someone who can.

To support the learning at home:

  • Find photos of natural changes in the environment of places you’re familiar with.
  • Ask questions like: What natural changes are happening in Angola or in the countries where you lived? What has changed? What caused these changes? What is the impact of these changes?

 

See below for a slideshow of young earth scientists in action.

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Some photos from our How We Express Ourselves unit: Sharing our learning

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How we express ourselves: Finding out, sorting out, going further and making conclusions

Week 5

This week we have been applying our understanding of how to raise awareness by making thought provoking artworks. We created draft ideas before receiving feedback and choosing the most thought provoking idea to focus on for our assessment. We have also been developing our writing skills by revising, editing and giving feedback on our narrative about deforestation.

We have been learning how to solve open ended maths challenges and have been focussing on articulating our reasons for using a particular strategy- for example, using manipulatives and drawing out the problem. We have also started exploring the concept of VALUE in maths.

 

How to help at home:

  • Look for examples of numbers at home that have value. Parents can guide with questions like: What is the value of the number? What does the value represent? (shoe size, oven, freezer, dashboard, scales)
  • Ask your child to reflect on their chosen art medium and the process of creating their art piece/performance.
  • Help extend your child’s inquiry by finding out more about their chosen art form and about other artists.

 

Reminders:

  • Athletics Day 10:10 – Thursday the 21st of September
  • Peace Parade 14:00 – Friday the 22nd of September

 

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Week 4

This week we are analysing facts, categorizing facts, identifying concepts and finding relationships between concepts to create generalisations or conclusions. The slideshow below shows images of how we recorded our thinking. We also deepened our understanding of the related concepts value and communication by creating thought provoking freeze frames. In order to provoke thought and raise awareness about deforestation, we are in the process of choosing our art medium for exhibition, writing narratives about deforestation and creating artworks in the style of Keith Haring.

We are continuing to develop our problem solving skills and growth mindset through a range of mathematical challenges.

How to help at home:

  • Ask your child to talk you through the learning process guided by the images below.
  • Visit the youcubed website and try some of these activities together.

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