AVPS ‐ UNIT 3 Curriculum News: Term 2 2015 STUDENT INTEGRATED CURRICULUM Habits of Mind: Responding with wonderment and awe. Unit 3 Junior students Essential Questions: “What sustains life and living things in our yard?” At the end of our unit of work students will understand: The difference between living and non‐living things. There are basic needs to sustain life – air, water and food. That all living things go through a series of stages in the life cycle. That plants and animals have a natural habitat. Key activities to motivate learning related to this topic: • Life cycle of living plant or animal to explore in class • Co‐operative group project • Hands on classroom science activities • Observing, classifying, recording, discussing and hypothesising • Nature collection Key Assessment task: Ongoing tasks culminating in: • Oral Presentations; co‐operative group project • Home Project; investigation of your yard • Writing about the topic Numeracy Focus • Numbers to 0‐50 • 2D / 3D shapes • addition • time • subtraction • length • counting • money • position Literacy Focus Reading We will explore the strategy of questioning through a range of reading and speaking and listening activities relating to our topic. Writing We will continue to explore and build upon how ideas form the basis of writing. We will be asking questions about our topic. Grade 2/3 students Essential Questions: What sustains life and living things in the sea? What are the life cycles of insects and animals? Habits of Mind: Learn Forever, Stop and Think, Listen At the end of our unit of work students will understand: • The difference between living and non‐ living things • What sustains living things especially in the sea Numeracy Focus Multiplication and division Fractions and decimals Money Measurement and Geometry •
•
The life cycles of living things How to use a microscope Key activities to motivate learning related to this topic: • Yard walk to classify living and non‐living things • Collect evidence and data for analysis to open up discussion via shared experiences • Students will use iPads to digitally record and categorise living and non‐living things • Gardening, from seed to tree. The life cycles of plants. The dependence of flora on fauna and vice versa • Students will research a plant, animal, insect or sea animal of their choice and complete a research project about their chosen topic • Students will participate in group rotations through each of the four units. Key Assessment task: • The key assessment task will be the children’s research project. Clocks Timelines Symmetry Angles Mapping Statistics and Probability Graphing – using a variety of graphs from simple bar graphs to pie graphs. Assessing number. Literacy Focus Reading Summarising, Predicting, Questioning, Visualising, Buddy Reading, Independent Reading, Literature Circles, Home Reading, Word Wall, Parent Helpers, Shared/Modelled Reading, Reading Eggs, Library Sessions, Conferences Writing Diary Writing, Spelling, The 6+1 Traits, Comprehension based writing activities, Narrative and Persuasive Writing, Writing about the Integrated topics, Handwriting, Writing Conferences Speaking and Listening Show and Tell, Reader of the Day, Assembly items, Homework, Work presentations, share time Literacy Focus Reading Reading Just right books and non‐ fiction books Conferencing and Literature Circles Writing Students will complete a variety of writing tasks around the 6+ 1 traits Speaking and Listening Oral presentations of their work. Listening in groups ART: P/1 The term 2 study of insects and minibeasts will guide our art making by carefully looking and drawing what we see. Studying the artworks by Australian textile artist Annemeike Mien and using collage of fabrics, paper, crayon and paint will help to inspire students in their own art making. 2/3 The term 2 focus of life and creatures in the sea will be the basis of our art making. By looking closely at Ali Halpin’s style of art and furthering our colour knowledge of tints and shades, students will use crayons, pencils and paint to make their art pieces. PE: P‐1 With a focus on Movement and Physical Activity, students will be involved in individual activities and team games to explore different body actions. Much of this will focus upon the use of equipment to help students understand the importance of its inclusion in games. AFL and Athletics will be the key focuses of the term. 2‐3 With a focus on Practicing and Developing Competency in a range of complex motor skills through the avenue of team activities, students will explore AFL from attack to defence while understanding the importance of how the game has evolved from its beginning. Athletics will be the vehicle used to help students understand accuracy, depth and control. LOTE P‐3 Italian: Students at Ascot Vale PS receive one hour Italian language sessions per fortnight. The program aims to develop student competencies in Italian language and cultural awareness. This term, students will be introduced to the topic of: ‘La Ricotta’ and examine the science in making this typical Italian cheese. Students will explore the scientific and expressive language that is associated with this topic and study the region in Italy where ‘la ricotta’ originates. Students will be involved in tasting ‘la ricotta’ at school. Students will continue practising greetings, incidental and classroom instructional language and activities will be designed to match the year levels. This term, students will complete assessment tasks for mid‐year reporting and Student Led Conference Folders. Students will be given the option to complete an Italian Research Project for the Italian Expo later in the year and will be given information this term. Homework Philosophy / How can you help at home? The Homework Philosophy Document has been developed in consultation with the School Council Education sub‐
committee, school leadership team, and teachers at Ascot Vale Primary School. The document provides a framework to help parents engage their students in the homework suggested by the teachers at Ascot Vale Primary School. This document can be viewed in its entirety at: http://www.avps.vic.edu.au/avps‐policies.html Homework that would support this work: Juniors: Home reading, M100W, spelling, Reading Eggs, Mathletics, Home Project – Draw your back yard or park and list / draw at least 5 living things. Grade 2/3: Take home reading and spelling. Recommended apps to support learning: Life Cycles ‐ $1.29 Insect Slice ‐ Free Proposed excursions/incursions and extra‐curricular activities Throughout the year each unit participates in excursions and/or incursions related to work completed in the classrooms. Following parent feedback and School Council discussion around the 2013 trial, the school payment schedule will maintain a yearly excursion/incursion fee but amounts will vary at different year levels and the fee charged will be non‐refundable. Parents will receive a note outlining details of the excursion and asking for permission for their child to attend. Payment will be taken from an annual fee of $70.00 per student in Years Prep – 1, $100.00 for Year 2‐6 students or the $70.00 sport fee for Year 5 & 6 students. Any students leaving the school will have any remaining credit refunded. The levy may be paid in full or by four instalments at the commencement of each term. In 2015, copies of all notes will be available online at: http://www.avps.vic.edu.au/NotesForms.html P/1 Adam Wallace – Author Visit 18th May – no cost Museum Visit – 27th May 2015 ‐ $13.50 Zoo comes to you – Incursion – 15th June 2015 ‐ $10.00 2/3 Adam Wallace – Author Visit 18th May – no cost Marine Discovery Centre Queenscliff – Date & cost TBC The importance of full time attendance at school Schooling is compulsory for children and young people aged from 6 – 17 years unless an exemption from attendance or enrolment has been granted. Daily school attendance is important for all children and young people to succeed in education and to ensure they don’t fall behind both socially and developmentally. Children and young people who regularly attend school and complete Year 12 or an equivalent qualification have better health outcomes, better employment outcomes, and higher incomes across their lives. It is important that children develop habits of regular attendance at an early age. School participation is important as it maximises life opportunities for children and young people by providing them with education and support networks. School helps people to develop important skills, knowledge and values which set them up for further learning and participation in their community. More information about the importance of being at school, and on time, can be found at: http://www.education.vic.gov.au/Documents/school/parents/everydaycountsprimary.PDF Curriculum ‐ AusVELS A copy of the Australian Curriculum in Victoria (AusVELS) can be found at: http://ausvels.vcaa.vic.edu.au/
At any stage, please contact your child’s teacher to make a time to discuss your child’s progress and development and/or inform them of anything that would support them during their time at school. Please let us know if you can help out in the classroom. ‐ Assunta, Joanna & Marg