Thank you to Ellie, Izzy and Mila for this week’s wonderfully comprehensive look at the Buddies Program.
Every Tuesday, the year fives meet with their Prep buddies and they spend time together. It’s a great opportunity for us to learn some leadership skills and it helps our buddies’ social skills, their fine motor skills as well as their manners. Continue reading
Thank you to Anastasia, Riley, Arya and Anja for their reports on the Year 5 excursion to the National Gallery of Victoria.
On the 29th of May, all the grade fives went to the NGV to check out Frontier Wars, which was a self-guided tour. In Frontier Wars, we looked at a lot of the traditional aboriginal artworks. We discussed the meaning of each piece of art.
After the self-guided tour in the NGV an expert took us on a tour around a timeline exhibit. The timeline went from when the Aboriginals peacefully lived in Australia for 50,000 years, until 1856 when the State Library opened, which was the first public and free library – the only condition was that you had to be eighteen or over and they had to see your hands to make sure they weren’t dirty. Continue reading
There’s lots of ways to learn about music. This week, our Performing Arts teacher, Lee-Ann Butchart, tells us about the way Year 5 and 6 students are learning music.
Central Idea
Musicians work together to create music. Continue reading
Thank you to PLE and PAP for this week’s post about the buddy program between Prep and Year 5 students.
As the parent of a Year 5 student, I know the excitement around meeting your buddy is just as great for the older kids as it is for the Preps!
On the 25th of October the year 5s and 6s participated in a speaking and listening night. A lot of preparation went towards running this event from both teachers and students. Continue reading
This term, Year 5 and Year 6 students have worked together to explore connections within our geographical world. We have learnt that small actions can have big effects. Throughout this Inquiry we have tried to show our thinking and learning in different ways.
We worked in small groups to show our thinking using a model. We tried to communicate a deeper meaning through the structures, images and colours we used and show the connections between the man-made and natural world. Below are some examples of our work, with an explanation of our thinking and our creations:
A factory creates smoke which pollutes the air and creates global warming. Global warming is causing cyclones. The black coming out of the chimney represents the smoke, the green represents pollution. The yellow turning to red represents the air getting hotter. On the other side a cyclone is forming from the smoke coming out of the factory. This shows the connection between our actions and natural disasters. Continue reading
When I was at school, speculation about “what we’d be when we grew up” was confined to a large but relatively unchanging list of careers (on my list was a psychologist, a librarian and an air stewardess, none of which I did but all jobs that still exist). In comparison, today’s students have a working life ahead of them that most likely includes jobs that haven’t been conceived as yet; a ‘physical workplace’ that is defined by technology; and multiple changes of career (these speculations make for interesting reading).
If you’re wondering just how different things might be in the future, and what that means in the classroom today, take a close look at the instructions on the whiteboard in the photo below – ‘Create three sprites (one drawn)’ and ‘Code your sprites with motion’ – what?!
Year 5 and 6 students are undertaking coding classes and share some of their experiences so far –
