Year 5/6 News


October 28th

 5/6 Part-Time Return to On-Site Learning (Th/F)

November 1st

 Curriculum Day

November 5th

 Full-Time Return to On-Site Learning

December 9th

 Grade 6 Graduation

December 13th—15th

 Grade 5/6 Camp

December 17th

 End Term 4



In Term 4, students in Grade 5/6 will undertake an author study of Chris Van Allsburg—a prominent American illustrator and writer of children’s books. Students will investigate using various comprehension strategies to understand authorial intent in Chris Van Allsburg’s texts. In particular, teachers will dedicate time to exploring the ’analysing’ and ’critiquing’ comprehension strategies. Other important elements of the ’Big 6’ in reading, including vocabulary, will also comprise a focus during this author study. 

While the author study is being undertaken, students will also learn to employ close reading strategies to understand the nuances of language and meaning in short, albeit complex, texts. Students will learn to use Marzano’s theory-based model of close reading to comprehend texts at a deeper level, which includes the following close reading strategies: pre-reading, reading twice and annotating, generating questions and reading analytically, discussing as a class or analysing individually, and using processing activities to consolidate understanding of text.

Some students will also participate in the Tutor Learning Initiative where they will receive extra time, practise and support in learning how to apply close reading strategies to complex texts.




Students in Grade 5/6 will undertake a major unit on writing explanation texts. Explanation texts seek to explain the ‘how’ or ‘why’ of a chosen phenomenon. Some examples of worldly phenomena include the following:

   •  How are stars formed?

   •  Why do zebras have stripes?

   •  How do vaccines protect people?

Students will learn that explanation texts follow a common structure: introduction, information, explanation, conclusion. Students will also learn to apply the language features of explanation texts, which includes using technical vocabulary, the use of simple present tense, and third-person perspective. 

A mini-unit on writing editorials will occur towards the conclusion of Term 4—a type of opinion piece that express the viewpoint of an editor.




Students in Grade 5/6 will kickstart the term by learning about a raft of measurement and geometry topics. Some of the topics that students will explore include symmetry, transformations, angles, temperature, and volume. Students will use digital technologies and online learning spaces predominantly whilst they explore these topics.

Students will then progress into learning about the four operations in depth, including addition, subtraction, multiplication, and division. They will learn how to use mental and written strategies to solve multi-digit problems, including whole numbers and decimal fractions.  Students will have opportunities to use concrete materials and pictorial representations to consolidate their understanding of the operations.

Students will also learn how to read and interpret timetables, which prepares students for the realities of high school and beyond.



The Inquiry unit for Term 4 will be a continuation of our Stolen Generation unit. We will continue exploring policies and practices that enabled authorities to remove Aboriginal children from their families and communities, as well as, how the removal of Aboriginal children by authorities affected individuals, their families and communities.

   •  We will continue to explore the following key questions.

   •  How have the status and rights of Aboriginal people changed over time due to key events in Australia’s history?

   •  What was the significance of the Prime Minister’s Apology to the Stolen Generations?

   •  What were the policies and practices that enabled authorities to remove Aboriginal children from their families and  communities?

   •  How did the removal of Aboriginal children by authorities affect individuals, their families and communities?

When looking at these questions we will use inquiry skills such as wonder and questioning, investigative thinking, researching and interpreting information, inferencing and reflection, among others. 

Not long now! 




For Term 4, Grade 3-6 students will continue with remote learning until their scheduled return on the 26th of October. Activities will be provided on the Google Classroom learning platform and the students will continue to revise their knowledge of Origami, which has been a lot of fun so far!


When students return onsite, they will explore the Element ‘Form’. Students will practise and develop their making and creating skills in 3D formations, using different mediums such as, modelling clay, wool and weaving, jewellery making and card design. The goal is that students will get to enjoy working with their hands and develop their fine motor skills to design and make new creations such as, Macramé, making creatures out of clay, designs with beads and card making. 


I am really looking forward to seeing the students again, face-to-face for our final term and to freely use our Art room space again. See you all in Term 4!




Welcome back to another exciting term! In term 4, students in years three and four will continue their remote learning. They will continue to have access to Chinese language and cultural activities on Google Classroom. They will be able to remotely revise previously learned topics such as colours and weather. When the students return on-site, the students will then go on to learning new topics like seasons, school subject and hobbies. Students will learn to use Chinese sentence structures to create dialogues to ask and answer questions to peers about their hobbies. They will also learn to use the iPads to type Chinese characters and Pinyin to write sentences to describe their interests.




Welcome to Term 4 Grade 5/6 Physical Education! This term students will continue to work remotely until their scheduled return. Activities will be provided weekly on the Google Classroom learning platform until face-to-face learning returns. Students will continue to revise their AFL kicking skills and keep active with various activities provided. When returning on site, students will continue to learn AFL skills by practising and incorporating their own skills and knowledge of the game and assisting their teammates by getting others involved and sharing the ball around. Students will apply what they have learned by playing a game of AFL and educating others on their team about the rules and positions to help develop their skills. 


Grade 5/6’s will learn to play netball by understanding the rules and positions in their teams including knowing the skills required to effectively play. Grade 5/6’s will explore Golf by learning to effectively strike the golf ball using the correct grip, stance and swinging technique. They will also play Hockey in a team environment and effectively use their skills that they have achieved.  Looking forward to teaching Grade 5/6’s face-to-face when returning onsite for our final term of the year! 




Well, Term 4 has arrived, and the end of the year is fast approaching. The start of Term 4 sees the grade 5/6 students continuing with remote learning for the first 3-4 weeks with a gradual return to the classroom onsite. Student will continue to work on STEM activities involving Earth and Space concepts (types of clouds), or design concepts (parachutes) remotely. But with the return to onsite, students will complete their egg-drop creation from last term and examine the curriculum area of Chemical Science. Students will investigate changes that occur when objects are subjected to a physical and/or chemical change. Examples of this might include a change to the objects shape, smell, appearance, or texture. I am hoping you are all looking forward to getting back to school and getting into some hands on experiments.