Specialist  

Overview of Learning

Art

Prep: Students will engage in a rich exploration of three-dimensional art, with a focus on construction and sculpture. They will develop an understanding of form and experiment with a variety of techniques and materials to create their own imaginative structures. In the second half of the term, students will be introduced to clay, learning about its different types and properties. Through guided exploration and 'hands-on' practice, they will build foundational skills in shaping and modelling, while fostering creativity, problem-solving, and fine motor development.

Years 1/2: Students will explore the principles of construction and sculpture, with a particular focus on creating three-dimensional artworks that demonstrate balance and stability. They will be challenged to design and build their own sculptures using a range of materials and joining techniques. In the second half of the term, students will deepen their understanding of clay. They will investigate how it is formed, processed, and used in art making. They will apply this knowledge to create a slab clay artwork, learning essential techniques for rolling, joining, and decorating their pieces.

Years 3/4: Students will begin with an in-depth exploration of clay. They will learn about its origins, how it is processed, and the history of its use in both functional and artistic contexts. Students will develop their skills in hand-building techniques, with a focus on coiling and form, as they create their own clay artworks. In the second half of the term, the focus will shift to three-dimensional art. Students will study the work of various sculptural artists, analysing their styles, materials, and techniques. Drawing inspiration from these artists, they will plan and construct their own sculptures using a range of materials and construction methods.

Years 5/6: Students will begin by exploring the art of clay. They will investigate how clay is sourced and processed, its historical significance across cultures, and the work of renowned ceramic artists. Students will learn and apply a range of clay techniques while also developing an understanding of safe and responsible practices when working with sculptural materials. In the second half of the term, students will move into three-dimensional art, focusing on the creation of hanging sculptures and mobile artworks. They will explore balance, movement, and spatial design as they plan and construct dynamic pieces using a variety of materials and methods.

For Art room updates, please read the Art page in the weekly school newsletter.

Lauren Zahra / Evelyn Stavridis

Auslan

Throughout Term Three, students will be exposed to a variety of platforms that highlight the use of Auslan sign language as a mode of communication - Storybox Library; Auslan Edition, ABC Clickview; Sound Collector, Kahoot and Blooket Auslan lessons and through the continued use of AES (Australian Education Services) program. The focus of Auslan lessons at Rosanna Golf Links is to encourage and build confidence in hearing and deaf students. They will complete work individually and collaboratively, to revise and practise signing.

Prep: Students will continue to practise various greetings and responding to simple questions, including stating various emotions. They will learn further signs for different animals, namely those animals in the zoo and the sea. Signs for the weather and clothes will be introduced. Students will expand their knowledge around signing numbers. Learning about Deaf Culture through stories and songs will continue throughout the term. 

Ant De Melis (Prep)

Years 1 to 6: In Term Three, the focus of the Auslan lessons will be on:

Communicating and Translating

Students will learn to translate basic everyday words, phrases and sentences between Auslan (Australian Sign Language) and English. They will notice how some signs look like the things they represent, like the sign for ‘drink’ looks like drinking from a cup, and  explain these signs to others. They will also identify how both Auslan and English use different building blocks to make meaning - such as hand-shapes, location, movements and where these occur in Auslan.

Understanding Systems of Language and variations

Students will understand that languages change and differ depending on where people are from or which languages they mix with. They will discover that Auslan isn’t the same everywhere and that different regions use different signs, people borrow from English, and that handedness matters (the tendency to use either the right or the left hand more naturally than the other).

Evelyn Stavridis (Years 1 to 6)

 

PE (Physical Education) 

Prep: Students will be focusing on object control skills, such as bouncing, throwing, catching and kicking. Students will identify what sports these skills are used in and will begin to utilise these skills in minor games with their peers. They will also continue to learn a variety of tag games which encourage running, dodging, strategy and teamwork.

Years 1/2: Students will be looking at the skills of kicking and punting. They will participate in rotations involving these skills, then eventually use these skills in modified games of soccer and AFL. They will also continue to be involved in minor games such as tag games, to encourage their teamwork and improve their understanding of strategy.

Years 3/4: Students will be looking at the skills involved in both soccer and AFL. They will refine their skills in these sports before participating in modified games. They will also continue to have opportunities to play games focused on strategy and teamwork. Finally, interested students are able to try out for the 3/4 Hoop Time Basketball teams where they will compete for the school at Diamond Valley Stadium on September 15th.

Years 5/6: Students will be refining their skills in both soccer and AFL. Students will then focus on the rules of each game and have opportunities to referee/umpire. During Book Week, we will run our Annual Muggle Quidditch tournament for the second time. Students will be encouraged to enter a team to compete in the Harry Potter inspired game. Finally, we will have a variety of sport competitions including, Hoop Time, weekly interschool sport and Division Athletics.

Amber Vincent / Evan Butler

 

Performing Arts

Prep: This term, students will be introduced to a variety of musical instruments. They will learn to identify different instruments, explore the unique sounds they produce and begin to understand how instruments are grouped into families, such as strings, percussion, and wind. Students will also be part of an exciting whole-school flash mob, learning a fun choreographed dance that will be filmed later in the term!

Years 1/2: Students will explore Media Arts. They will learn about different types of media, how to use cameras respectfully, and how to create and film their own short video. Students will also be part of an exciting whole-school flash mob, learning a fun choreographed dance that will be filmed later in the term!

Years 3/4: Students will continue building their understanding of musical elements including pitch, melody, and dynamics. They will explore how these elements work together and experiment with sound as they compose their own original pieces of music. Students will then take on the role of young musicians being interviewed on a radio show. They will work in pairs to script and perform a short radio-style interview about their composition, sharing what inspired their piece and how they used different musical elements in their work. Students will also be part of an exciting whole-school flash mob, learning a fun choreographed dance that will be filmed later in the term!

Years 5/6: Students will be focusing on music and performance, with a particular emphasis on rap. They will explore the origins and cultural significance of rap music, while developing an understanding of key musical elements such as rhythm, rhyme, beat, and flow. Students will apply this knowledge to write their own rap lyrics and work towards performing their creations with confidence in front of their peers. Students will also be learning a choreographed dance as part of a whole-school flash mob music video, which will be filmed later in the term. Students will begin planning a special media project to reflect on their primary school journey. This project will be developed across Terms 3 and 4 and presented during their graduation night in Term 4.

Bec Zappia / Michael Rochford

 

STEM (Science, Technology, Engineering, Mathematics)

This term in STEM, students will focus on digital technologies through robotics. All students will participate in ‘hands-on’ activities to build their computational thinking, problem solving and cooperative learning skills.

Prep: How do things move? Students will develop an understanding of how things move. They will explore the different ways objects move (focusing on rolling, sliding, bouncing and spinning). Students will investigate how the size and shape of an object changes how it moves. They will respond to questions, use their senses to make observations and discuss their findings. Students will explore digital robotics to solve simple problems using a sequence of steps.

Year 1: How can I solve problems using a Tale-Bot Pro robot? Students will explore the features of the Tale-Bot Pro robot through hands-on experimentation. They will work through a variety of activities that require them to design solutions to solve simple problems using a sequence of steps and decisions. Students will develop problem-solving and cooperative learning skills.

Year 2: How can I solve problems using a Tale-Bot Pro robot? Students will extend their understanding of the Tale-Bot Pro robot features to solve a variety of problems using algorithms. They will plan out programs, and consider how sequencing and loops can be used to simplify solutions. Students will develop verbal and written communication skills to convey their understanding and proposed solutions.

Year 3: How can I solve problems using a VinciBot robot? Students will explore the features of the VinciBot robot through hands-on experimentation. They will work through a variety of challenges, requiring them to define simple problems, and design and develop digital solutions using algorithms that involve decision-making and user input. Students will develop their computational thinking and cooperative learning skills.

Year 4: How can I solve problems using a VinciBot robot? Students will extend their understanding of the VinciBot robot features to solve a variety of problems using algorithms. They will consider how sequencing and conditions can be used to integrate multiple solutions in a single program. Students will use technical vocabulary to communicate their understanding of a variety of problems and their proposed solutions, both verbally and written.

Year 5: How can I solve problems using a micro:bit? Students will explore the features of the micro:bit through 'hands-on' experimentation. They will work through a variety of challenges, requiring them to define problems in terms of data and functional requirements and design solutions by developing algorithms to address problems. Students will incorporate decision-making, repetition and user interface design into their designs and develop their digital solutions. They will develop their computational thinking and cooperative learning skills.

Year 6: How can I solve problems using a micro:bit? Students will extend their understanding of the micro:bit features to solve a variety of problems using integrated algorithms. They will attach peripheral devices to the micro:bit and learn how to write programs to operate these devices. Students will use their knowledge to plan, build and code their own robot. They will develop their verbal and written communication skills and technical vocabulary to present their robot plan and finished product to their peers.

Sandy Brewerton

 

Bands

Hello all and wow - I am still buzzing with pride from the mid-year concert! As always, the students have received many positive and complimentary comments about how amazing they performed. This applies especially for the Training Band, which made their debut performance, and the Superband, with senior choir and the secondary students from MSC bringing the Superband to a staggering 150-member group. 

Senior Concert Band

I am pleased to say we have started this year with a happy and enthusiastic group of music students along with a new brass teacher who is sharing his expertise and enthusiasm with students. The morning rehearsals have been well attended with plenty of smiling faces and focused rehearsing and making music. Each week starts with Senior Concert Band on Mondays where we continue to develop reading and listening skills with an emphasis on dynamics, musical phrasing and blending tone and/or energy. The band is now working on repertoire for the end of year concert, which I believe will be an interesting program that maintains student interest and provides educational value.

Intermediate Concert Band

Intermediate Band rehearses on Tuesdays this year and has made a fine start to what is proving to be a great year for these young musicians. The band is forming a tightly knit sound and is practising, learning, and performing well as a team.

Junior Concert Band

Junior Band rehearses on Wednesday mornings and is possibly one of the most enthusiastic bands so far. I congratulate them on their ability to focus and practise solidly for the session. With your continued support in encouraging them to practice at home regularly and perform for their family and friends whenever possible, the Junior Concert Band demonstrates a promising future.

Training Band

The Music Department is very excited and looking forward to continuing the musical journey of our 28 young musicians who have formed the new RGLPS Training Band last term.

Michael Rochford