5/6 Steiner 

Kii Class 5/6 Families,

Main Lesson – Geology

Our new Main Lesson has taken us deep beneath the Earth’s surface as we have begun exploring the fascinating world of geology. We started by investigating the layers of the Earth and learning about the solid crust where we live, the slowly moving mantle beneath it, and the molten outer core and solid inner core at the centre of our planet. We explored how the immense heat and pressure within the Earth contribute to the movement and changes taking place beneath our feet.

From here, we investigated tectonic plates and discovered that the Earth's crust and uppermost mantle are divided into large plates that slowly move across the surface of the planet. We explored the three main types of plate boundaries - divergent, convergent and transform - and examined what happens when plates move apart, towards one another or past one another. Students learned how these movements can result in the formation of mountains, earthquakes, volcanoes and new areas of Earth's crust.

Our studies then turned to volcanoes. We explored why volcanoes form, particularly in connection with tectonic plate movement, and considered how magma can rise through cracks and weaknesses in the Earth's crust and reach the surface. Students investigated different types of volcanoes, including shield volcanoes and composite volcanoes, comparing their shapes, structures and the types of eruptions they can produce. We also explored the difference between magma beneath the Earth's surface and lava once it reaches the surface and considered how volcanic eruptions can reshape landscapes and create new land.

Throughout the Main Lesson, students have been developing their understanding of the Earth as a dynamic and constantly changing planet. They have been encouraged to connect what happens deep beneath the Earth's surface with the mountains, earthquakes, volcanoes and landscapes we observe at the surface.

Throughout our Geology Main Lesson, students have been developing important literacy skills alongside their science learning. They have practised viewing and comprehending information, identifying and recording key ideas through purposeful notetaking, and using their notes to construct clear, detailed and complete responses to questions.

Reading 

The class has been continuing with their Literature Circles, reading and discussing their novels in small groups. Students take on different discussion roles that encourage them to engage with their texts from a range of perspectives and share their thinking with others. Through these discussions, they continue to develop their reading comprehension by summarising, making connections, exploring vocabulary, asking thoughtful questions, and supporting their ideas with evidence from the text.

Mathematics

In Mathematics, we have been developing our understanding of time, including converting between 12-hour and 24-hour time and calculating elapsed time in both formats. Students have applied these skills to reading, interpreting and creating timetables, using start times, departure and arrival times, and durations to solve practical problems. This learning has strengthened students’ ability to apply their knowledge of time to everyday situations and explain their mathematical thinking.

Ancient Rome Projects

It has been wonderful to see the amazing projects that students have been bringing in, covering a vast array of Ancient Roman topics. We have now begun the process of students sharing their projects with their classmates and taking on the role of teacher, imparting their knowledge and learning to the rest of the class.

Sharing their projects adds another valuable dimension, as students practise speaking clearly, explaining their learning, answering questions and adapting their explanations for an audience. It also gives them the opportunity to learn from one another and appreciate the wide range of interests and knowledge within our class.

A big thank you to families for supporting this learning at home. The care, time and encouragement that have gone into these projects are evident, and it has been wonderful to see the students' pride and enthusiasm as they share their learning with others.

The projects will be on display in the classroom for the first half of term four if you would like to come in and have a look at them sometime before or after school.

Class Play

As you will all be aware by now, when we return next term, we will move straight into rehearsals for our class play. All students have been assigned their roles and given their scripts, and I have asked everyone to have their lines memorised by the beginning of term.

Having their lines well established will allow students to focus on acting, expression, movement, character development and working together as an ensemble, rather than using our limited rehearsal time memorising lines. This will also help them feel more confident and comfortable in their roles.

Any support you can provide at home with practising their scripts would be greatly appreciated. Short, regular practice sessions can make a big difference.

The play will be performed in Week 4 of next term, with the exact day and time to be confirmed. 

Wishing you all wonderful school holidays!

Ngoongodjin,

Robin