Year 4

English

Reading

In term 3 students focused on questioning to help them understand and engage in our text. Throughout the term students asked thick questions to clarify, predict, infer, gain information or extend their thinking before, during and after reading. Once students asked their questions they were able to determine and explain if and how they could answer their questions. This required the students to infer the answer, find the answer in the text, use prior knowledge, an outside source (other book, film etc.) or one of the Question Answer Relationship (QAR) strategies. After identifying a question that requires an outside source to answer or questions they were unable to answer students were given the opportunity to research using outside sources such as non-fiction texts to answer their questions.

Writing

In writing, the students began the term focusing on Poetry. We started with free verse poems, that have no structure but include a range of poetic devices such as similes, onomatopoeia, personification and metaphors throughout. We then moved onto Haiku poems and Limericks, analysing the structure and creating our own. Throughout the unit students included spoonerisms (bunny rabbit becomes runny babbit), neologisms (I am going to Kleenex my nose) and puns (lets Taco about it). The remainder of the term was focused on Biographies. During this we focused on the purpose of a biography and it’s structure. The students demonstrated their learning and understanding by researching and creating a biography of a famous person of their choice.

Mathematics

In term 3, we began the term by exploring mass. We focused on comparing the mass of objects using the vocabulary of kilograms, grams, greater than and less than. 

We then moved onto location. Students used scales and legends on maps to find locations and use directions to find features on a map.

After location we started a multiplication and division unit. In this unit students used their knowledge of place value to help solve problems. We had a strong focus on multiplication facts and continued to develop this skill throughout the unit. Students solved multiplication problems using arrays and the AREA model of multiplication.

Throughout the term and alongside other topics,  students focused on capacity and area. Students measured, ordered and compared objects using familiar metric units of capacity and area including litre, millilitres, square centimetres and square metres.

Inquiry 

In term 3, our Grade 4 learners explored a topic called, ‘Roam If You Want To’. The key understanding for this unit was: ‘European settlement had a major and lasting impact on the lives of the Indigenous people of Australia.’

Students worked on their research skills as they inquired into why the great explorations occurred and why Europeans settled in Australia. They had access to a selection of experiences, websites and videos from which they could find the answers to their questions and take notes. Students were able to also build and deepen their understanding of the nature and consequence of contact between Aboriginal and Torres Strait Islander peoples and early traders, explorers and settlers. Our Grade 4 students explored how life was for the Indigenous Australians before European settlement and compared this to how life changed when the Europeans established a penal colony in Botany Bay. Students then synthesised their notes and findings to create a final assessment piece that showed the causes and effects of European settlement on Australia.

Science

During Term 3, Grade 4 students have been focusing on the Physical Science strand. Students in Grade 4 have observed how speed is affected by the size of a force. They have explored how non-contact forces are similar to contact forces in terms of objects pushing and pulling another objects. Students have learnt about the effects of friction on different surfaces, such as tyres and shoes on a range of surfaces. Grade 4’s also investigated the effect of forces on the behaviour of an object through actions such as throwing, dropping, bouncing and rolling. Students have explored the forces of attraction and repulsion between magnets.

During these investigations students have developed the following science inquiry skills – questioning and predicting, planning and conducting, processing and analysing data and information, evaluating and communicating.

LOTE = Chinese

This term in Chinese Grade 4 students began with countries’ unit and learnt four countries both in speaking and writing forms. Basically, they traced the Chinese names of Australia and China, coloured in the flags for Australia and China. And then they learnt facial parts and mooncake festival – Mid Autumn Festival. At the end, they did an iPad project on Mid Autumn Festival which covered history, food, celebration and personal experience on this festival.

Art

In term 3, the students dove right into a world filled with imagination, colour and artistic exploration. The students started off this term making God’s Eyes. They weaved wool around paddle pop sticks to make intricate and eye pleasing patterns. We moved to learning about 3D Sculptures. The students have learned that three-dimensional art sculptures are works of art that present the dimensions of height, width, and depth. They occupy physical space and can be perceived from all sides and angles.  They made incredible sculptures using Magic Modelling Clay. They were given only the primary colours and white to make their sculptures. They had fun exploring colour therapy by mixing the primary colours to make secondary colours adding detail to their sculptures. We then moved to creating 3D Sculptures using foil, understating that foil has many purposes and isn’t limited to just baking and cooking in the kitchen but using it to create art. The students had lots of fun making these and learning all about the weaving technique and 3D Art.  I can’t wait to see the masterpieces our students produce next term.

P.E.

Term 3 started with our athletics events during the first week back. Each class participated in a range of athletic events both running and throwing where students were all given the chance to compete. All the students enjoyed themselves and had a wonderful time. It was great to see such high participation and joy in all the students. In term 3 the grade 4 students have worked on the sports of football and soccer. In each of these sports students have learnt the relevant skills needed to play and participate in games. They have been given the opportunity to participate in a games-based approach to Physical Education by playing in games of football and soccer. This took place as small-sided games which were a numbers format, 3 v 3 up to 5 v 5 futsal type games. Students have had ample opportunity to play games and learn as they play. They have also been able to show their problem-solving ability, teamwork capabilities and rule knowledge with our class soccer tournaments that took place during this term. All students really enjoyed this and being able to compete with and against each other in games of soccer. This term has been fun, and the grade 4 students have been a joy to teach. I am looking forward to the learning and lessons that we have planned for next term. I can’t wait to work with the grade 4 students again in term 4.