Mathematics Learning – Volume and Capacity

In Mathematics, our class has been learning about volume and capacity. We explored what they mean, when to use them, and how they are different. At first, it was a little challenging, but with practice we became more confident.

We discovered that capacity is used to measure the amount of liquid in a container, while volume is used to measure the amount of space inside an object or container. For example, capacity tells us how many cups of juice are needed for a group of people, while volume helps us know whether there is enough space to fit a bath into a bathroom.

We also learned the units of measurement: millilitres and litres for capacity, and cubic centimetres (cm³) for volume. To calculate the volume of a 3D object, you multiply the length × width × height.

As part of our learning, we carried out activities such as converting millilitres to litres and estimating how much water different containers could hold. We tested a small wide cup, a tall thin cup, and a water bottle. We were surprised to discover that, although they looked different, they actually held the same amount of liquid.

We now know that millilitres are used for smaller containers such as test tubes or medicine bottles, and litres are used for larger containers such as cups, bottles, and jugs. Volume is especially useful when measuring the space inside a room or container, while capacity is important when working with liquids.

Finally, we compared volume and capacity. Both measure the space inside an object, but capacity is specific to liquids, while volume applies to all types of space. We even had a competition where we calculated the volume of different shapes by multiplying their dimensions.

Our class enjoyed the activities and now understands why volume and capacity are such an important part of everyday life.

-Ethan 5/6 A

Inquiry Learning – From the Silk Road to Modern Trade

In Inquiry, our students have been exploring the history and significance of the Silk Road trade route and how it has shaped aspects of our current global trade structure. The silk trade, largely conducted via the Silk Road network, spanned from approximately 130 BCE to 1453 CE. Established by China’s Han Dynasty, the route connected East and West for over 1,500 years, facilitating both cultural and economic exchange. Its closure by the Ottoman Empire in 1453 helped spark the Age of Discovery, as Europeans sought new ways to access Asian goods.

As part of this learning, students have been engaging with key economic concepts such as barter systems, commodities, producers, and consumers, and discussing how these ideas remain relevant today. We examined the challenges of camel-back trading along the Silk Road, including the harsh desert conditions, long journeys, and the creative ways traders overcame these hardships.

Students then compared these early trading practices with the efficiency of modern container shipping, where vast quantities of goods are transported across oceans in massive ships. This learning has enabled students to draw clear connections between historical trade practices and the systems of exchange we use today, developing both historical knowledge and real-world awareness of global economics.

In Inquiry, the 5/6 class has been learning about the Silk Road and life along it. We have started working on presentations and preparing for "Go Public" in Week 8, 10/9/2025. We have also put a map of the Silk Road, using ribbons to show the possible journeys on the Silk Road. Although it is still a work in progress, we are continuing our research on the journey.

-Keenan 5/6A

Literacy Learning – Comparing and Contrasting Characters

In Literacy, our students have been undertaking a deep dive into character study using the Dog Man series, particularly A Tale of Two Kitties. We have explored the traits of different characters such as Petey, Dog Man, and Li’l Petey, examining their personalities, actions, and how they interact with one another.

Our focus has been on learning to compare characters using linking words. Students are developing their ability to write about similarities and differences between characters using words such as however, on the other hand, and similarly.

To support this skill, students have been experimenting with different strategies for organising their ideas, including Venn diagrams and tables, which help them clearly identify and record comparisons. They are then transferring these observations into information text writing, applying the correct structure and using linking words to build stronger, more cohesive sentences.

Reading

In reading, we are learning about graphic novels and homophones, homonyms, and homographs. Homophones are words that have the same pronunciation but different spelling and meaning, for example hare and hair. Homographs are words that have the same spelling, different pronunciation, and different meaning, for example, lead as in to lead a group and lead as in the metal type. Homonyms are words spelled the same and pronounced the same, for example, in the direction and right as in correct. In graphic novels we are focusing on the book, Dog-Man-a-Tale-of-Two-Kitties. For graphic novels, we have been learning about illustrations, panels, gutters, speech bubbles, thought bubbles, captions, and onomatopoeia are some of the things we have been working on. We are also doing character comparison using Venn diagrams. We compared Doctor Dookie and Dog Man. We also did one with Petey and Dog Man. We used S-speech, A-appearance, A-actions, M-motivation, and O-others. We also performed skits where the people from literacy learning groups called Pikachu, Squirtle, and Bulbasaur enacted scenes from Chapter 4, while the ‘Torterras’ chose a skit for the entirety of Chapter 5. We also spent time creating timelines on Canva for the series of events that happened in Chapter 5.

-Amika 5/6 A

Incursion – Recycling♻

A guest from Sustainable Monash taught the Year 5/6s how to sort waste into the right bins such as recycling, landfill, and compost. We learned what happens to recycled items, which are separated into glass, plastic, cans, cardboard, and paper, then recycled using machines. We also did an activity where we put pictures of objects into the correct mini bins.

-By Fayha 5/6 B

Book Week

Book week is a joyous time for all students. Our Principal, Sue, dressed up as Cruella De Vil from the book 101 Dalmatians, while our Vice Principal, Josie, dressed as the Cat in the Hat. The entire school dressed up as their favorite book characters, and most notably, the Foundation students had nearly everyone in costume. A special mention was made to a child who managed to create a full fire truck to encase him out of just paper and cardboard. Group pictures taken from Foundation to Year 4 and everyone looked super, as if they weren't just dressed up as, but they were their favourite characters. We went home carrying that feeling.
– Josh Buxey 5/6 B

Writing

In writing, we have been learning about the Silk Road. We explored the producers, merchants and consumers involved in it. We researched about the starting point, ending points and major destinations. We discovered that the Silk Rroad started at 126BC and ended approximately 1000 years later. The Silk Road started in Chang ’an, China and ended in the West, in places like Antioch, Damascus, and Constantinople. We also focused on factual writing, comprehension strategies and other grammatical rules or strategies like using glossary terms correctly in our writing.
-Anna Kojic & Saarah Zaman

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