4A

4A Connects School Values and Morning Routines to Set Themselves Up for Term Three Success

Wellbeing

To begin Term Three, 4A explored their new Wellbeing Morning Routine and revisited the GWPS School Values. During the lesson, students set up their new tracking templates and identified effective self-regulation strategies to support their transition from home to school at the beginning of the day.

The class discussed the emotions they may experience when arriving at school and used the Zones of Regulation and The Resilience Project emotions poster to connect different emotions with self-regulation strategies. Students reflected on strategies they had used previously and identified strategies they could use to help them stay on track with their personal goals.

Two guiding questions helped students reflect on their self-regulation strategies:

• What are some strategies you enjoy using to self-regulate?
• How do you know when that strategy has worked for you?

4A then revisited the school values of Respect, Integrity, Initiative and Global Empathy using the Behaviour Matrix. This helped students establish a positive tone for the new term and reflect on how the school values could support them to learn and play both collaboratively and independently.

When asked how they chose their personal school value goal, students shared the following reflections:

• Jamie: “I chose my goal by looking at what happened in the past, what went wrong and what I could do to improve. I chose Integrity: Think about actions before you do them.”
• Shenelle: “I looked at ways I could improve and step up to a higher level to make the class space better for everyone.”
• Maya: “I thought about how I could improve my learning and what social skills I could further develop. I chose Respect: Treat everyone with kindness.”

Inquiry

During Week One of Term Three, 4A unpacked their new Inquiry topic: ‘How does media shape how we see ourselves?’

Students developed a foundational understanding of the term media, defining it as “the various channels, platforms and print used to share information or entertain the public.” They then completed learning activities that encouraged them to share aspects of their identity by identifying their character strengths and different aspects of who they are.

Below are some examples of how students described themselves through the lens of character strengths and identity:

• Thinuli: “Humble, humorous, friend, brave, musician, sister, student and chess player.”
• Charles: “Zest, creative, kind, curious, friendly, student and nice guy.”
• Jackson: “Son, student and child; humorous, curious, socially intelligent, kind and persevering.”
• Max: “Scientist, friendly, honest, mathematician, rollerblader, reader and learner.”

Maths Snapshot

In Mathematics, 4A have been exploring timetables and schedules using 24-hour time. Their initial learning focused on developing fluency in reading and interpreting 24-hour time to effectively understand timetables and schedules.

Students then applied their learning by creating their own schedules for a birthday party sleepover. They first listed the activities they wanted to include, ordered them logically and then assigned each activity an appropriate 24-hour time.

English Snapshot

In English, 4A continued to refine their understanding and use of compound sentences. Students used coordinating conjunctions, including for, and, nor, but, or, yet and so, to expand sentences connected to the class novel Uncle X-Box.

Students also continued to develop their vocabulary by exploring words from the novel, including blared, encouraged, hobbling, moped, opposition, intently and indescribable.