Below is a 'What's Happening' about each of our five specialist programs during Term 1. This will be included at the beginning of each new term from our Specialist teaching team.

Visual Art

What’s Happening in Visual Arts in Term 1 2025

Welcome to the new year in Visual Arts. We have ignited 2025 with some fun filled activities, celebrating Valentine's Day and sharing the love around our school. Students will be focusing on their drawing, painting and collage techniques this term. They will develop various skills in portraiture. They will continue to develop an understanding of the elements and principles of art, such as line, colour, shape, space, proportion and balance.

Many students have remembered to bring their art smocks to school. Please place these in the classroom art smock tub as soon as possible, if you are yet to bring them in.

Prep

In Visual Arts Term 1, the Prep students will explore various lines and mark-making materials such as oil pastels, paints, pencils, pens and markers. They will be given the opportunity to develop their pencil grip and the skills to use a variety of art tools. Students will also explore safe cutting techniques focusing on smooth and straight cutting, next to the line. They will create love heart monoprinting artworks and explore self-portraiture, where they will develop their knowledge of recycling and reusing paper scraps to create artwork.

Year 1

In Visual Arts Term 1, the Year 1 students will consolidate their cutting skills by moving the paper rather than scissors to assist in cutting smoothly and next to the line. They will use a range of materials, such as oil pastels, paints, pencils, watercolours and markers. They will use printing skills in a Jim Dines inspired Valentine's Day artwork, making hearts using paint and a repeated monoprinting technique. During the study of portraiture, they will explore the principle of proportion, identifying how to balance their face with symmetrical features. They will explore simple representations of eyes, nose, mouth and hair.

Year 2

In Visual Arts Term 1, a range of materials will be experimented with by the Year 2 students, including oil pastels, pencils, paints and markers. They will use repetition of shape for a Valentines Day art project inspired by James Goldcrown. Whilst studying the principle of proportion and portraiture, they will be given simple measurements to develop facial proportions and an understanding of the size in relation to the features on the face, such as eyes, nose, ears and mouth. Students will explore how to draw simple representations of their features.

Year 3

In Visual Arts Term 1, a range of mark making tools, including oil pastels, crayons, paints, pencils and markers, will be experimented with by the Year 3 students. They will explore heart artworks inspired by Chris Uphues for Valentines Day where he showcases happy faces in hearts. During the study of portraiture, students will discuss the principle of proportion, drawing facial features correlating to the size and shape of the face. The Year 3 students will take it further by developing more realistic facial feature knowledge. They will begin to identify important proportion elements such as the hairline is located a quarter of the way down the face.

Year 4

In Visual Arts Term 1, the Year 4 students will experiment with a range of line and mark-making tools, including paints, pencils, oil pastels, crayons and markers. Students will be inspired by Romero Britto to create a Valentine's Day heart project. To develop an understanding of the principle of proportion, students will draw facial features that are compatible with the size and shape of the face. Students in Year 4 will learn how to sketch more realistic facial features. They will begin to identify basic characteristics, such as textured hair, head shapes, and eyes with lids. Students will trace their school pictures to capture likeness and introduce new techniques.

Year 5

In Visual Arts Term 1, the Year 5 students will experiment with a variety of lines using oil pastels, paints, pencils, pens and markers. Students will explore artworks by Keith Haring and produce Valentine’s Day heart art showcasing their developing knowledge on the principles of emphasis and movement. Whilst studying the principle of proportion, students will discuss and draw facial features that correspond to the face's size and shape while discussing the concept of proportion. Year 5 students will develop the ability to draw more realistic facial features. They will start to recognise key details, including drawing eyes with lids, lips with expression, head shaping, textured hair etc.

Year 6

In Visual Arts Term 1, the Year 6 students will primarily be focusing on painting and drawing, developing their fine motor skills in creating more detailed artworks that show depth, texture, shading and 3D features. Students will explore artworks by Keith Haring, Chris Uphues, Jim Dines and Romero Britto to produce a Valentine’s Day heart artwork. Students will discuss and draw facial features that correspond to the size and shape of the head as they investigate the principle of proportion. Year 6 students will create more realistic portraits, becoming hyper aware of their personal features and producing artwork drawings relative to their likeness.

Special Events

Details about the Art Easter competition will be announced soon by our Visual Art Captains – stay tuned!

We will also be giving students the opportunity to enter the 2025 Ellen Jose Student Reconciliation Awards. Further details can be found here Ellen José Student Reconciliation Awards 2025 | Bayside City Council Entries close 30 April 2025 5pm.

Art Smocks

Please ensure your child has a NAMED art smock. Art smocks remain in a tub in each classroom and are brought to the Art room each week for their lesson. If your child does not have an art smock, they can be purchased via Primary School Wear. https://www.psw.com.au/schools/beaumaris-primary-school.html Alternatively, art smocks can be purchased from Kmart, Target, Big W etc.

Donations

Over the years, the BPS community have donated reusable items to the art room. Thank you, we are fully stocked currently. We will put a call out for any donations we need along the way.

Volunteering

Please keep your eyes peeled for volunteering opportunities throughout the year in the art room. A link to volunteer.org will be posted when needed in the fortnightly newsletter. Please note all volunteers need a current Working with Children’s Check and to complete the online BPS Volunteer Induction (details in Compass News Feed).

Japanese

What’s Happening in Japanese

Over the first couple of weeks, students have been settling into the routines and expectations of the Japanese room. Some students have volunteered for classroom jobs such as Japanese Class Captains for the term (starting and ending the lesson), Password Keeper (making sure they find out the word or phrase everyone must say before entering class), Security Guard (stands on the bridge and welcomes student in when they say the correct password or directs them back to the Password Keeper to hear it again), Time Keeper (to set timers when doing story time all in Japanese), and Phone Person (answers the phone in Japanese if it rings and takes messages). Respect is very important in Japan so students are encouraged to thank their teachers at the end of every day and greet people at the beginning of the day in Japanese.

What will be happening during Term 1 in Japanese

Prep

Preps this term are learning all about Japan - where it is, what language they speak, how we would get there, etc. They are learning basic greetings, Japanese songs and how to write and read their name in Japanese. This term they will also learn about Setsubun festival (February)and Hinamatsuri (girls’ day) festival which is celebrated on March the 3rd. All girls will have their photo taken in a traditional kimono.

Year 1

This term, the Year 1 students will continue to practise their greetings, numbers, colours and reading and writing their names in katakana. Students will compare schools in Japan to Australia and set up classroom jobs including Japanese Captains, who will open and close each lesson. They will all research the animal year they were born in and enjoy Setsubun festival (February) and Hinamatsuri (girls’ day) festival which is celebrated on March the 3rd. All girls will have their photo taken in a traditional kimono.

Year 2

This term, the Year 2 students will compare schools in Japan to Australia and set up classroom jobs including Japanese Captains, who will open and close each lesson. Students will practice asking each other how they are (ogenki desu ka) and tell the day, date and weather each week. Students will learn about Maneki neko, set goals for the year and learn how to create sentences about their neko in Japanese. They will all research the animal year they were born in and enjoy Setsubun festival (February) and Hinamatsuri (girls’ day) festival which is celebrated on March the 3rd. All girls will have their photo taken in a traditional kimono.

Year 3

This term, the Year 3 students will continue to learn more phrases to communicate in the classroom. All students in Year 3 are encouraged to ask in Japanese if they want to go to the toilet, get a drink or borrow something. Students will enjoy learning about Maneki neko and setting goals for the year. They will create a neko and describe it using only Japanese. This will be uploaded to Seesaw. This term we will look at the many festivals, including Setsubun (oni), Hinamatsuri (girls day) and the 12 zodiacs - including this year, the year of the Snake. All girls will have their photo taken in a traditional kimono.

Year 4

This term, the Year 4 students will continue to communicate in the classroom, incorporating many student jobs. All students are encouraged to discuss the weather, date, and how they’re feeling each week in Japanese. They are also encouraged to ask in Japanese if they want to go to the toilet, get a drink or borrow something. Students will enjoy learning about Maneki neko and setting goals for the year. They will create a neko and describe it using only Japanese. This term we will look at the many festivals, including Setsubun (oni), Hinamatsuri (girls day) and the 12 zodiacs- including this year, the year of the Snake. All girls will have their photo taken in a traditional kimono.

Year 5

This term, the Year 5 students will continue to practice their hiragana/katakana reading by doing weekly ikana tests on the iPads. Students will enjoy communicating in Japanese in the classroom and working on building the time only spoken in Japanese each week. Students have the opportunity to fill classroom jobs. This term students will create a Maneki neko and set a goal for the year. They will learn how to create more complex sentences about their neko in Japanese. Students will celebrate Setsubun festival (February) and Hinamatsuri (Girl’s day) in March. All girls will have their photo taken in traditional kimono.

Year 6

This term, the Year 6 students will start their ‘belts’ for the year. There are 7 belts to complete (white, yellow, orange, green, blue, read, black). Only a few students have reached their black belts! Students are encouraged to speak as much Japanese as possible and continue with their reading of the hiragana mini books. Each lesson they will complete an ikana test for character recognition. White belt activities are: read and write their katakana name, say 4 greetings, read any 3 hiragana mini books from series 1, read and write simple hiragana words, role play asking someone when their birthday is as well as stating their own, showing sensei what some Japanese gestures would look like and completing a jikoshoukai (self introduction). They will also celebrate Setsubun and Hinamatsuri festivals and girls will have their photo taken in traditional Japanese kimono.

Japanese at home

The students will all learn to read using hiragana mini books from the Japan foundation. They can be accessed here:

https://classroomresources.sydney.jpf.go.jp/resources/hiragana-mini-books/

Some students may want to work on their hiragana reading at home. These apps are free and may help some students who would like to practice.

Hiragana Quest 4+

Learn the Japanese Alphabets

Performing Arts

What’s Happening in Performing Arts during Term 1

In Term 1, Performing Arts lessons will focus on Drama. Students will develop skills such as teamwork, perseverance, and creative thinking as they are challenged to make, perform, and watch pieces of Drama. Students will also explore how Drama and performance were pivotal forms of communication for First Nations Australians.

Prep

Prep students are learning about the ‘No Drama Llamas!’ They are exploring how we use our bodies, eyes, ears, voice, and imagination to create Drama pieces. In class, students will focus on building confidence and working together to create frozen images called Tableaus.

Year 1

Through games and activities, Year 1 students are learning about the ‘No Drama Llamas!’ They are exploring how we use our bodies, eyes, ears, voice, and imagination to create Drama pieces. In class, students will focus on building confidence and working together to create frozen images called Tableaus. Additionally, students will explore how we show different emotions and use the ‘Zones of Regulation’ to identify the changes in our bodies associated with those emotions.

Year 2

Year 2 students are also learning about the ‘No Drama Llamas!’ They are exploring how we use our bodies, eyes, ears, voice, and imagination to create Drama pieces. As students develop their skills, they will begin to create Drama pieces that link to their classroom Knowledge Unit and focus on our Local First Nations Creation Spirit story of Bunjil the Eagle. Additionally, Year 2 students will use the ‘Zones of Regulation’ to explore how our bodies change with shifts in emotion.

Year 3

Students in Year 3 are beginning to explore the Elements of Drama. Throughout Term 1, they will practice applying these elements through games and activities. They will extend their knowledge and build skills to create their own twisted fairy tale stories. Using elements such as Character, Movement, and Relationships, students will create humorous and exciting plays.

Year 4

Through a variety of games and activities, Year 4 students are beginning to explore the Elements of Drama. Elements such as Character and Voice will be essential as they work to step into someone else’s shoes for our celebrity interview task. Students will think of someone they are inspired by or interested in and will have the opportunity to portray this character in class.

Year 5

Year 5 students are using the Elements of Drama to create short dramatic pieces based on an event or situation. As students create their works, they will focus on elements such as Mood and Atmosphere, Space and Time, and Movement to create pieces that depict the ‘Best Day Ever,’ with each student sharing their perspective on the same event.

Year 6

Term 1 is a fantastic opportunity for students to explore the Elements of Drama as we prepare for the 2025 Year 6 Musical. They will focus particularly on the Elements of Character and Voice to rehearse and perform Duologues. The end of Term 1 will also present an opportunity to audition for the Musical.

Glee Club

Glee Club is returning in 2025! This year, it is open to Year 4, Year 5, and Year 6 students, with the first meeting held on Tuesday, 11th February. Meetings will be held on Tuesdays during lunch. It is a wonderful opportunity for students who love to sing and perform to come together and have fun. Please see Ms Pholi with any questions or to join the club.

Musical Update

The Year 6 Musical is quickly approaching, with only 210 days to go! There have been some fantastic guesses from students about which musical it will be. Year 6 students have received some clues, and the musical will be announced to the school community soon. Watch this space for updates!

Looking forward to a busy and exciting Term 1!

Be good, and be good at it!

Ms Pholi

Physical Education

What’s Happening in Physical Education in Term 1

Welcome to P.E. for Term 1 of 2025! The new P.E. team this year will consist of Mr. Lilburne teaching Prep, Year 1 and Year 2 and Mr. Pretty teaching Year 3, Year 4, Year 5 and Year 6. We have a jam-packed Term 1, with our first term of interschool sport competitions for our Year 5 and 6 students, district swimming, swimming lessons for Years 1, 2 and 4 as well as a new fundamental movement skills program. We are so excited to get the year off to a flying start, with our students being active with their friends and learning to build a love for physical activity. Look out for volunteering opportunities for our interschool sport competitions and swimming lessons.

This Term in Physical Education, the students will:

Prep

We are learning to move safely, follow instructions, and understand whistle commands and develop fundamental movement skills
Move safely, follow instructions, and understand whistle commands develop fundamental movement skills share resources and take turns
Develop fundamental movement skills, share resources and take turns and participate in games

Year 1

We are learning to move safely, follow instructions, and understand whistle commands, develop fundamental movement skills
Cooperate with each other, develop fundamental movement skills, value being active
Develop fundamental movement skills, share resources and take turns and participate in games

Year 2

We are learning to move safely, follow instructions, and understand whistle commands, develop fundamental movement skills
Cooperate with each other, develop fundamental movement skills, value being active
Develop fundamental movement skills, share resources and take turns and participate in games

Year 3

Invasion games (ultimate frisbee, handball).
Investigating scoring and rule systems to promote fair play.
Cooperate in team activities and strategy.
Performing sequences of fundamental movement skills.
Explore safe participation in physical activity in different environments.

Year 4

Invasion games (ultimate frisbee, handball).
Using creative solutions to movement problems.
Perform sequences of fundamental movements.
Using fundamental movement skills in aquatic settings.
Water safety and rescue skills.
Explore safe participation in physical activity in different environments.

Year 5

Striking and fielding games (cricket, softball, tee ball).
Creating solutions to movement problems.
Participating positively in a team environment.
Devise modifications to games and test their fairness and inclusivity.
Participating in competitive sporting experiences.

Year 6

Striking and fielding games (cricket, softball, tee ball).
Investigating how rules and game systems promote inclusion and fair play.
Participating positively in a team environment.
Devise modifications to games and test their fairness and inclusivity.
Participating in competitive sporting experiences.

Environmental Science

What’s been happening in Environmental Science & Sustainability

Welcome to Environmental Science for 2025!

What a lovely, hot Summer we are having, which is wonderful for our Kitchen Garden. Late in Term 4 our Year 5 Biodiversity Team spent time planting lots of exciting things in our garden, and along with lots of sun, water and tender loving care, our plants are mostly thriving. Our younger students are very excited about harvesting some of our produce soon, and even tasting our tomatoes and purple beans. We also thank Ian McLoughlan, our volunteer gardener who tended to the garden regularly and does a wonderful job.

What will be happening this term in Environmental Science & Sustainability:

Biodiversity is our major focus this term and will naturally incorporate all of our major areas of study, which are Water, Waste and Energy. We are looking forward to a term full of fun and learning as we build an understanding of what biodiversity is and study and work with a variety of plants and small creatures in our gardens and grounds.

Prep and Year 1

Prep and Year 1 students will explore the meaning of biodiversity and investigate our outdoor environment to identify local ecosystems. They will observe native flora in our school yard. Students will also observe our native fauna and continue to learn to classify plants and animals according to their features. We will learn about the cultivation of seeds, through planting and nurturing, the life cycle of flowers and the students will bring home the newspaper pots in which they have planted seeds.

Year 2

Students in Year 2 will continue to explore and identify native flora and fauna found in our school grounds and local area. They will develop further their ability to describe and classify living things according to their features, begin to develop research skills and use appropriate websites. Students will also research how humans impact our biodiversity and ecosystems, identifying behaviours which contribute to our carbon footprint. They will again cultivate plants from seeds and hopefully bring home the fruits of their labour.

Year 3

In Year 3 students will build an understanding of biodiversity and learn key vocabulary as well as identifying threats to local biodiversity. They will explore the process of photosynthesis and describe the cultivation of seeds, as well as growing plants of their own from seeds. They will learn about the benefits of growing our own food and research fruit and vegetable growth in Australia. They will study local animals and describe their features, while also discussing ways to protect our local biodiversity.

Year 4

Year 4 students will be broadening their knowledge and understanding of biodiversity and identifying threats to our local biodiversity. They will identify and describe native flora and fauna within the school and will discuss ways to protect our flora and fauna, while also describing features of local animals. Students will study the life cycle of both native and European bees and the role they play in the pollination of flowers for food production. They will learn about the cultivation of seeds, photosynthesis and the benefits of growing our own food.

Year 5 and Year 6

The Year 5s and 6s will be broadening their knowledge of biodiversity through the study of native and indigenous flora and fauna, food origins, cultivating seeds and the benefits of growing our own food. They will also conduct experiments to deepen their understanding of photosynthesis. Students will compare native and European honey bees, examining their life cycles and the role they play in our food production beyond that of honey and the pollination of flowers, essential to the growth of many fruits and vegetables.

SPECIAL EVENTS

Sunday March 2 Clean Up Australia Day

Saturday March 22 Earth Hour 8.30-9.30pm

Thursday April 3 World Aquatic Animal Day

Community News