Specialists:

 

Physical Education 

Japanese

Foundation 

During Japanese lessons in Foundation in Weeks 1 and 2 this term, we will finalise our unit related to learning the parts of the body from the song “Head, Shoulders, Knees and Toes”. In addition to this, we will revise the Japanese number pronunciation from 1-6 learned in Term 2 and learn how to count from 7-10. During Week 3 and for the remainder of the term, our learning will be based around a well-known Japanese children’s song about 4 animals and the sounds they make. 

Students will: 

• Join in the choral singing of the introduced “Kobuta, Tanuki, Kitsune,Neko” song with the teacher. 
• State the names of 4 animals in Japanese.

Year 1

During Japanese lessons this term, our learning in Grade One will focus on understanding how to tell the time in Japanese. Over the next 3 weeks, students will:

• Join in choral reading a Japanese story based on the children’s game ‘What’s the time Mr Wolf?’ together with the teacher. 
• Say the numbers from 1-12 in Japanese with the assistance of storymnemonics.
• Write the Kanji for the numbers 1-12 using the correct stroke order by following teacher modelling.
• Read and understand the phrase “What’s the time Mr Wolf” in Japanese.
• Recognise o’clock when written using the Japanese alphabet, Kanji.
• Trace o’clock in Kanji using the correct stroke order.
• Begin to read o’clock times in Japanese.

Year 2

During Japanese lessons this term, our theme in Grade 2 is "I Love Vehicles". Over the next 3 weeks, students will:

• Learn about Japan’s famous mode of transport, the Shinkansen (bullet train), and how it helps people travel quickly and safely around Japan.
• Name 3 vehicles in Japanese and write their names using the Hiragana alphabet.
• Join in choral singing an "I Love Vehicles" song to help reinforce learned vocabulary.
• Respond to questions expressing their degree of like about the introduced vehicles.

Year 3

During Japanese lessons this term, our focus in Grade 3 will be on the children’s story “Brown Bear, Brown Bear, What Do You See?”.

Over the next 3 weeks, students will:

• Join in choral reading “Brown Bear, Brown Bear, What Do You See?”in Japanese together with the teacher.
• Develop the confidence to read the first 4 pages of the “Brown Bear,Brown Bear, What Do You See?” story in Japanese independently.
• Name the first 3 animals from the story and write their names in thecorrect stroke order using the Hiragana alphabet.
• Name the first 3 colour adjectives from the story and write theirnames in the correct stroke order using the Hiragana alphabet
• Construct simple sentences in Japanese using the introduced vocabulary.

Year 4

During Japanese lessons this term, our focus in Grade 4 will be on the children’s story “Where is the Green Sheep?”. Over the next 3 weeks, students will: 

• Join in choral reading “Where is the Green Sheep?” in Japanese withthe teacher.
• Begin to develop confidence in reading the “Where is the Green Sheep?” story in Japanese independently.
• Write the Hiragana characters for sheep using the correct stroke order.
• Name the colours of 3 sheep in the story and write these words using Hiragana characters.
• Describe the location of 3 sheep in the story.

Year 5

During Japanese lessons this term, our focus in Grade 5 will be on thechildren’s story “The Very Hungry Caterpillar”. Over the next 3 weeks, students will:

• Join in choral reading “The Very Hungry Caterpillar” in Japanese with the teacher.
• Name the 5 fruit from the story.
• Write the Hiragana characters for the 5 fruit.
• Match fruit vocabulary written in Hiragana to their matching pictures.
• Construct meaningful sentences in Japanese using fruit names.
• Identify and recognise loan words from other languages used in Japanese.
• In addition, students will begin to learn to recognise and accurately write the
• Japanese alphabet, Hiragana. They will be taught mnemonics and visual memory strategies to support their learning, recognition and recall of the Hiragana characters.

Year 6

During Japanese lessons this term, students will deepen their understanding of Japanese culture by exploring two distinct styles of cuisine. Over the next 3 weeks this will entail:

• Investigating the history and traditions of Japan’s traditional food culture, and the Western-influenced dishes.
• Expressing personal preferences and opinions about various Japanese foods using appropriate vocabulary and sentence structures. 
• In addition to this, students will continue to further develop their Hiragana reading and writing skills.

Physical Education

During PE, our Foundation students are developing their ball handling skills by rolling, balancing and bouncing a ball at different levels, then dribbling it while walking to the beat of music. They are learning to keep the ball close and under control while moving around cones, ropes and each other. Along the way they practise taking turns, sharing equipment and playing fairly with a partner.

Year 1 and 2 students are learning the forehand strike: standing side-on, watching the ball, stepping and swinging through to a target. They are repractising it first in T-ball and then in cricket, where they also learn a two-handed grip, and each lesson finishes with fun, fast-moving mini-games that include a taste of pickleball. Along the way, students test out ideas such as "Does using two hands help me hit more accurately?", build fair rules together, and encourage their team mates.

Year 3 and 4 students are learning basketball this term, building skills such as passing, catching on the move, pivoting, shooting and defending. In every lesson they put these skills into practice in a game of 3x3 basketball, where they learn to find space, call for the ball and work out tactics with their teammates. Along the way, they are also practising encouraging each other and playing fairly.

During PE for the first three weeks of Term 4, our Year 5 and 6 students are learning the skills of basketball and netball, including passing, catching, moving into space to get free for the ball, pivoting, shooting and defending. Every lesson ends with a game, where students take on team jobs such as captain, scorer and umpire, they learn to apply the rules fairly, and practise listening to one another. They are also finding out how their bodies respond to different levels of activity, and why a good warm-up and cool-down matters.

CREATE Program

Foundation – Art & Digital Technologies

Foundation students will explore the world of minibeasts through art and technology. They will learn basic iPad skills, use digital resources to find facts and images, and create artworks inspired by insects and other minibeasts. Students will also begin coding with Bee-Bots and Blue-Bots, learning simple directions, sequencing, and problem-solving skills.

Year 1 – Media Arts

Year 1 students will create stop-motion animations using concrete materials, focusing on sustainability and protecting the environment. They will also explore Foley sound effects to add engaging audio elements to their animations.

Year 2 – Design, Media Arts & Digital Technologies

Year 2 students will use ScratchJr to design characters, backgrounds, and digital stories based on the theme of friendship. They will develop coding and design skills before presenting their creative projects to the class.

Year 3 – Drama

Using a variety of books as stimulus material, Year 3 students will explore the elements of drama through role-play, storytelling, and performance. They will create storyboards, present scenes to their peers, and develop social and emotional awareness through character exploration.

Year 4 – Art, Design & Digital Technologies

Year 4 students will investigate sustainability and adaptable living through a cross-curricular Art, Design, and Digital Technologies unit. They will research innovative solutions, generate creative ideas, and design concepts that respond to future living challenges.

Year 5 – Media Arts

Year 5 students will explore the art of filmmaking by learning how to plan and organise ideas through storyboarding. They will develop visual storytelling skills while designing and mapping out their own film concepts.

Year 6 – Design Technologies

Year 6 students will apply the design cycle to explore ways of supporting people experiencing homelessness. Through research, idea generation, and solution development, students will build empathy, critical thinking, and problem-solving skills while designing for a real-world issue.