Level 4: Connect
Level 4 2025
Lisa Fennessy & Isabella Nocera 4A
Tilly Van & Marc Restaino 4B
Michelle Stainforth 4C
Reminders:
-Swimming next week everyday except Thursday
-Camp Behaviour Contract
We’re excited to be back for Term 3 — a term full of energy, opportunities, and plenty to look forward to! With a jam-packed calendar ahead, our classrooms are already buzzing with enthusiasm and purpose. From special events including Phillip Island Camp, Athletics and Swimming it’s shaping up to be a productive and rewarding term.
As always, thank you for your continued support. We look forward to sharing the many moments of learning, growth and celebration with you in the weeks ahead.
Students have been stepping up in terms of their independence and organisation as we have navigated our first week of swimming!
MS Readathon:
This August, we will be encouraging the Level 4 students to take part in the MS Readathon! This initiative is a great way to get our students reading while supporting an important cause. Resources will be sent home with students including a recording sheet to list the books they read and a donation form. We have mentioned to students that a $1 is a great value per book, however any donation of any size is greatly appreciated.
Multiple sclerosis (MS) is a neurological condition that affects more than 33,000 Aussies. It is a progressive condition that affects the central nervous system and interferes with nerve impulses from the brain, spinal cord and optic nerves. MS affects people differently, common symptoms include challenges with vision mobility and speech however many are often invisible.There is no cure, or cause however there are treatments available to help people live well with the condition. You can learn more about the MS Readathon here.
Level 4 Novel Recommendations:
We understand that finding the 'right book' can sometimes be a challenge. Please see a list of recommended texts below. Each book is aimed for students at a Level 4-5 level. Please note that some of these texts may explore more mature or intense themes and may be a sensitive topic for some families. Alternatively follow this link to Dymocks 'Kids top 51 Books' for more options.
| Text title and author | Description |
|---|---|
| Boy Overboard by Morris Gleitzman | Jamal, an Afghan boy who dreams of playing football, and his sister Bibi, whose passion for the sport is stifled by Taliban laws. Their lives take a dramatic turn when their mother's illegal school is discovered, forcing the family to flee their home and embark on a perilous journey to seek refuge in Australia. |
Fish in a Tree by Lynda Mullaly Hunt
| The story follows Ally as she encounters a compassionate teacher, Mr. Daniels, who recognises her potential and helps her understand and accept her dyslexia, leading to newfound confidence and friendship. |
| The Wonder Brothers by Frank Cottrell-Boyce. | It’s show time! Meet Blackpool’s very own Nathan and Middy, together they are The Wonder Brothers! Of course, they couldn’t perform their acts without a support team comprising the steadfast Brodie and his giant white rabbit, Queenie (the real star of the show!). Together, the children have spent summer holidays in Blackpool, perfecting the art of magic, but when a legendary magician comes to visit and makes Blackpool’s prominent landmark vanish, they go on a mission to get it back. |
| The Midnight Gang by David Walliams | This extraordinary story of five children in a wonderfully inventive and eccentric hospital setting promises to take fans from around the globe on an unmissable midnight adventure. |
| The 143 Storey-Treehouse by Andy Griffiths and Terry Denton | There are 13 books in the official "Treehouse" series by Andy Griffiths and Terry Denton. The series follows the adventures of the two authors in their ever-expanding treehouse, with each book adding 13 stories |
Literacy:
This term, students are delving into the rich and emotive text The Dream of the Thylacine by Margaret Wild and Ron Brooks as part of our literacy learning. This powerful picture book has served as a mentor text, allowing students to explore how authors use language with purpose and intention to evoke emotion, build empathy, and convey complex ideas.
Through shared reading and discussion, we’ve unpacked the author’s word choices, poetic techniques, and visual imagery to understand how they work together to communicate the haunting themes of captivity and freedom. Students have reflected on the contrast between the harsh reality of the thylacine’s confinement and the dreamlike imagery of its remembered freedom in the wild.
These conversations have not only deepened students' comprehension skills but also invited critical thinking about human impact on the environment and the importance of conservation. It’s been a moving and thought-provoking journey — one that continues to inspire students in their own writing and thinking.
Numeracy:
This term, students having been revising and building on their fraction knowledge and understanding. We have been exploring how to create and identify equivalent fractions, representing these fractions in diverse visual ways, and portraying selected fractions on a number line. As we continue with our fractions unit and solidify our knowledge of more common fractions, students will begin applying these skills to uncommon fractions and mixed number fractions.
Fractions are a great mathematical concept to link to real life situations. By solving worded problems that relate to familiar experiences, we can deepen out fraction knowledge and link our understanding to a range of different questions or situations. As always, we encourage students to continue to explore this learning at home in creative ways such as using food or objects at home, play-dough or paper.
Check out this fun game using paper to practice our fraction skills: Uncover
You can create your own 'fraction dice' by following this link: Create my own dice (don't forget to add the fraction symbols to the dice).
Wellbeing Focus: Challenging Gender Norms and Stereotypes
This term, students are exploring the topic of gender norms and stereotypes as part of our Resilience, Rights and Respectful Relationships program. Through age-appropriate discussions and activities, students are learning to:
- Understand the difference between sex and gender
- Reflect on their own identity and individuality
- Recognise the positive and negative impact of gender norms
- Identify how media and literature can shape gender expectations
- Challenge limiting or harmful stereotypes in respectful ways
This important learning helps students build respect for diversity, develop inclusive attitudes, and form positive gender relationships. All lessons are delivered with care and sensitivity, ensuring that students feel safe and supported throughout.
Visual Art- please see 'Specialist Happenings' for an exciting whole school art project and some photos.
PE Focus on Level 4 this week:
Week 2 – Trapping and Fielding
Use a soft ball or a tennis ball. With a partner, roll or gently bounce the ball toward each other. Focus on getting into a good fielding position: knees bent, hands ready, eyes on the ball. Try to trap or stop the ball cleanly using your hands. Repeat 10 times, then swap roles.