Specialists
STEAM
This term, students are focusing on Coding and developing Questioning, Problem Solving and Computational Thinking.
Foundation students will be introduced to STEAM through hands on activities, including coding and robotics. Students will explore positional language, simple algorithms and mapping through the use of Scratch Junior, Bee Bots and Terrapin.
Level 1 students will learn block coding through the use of Scratch Junior. Students will create animated stories and cards which incorporate sequencing, animation of sprites (characters) and conversation.
Level 2 students will extend their understanding of looping, sequencing and will be introduced to variables through the creation of mazes using Scratch Junior. Students will be extended through an introduction to Scratch and will learn about safety online and password management.
Level 3 students will be introduced to drag and drop coding using Scratch. Students will learn about password management and safety online through the use of this program. Students in collaborative groups will research a prominent Scientist and code a Virtual Museum, which incorporates their research, planning, coding and creative skills. This term Students will also be provided with opportunities through a series of STEAM challenges and worded problems to develop their computational thinking, problem solving and logical thinking skills.
Level 4 will build upon their understanding of drag and drop coding through the use of Scratch. Students will be introduced to variables and looping and will have an opportunity integrate Makey Makey technology with Scratch within this project. Students will also have an opportunity to complete a range of coding puzzles and complete a range of STEAM challenges to develop their questioning, problem solving and computation thinking skills.
Level 5 Students will build upon their prior knowledge of drag and drop coding, to create a story or game which addresses a community need using the program Scratch. Students will extend their coding skills through the animation of sprites and variables and will have opportunities to discuss the societal impact of technologies. Students will be provided with the opportunity to solve a range of STEAM challenges throughout the term, which aim to support the development of computational thinking and problem-solving skills.
Level 6 students will create a game of choice using drag and drop coding through the use of the coding program Scratch. Students will integrate animation, scoring and music within their games. Student will receive and provide feedback to and from their peers. Students will also be provided with opportunities to apply their high order thinking skills to solve a range of STEAM challenges.
PERFORMING ARTS
In 2023 we have many exciting plans for the Performing Arts department! Classes will be 45 minutes running weekly with Miss Austin.
Foundation students will be introduced to the Performing Arts classroom and the expectations. From there they will explore the concepts of sound/silence, loud/soft and high/low using instruments and multi-media resources.
Grade 1 & 2 students will be re-familiarising themselves with the expectations in the Performing Arts classroom. From there they will explore beat and rhythm, introducing rhythmic notation in first an informal notation and moving to formal notation style.
Grade 3 & 4 students will be engaging in units centred around rhythm. They will be doing both cup and bucket drumming, learning motor skills and rhythmic patterns. Students will create a group performance using these skills.
Grade 5 & 6 students will be engaging in units centred around rhythm. Using both cups and buckets to create group performances using complex rhythmic patterns with complete notation of their piece.
ART
Foundation students will be using oil pastels to colour a sleeve template. They then use crayons and watercolour paints to create a wax resist painting centred on the first letter of their name. Focus will be on the art elements of line, shape and colour in artworks while developing early skills.
Level 1 begin with a very colourful torn-paper portrait then create an Australian animal using the famous artist, Piet Mondrian’s grid of primary colours to decorate it. They then look at autumn tones and patterns in nature.
Level 2 begin the term with a “vegetable themed collage” inspired by Italian painter, Giuseppi Arcimboldo. They then create a water-lily picture similar to Claude Monet’s by blending soft oil pastels. Students finish by creating a beautiful butterfly based on concentric circles.
Level 3 begin by with a 2D Pop Art style piece inspired by the artist Romero Britto. They then create a decorative painted leaf with a contrasting background, using their knowledge of colour theory and pattern making.
Level 4 will begin the term creating a bright Pop Art poster centred around a word of their choice to describe our HEPS value, ‘Resilience’. They then create a 2-dimensional house using fabric and many other textiles.
Level 5 create a papier mache puppet of a real or imagined critter, adorning it with mixed media to give it personality. This is followed by a radial printing project where students will experiment with symmetrical design, pattern and colour to produce a ‘clean print’.
Level 6 start the term by painting a ‘mini masterpiece’. After observing many well-known artworks, students choose one portion of one painting, then enlarge and paint the new composition. Focus is on paint application. They then create a ‘stocking’ sculpture using timber, wire and panty hose.
JAPANESE
Foundation will start Japanese in Term 3 – I’m excited to meet you!
Level 1 students will begin the term celebrating 兎年 (the Year of the Rabbit). Over the first few weeks of term, students will be introduced to Zodiac Animals and will create their own Origami Rabbit. Students will revise animal words learned in Foundation and will start a new unit, ‘Kobuta’. Based on the song, students will learn more animal words, Japanese Sign Language (Shuwa) and Japanese Onomatopoeia.
Level 2 students will begin the term celebrating 兎年 (the Year of the Rabbit). Over the first few weeks of term, students will be introduced to Zodiac Animals and will create their Rabbit-themed Ema Plaque. Through discussions and some collaboration, students will write a wish, goal or hope for 2023. Students will revise numbers 1-10 in Japanese and will start a new unit, ‘When Is Your Birthday’. Through the unit, students will learn the date, month and days of the week in Japanese.
Level 3 will start Japanese in Term 3 – can’t wait!
Level 4 students will begin the term celebrating 兎年 (the Year of the Rabbit). Over the first few weeks of term, students will revisit Zodiac Animals and will create their Rabbit-themed Ema Plaque. Through discussions and some collaboration, students will write a wish, goal or hope for 2023 using appropriate Japanese language. The main unit for Term 1 will be ペコペコあおむし (the Hungry Caterpillar). Through stories and songs, students will learn days of the week, fruit names, onomatopoeia, subject-noun-verb sentence structure and grammar.
Level 5 students will begin the term celebrating 兎年 (the Year of the Rabbit) and thinking about their 2023 goals. Over the first few weeks of term, students will revisit Zodiac Animals and will create their Rabbit-themed Ema Plaque. Through discussions and some collaboration, students will write a wish, goal or hope for 2023 using appropriate Japanese language. The main unit for Term 1 will be ペットファッション (Pet Fashion). Students will learn adjectives to describe their fashionable pet, appropriate verbs to state what the pet is wearing and other relevant grammar.
Level 6 students will begin the term celebrating 兎年 (the Year of the Rabbit) and thinking about their 2023 goals. Over the first few weeks of term, students will create their Rabbit-themed Ema Plaque, stating their wish or goal using appropriate Japanese grammar. The main unit for Term 1 will be すもうじこしょかい (Sumo & Self Introduction). Students will learn about the cultural significance of Sumo and its traditions. They will learn how to introduce their own imaginary sumo wrestler, including the weight, height and age of their wrestler.
PHYSICAL EDUCATION
PE is a major part of learning at HEPS with a focus on developing the gross and fine motor skills along with locomotion. These fundamental skills and movement patterns are learned through a variety of different games and skill specific lessons to ensure all participant are engaged and enjoying their time during PE and sport. If it so happens that we have inclement weather and the gym is occupied the students will be completing theory based Physical Education work within their classrooms with a focus on the school values in sport an PE.
Foundation students will focus on getting to know you activities and learning the role specialist classes play in their school lives along with developing Fundamental, Fine and Gross Motor Skills and Movement Patterns. We will have an emphasis on ball manipulation with throwing and catching along with improving aerobic fitness through cross country training. These skills are developed through a variety of sequential activities and events with a focus on doing and achieving their personal best.
Level 1 and 2 will continue to develop the Fundamental, Fine and Gross Motor Skills developed in previous years and continuing to build these skills. We will also have a large focus on improving aerobic fitness through cross country training. The skills we grow will be developed in a variety of differentiated skills with attention to keeping control whilst completing all skills in a variety of different sporting environments with achieving personal best results.
Level 3 and 4 students will be working on two different sports with the focus of working toward developing the skills through a variety of activities and putting them into a game situation. The students will develop the Fundamental Skills required to participate in Soccer and Cricket. Throughout these units there will be a major emphasis on the skill development, learning the required skills in a fun and engaging format. Within these units, students will work with a focus on developing the four r’s of skill development for improvement, these being read, respond, react and recover. We also have emphasis on increased cardio fitness levels leading into the house cross country.
Level 5 and 6 students will be working on two different sports with the focus of working toward developing the skills through a variety of activities along with building connections and putting them into action within a game situation. The students will develop the Fundamental Skills required to participate in Volleyball and Tee-ball. Throughout these units there will be a major emphasis on the skill development, learning the required skills in a fun and engaging format. Within these units the students will work with a focus on developing their skills using the four r’s of skill development for improvement, these being read, respond, react and recover. We also have emphasis on increased cardio fitness levels leading into the house cross country.
SUSTAINABILITY
EAL/D HQ (English as an Additional Language or Dialect Headquarters)
Welcome back to all our students and families from near and far. Another big year is planned this year and I am delighted to tell you that our EAL/D HQ Program will be no exception.
The EAL/D HQ Program is a small group intervention program which is designed to assist students who would benefit from additional language, literacy and cultural support. The groupings of students are flexible and therefore students move in and out of the program throughout their years of schooling based on their current needs and demands.
The EAL/D HQ Program classes are fun, interactive lessons where students develop a broad range of English language skills and experiences. The groups are ability based and usually no more than four - six students attend per group. The lessons are designed to assist students who are learning from the EAL Curriculum to build their vocabulary and oral language understandings and improve their skills in Speaking and Listening, Reading and Writing. The EAL/D HQ Program lessons include a wide variety of skills and knowledge-based activities such as, small group reading and role play exercises, singing and action songs, mindfulness practices, discussion and sharing, writers workshops and shared writing activities and reflection.
Throughout the year and as the need arises, the EAL/D HQ Program also includes cultural experiences, knowledge and celebrations. The significance of family, culture, and connection to home language and land are always valued and as such play an importance roll in the EAL/D HQ Program teaching and learning model.
The EAL/D HQ Program operates throughout the week with myself as the EAL teacher. The selected students come once, twice sometimes three times a week depending on their current level of need. Students can be moved back into full time classroom learning once their proficiency levels in English allows them to take on the challenges of classroom activities with independence and success, however, the EAL/D HQ Program and the EAL teacher is always available to assist classroom teachers and students with anything else additional.
During term 1, our Foundation students complete their English Online Interviews with their classroom teacher. While these are being completed families will be welcomed into the EAL HQ (in the BER building) for an informal getting to know you and your family interview with myself.