Specialists

ART

The focus for Art this term will be to provide students with a range of engaging art activities that encourage creativity and design skills.

Junior students will learn about mixed media techniques, printing and appreciation of colour relating to artworks by Hundertwasser and Picasso.

Students in Levels 3 to 6 will focus on construction of artworks in 3D, collage landscapes inspired by Romero Britto, traditions and cultures, digital art and the artworks of Paul Klee.

We would like to remind everyone that an art smock is required for “messy art” as we are currently unable to share and loan smocks to students. We wouldn’t like anyone to damage their uniform or miss out.

Thank you

The Art Team

JAPANESE

Konnichiwa HEPS! 

This term in Japanese, HEPS students will be further developing their speaking, reading and writing skills. The Foundation students are focusing on their kazoku (family)! Did you know mum in Japanese is “ha-ha” and dad is “chi-chi”? Year 1s are learning the names of body parts and how to describe them! “Pond sensei no me wa chairo desu” – Miss Pond’s eyes are brown! Year 2s are looking at ages and different occupations! “Nan sai desu ka” – how old are you?

Year 3/4s are learning about Japanese schools and how different they are to Australian schools. So far they have begun learning some classroom instructions! One instruction parents/guardians might like to remember is: “shi-zu-ka-ni-shi-te ku-da-sai” – please be quiet!

If you see me at school, try greeting me in Japanese!

Good morning - oha-yoh go-zai-masu

Good afternoon – kon-ni-chi-wa

How are you? – Genki-desu-ka

Miss Pond

MUSIC

Foundation students in Term 4 will be exploring percussion. This is an accessible activity for both at home and in school learning, requiring few supplies to be successful.

They will learn about Cup Drumming to different songs, playing various patterns with an accurate Tempo. From this they experience reading of notation, understanding of musical Form (like verse and chorus) and hand coordination and control when playing.

Level 1 and 2 will be learning about and creating Raps to go with Hip Hop beats. Rhyming has been important with this, tying in with aspects of literacy. Students will create word patterns and perform them with drum machine beats to suit their words. Elements of music that are considered include Tempo, Form and Cadence and Flow.  Drumming will also involve the use of buckets or something similar along with drumsticks.

Level 3 and 4 will explore ways of combining music elements in composition using a range of electronically generated instrument sounds and effects. They will identify features of rhythm, melody and structure in creating their improvisations. They will work collaboratively where possible to broaden their compositions. Students will also continue playing keyboards, ukuleles and guitars, providing the opportunity to play together as an ensemble in class.

Level 5 and 6 continuing their use of Garageband this term, using them in composition of scores for film or visual displays. They will investigate how music is used in other contexts, applying the tone colours of instruments and sounds from different places to meet the requirements of the vision. An inquiry unit on Musical styles will allow further opportunity for talking and writing about music from other places and times, and looking at how cultural and societal understandings shape responses to music.

Mr Mietzcke 

SWPBS 

After a successful Term 3 exploring our school value ‘Resilience’, we are beginning to explore the last of our school community values, ‘Growth’. With this as our focus we are moving beyond the curriculum to develop the wellbeing of every child. Weekly learning activities will be included in our weekly learning program across all levels of the school. 

With our focus on Growth in Term 4, students will participate in a range of learning opportunities to contribute to the development of a shared understanding of what ‘Growth’ means to our learning community. The focus this term will be to provide every student with the opportunity to explore, recognise and develop strategies that help them work towards their own social, emotional and academic goals.  These learning activities will also encourage students to complete a goal setting plan where they will recognise the purpose of their goal, smaller steps they can take, challenges they may face and support or strategies they have they have to help them.

PE (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. If it so happens that we have inclement weather the students will be completing theory based Physical Education work within their classrooms.

Term 4 sees the focus for the Foundation students on developing their Fundamental Motor Skills and Movement Patterns with an emphasis on the three major components of athletics being throwing, jumping and running. These skills are developed through a variety of sequential activities with a focus on doing your personal best.

The Level 1 and 2 students are focusing on developing their Fundamental Motor Skills and Movement Patterns through a variety of skills with an overall emphasis on soccer skills. These skills are progressed through a variety of activities with attention to keeping control of the ball and the variety of different kicking styles.

2020 Term 4 has the Level 3 and 4 students working on a Net and Wall Game Unit of work.  Throughout this unit there will be a major emphasis on the skills of Tennis where we will put these skills into a competitive format. This unit is a great way to blend skills from a variety of sports into one unit of work with a focus on the four r’s of read, respond, react and recover. 

Level 5 and 6 are developing their skills through a Striking and Fielding Games Unit where the students advance their skills and recognise that we can use multiple skills in different sports. With the emphasis of this unit being placed of Diamond Sports, the students begin to understand that the skill development for this sport aids with their enhancements in other striking and fielding games.

STEAM 

During Term 4 STEAM (Science, Technology, Engineering, Art and Mathematics) is exploring enquiry-based topics with a mind to exploiting the excellent mechanical and digital resources the students have not been able to access during remote learning. Emphasis will be given to mechanical construction and basic robotics, simple coding techniques and basic chemical observation and analysis. 

There are key basic features that STEAM will be focussing on to engender a foundational set of processes students need to exploit to become critical STEAM thinkers. These are to Ask, Imagine, Plan, Create, Improve and Communicate. While this process can take in-depth thought from a multiplicity of perspectives, it is the intent of the STEAM program to take focussed elements and develop activities to hone these skills. The HEPS Term 4 STEAM program will endeavour to stimulate students from 3 main perspectives 

• Enable students to create, plan, construct and test mechanical model (including robotics) and inventions using LEGO materials to solve physical scientific and engineering problems posed to them in context with inquiry units and levels of learning
• Enable students to create, plan construct and test purely digital models and inventions (games) using coding programs such as SCRATCH Junior and SCRATCH to build/author interactive digital platforms (holistically digital on screens for Levels F to 6)
• Enable students to experiment with safe chemicals to test and observe reactions to understand basic chemical theory (expressly non-digital)