From The Classroom

Integrated Curriculum

Team Foundation have been looking at the essential questions:

 - How do I stay safe and healthy?

 - Who and how should I ask for help?

Over the past fortnight, the students have engaged in three incursions.

The first, Responsible Pet Ownership, taught the children specific skills to use when encountering an unknown pet (dog). 

Daniel from FCB explained -  'When a dog is angry, put your hands down, be quiet as a mouse, look down. If it is sad, don't pat it -  it is going to bite you. Only when it is happy, you can pat it.'

The second incursion was a visit from the local Fire Brigade. The students explored how this organisation helps the community and most importantly, how they keep us safe.

The third incursion was a visit from Police Officer Sinclair. She explained how police keep people safe, the equipment that is used by police, the number to call in an emergency and the students were able to explore a police vehicle.

In Team 5-6, students have been designing an original T-shirt that reflects their personal identity. They also had to explain why each element was included in the design and how it relates to them personally. The designs will be on show at the Whole School Identity Expo on Tuesday April 2.

Literacy

Teaching students to write well about their reading is about teaching them that their thinking about books matters. For some students, the concept that readers need to think deeply - and even write about their thoughts - can be a challenge. It is this writing about what has been read that enables teachers to really delve in to a student's level of comprehension.

In Team 1-2, the students have been using the text Window by Jeannie Baker to practise the comprehension strategy of visualising. Following this, students completed a writing task where they used an illustration from the book to create an imaginative text that explained what they were able to visualise.  

Numeracy

In Team 3-4, students have been exploring the properties of odd and even numbers. At this stage of the developmental sequence, it is not just about being able to identify a number as odd or even, but also being able to explain why this is the case. This knowledge is then used in computation. When students can recognise and apply the properties of odd and even numbers, they can use this knowledge to check the accuracy of calculations. 

Compiled by

Emma Chiera

Acting Assistant Principal