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, keeping in mind the limited access to resources during this period of remote learning. 

Students may be inspired to research an artist, make a collage, design and create something from household recycled objects, use digital technology, incorporate nature into artworks and extend their observational drawing skills. Art activities will encompass 2 and 3 dimensional tasks while exploring the art elements.

JAPANESE

Foundation – students are being welcomed and introduced to the Japanese language! Students will learn greetings, colours and numbers through a range of activities and songs. They will be introduced to the extraordinary culture of the Japanese and will understand how other countries can be different from our home, Australia. 

Year 1/2 – refreshing and extending their knowledge of the Japanese language. Our focus areas will be colours, numbers, sentence structure and using hiragana. Students will have a chance to embrace Japanese culture through lessons and activities. 

Year 3/4 - refreshing and extending their knowledge of the Japanese language. Students will be introduced to Kanji and will be attempting to write sentences using only hiragana! Colours, numbers and animals will also be covered through the lesson and activities.

MUSIC

Foundation students have made a great start to Term 3 learning. They have been exploring some elements of Music. This has included Pitch, or high and low sounds, Dynamics, or loud and soft, and Tempo, or fast and slow. They discover more by contrasting these elements to everyday things around the house.

The rest of Term will be discovering new and different music styles, which will help to embed the learning made with elements. 

Level 1 and 2 lessons this term are all about percussion. This is an accessible activity for at home learning, requiring few supplies to be successful.

They have learnt 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 3 and 4 have been having fun learning about and creating Raps to go with Hip Hop beats. Rhyming has been important with this, tying in with aspects of literacy. Students 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 continue later in term with the use of buckets or something similar available around the house.

Level 5 and 6 are completing a unit of Garage-Band composition this term, which requires the use of student iPads, a perfect tool for home learning. Students learn about the technology and are able to record drum beats, bass lines, chords, vocals and special effects and loops.

Elements that are explored here include Tempo, Melody, Rhythm, contrasting tunes and melodies, and editing. Students express themselves confidently and safely through their compositions.

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. 

Term 3 sees the focus for the Foundation students on developing their Fundamental Motor Skills and Movement Patterns with an emphasis on throwing, catching, bouncing, dribbling and kicking. These skills are developed through a variety of sequential activities.

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 cricket skills. These skills are progressed through a variety of activities with attention to bowling and batting.

2020 Term 3 has the Level 3 and 4 students working on an Invasion Games Unit of work.  Throughout this unit there has been a major emphasis on the skills of basketball with the hope that our students will be entered into the State-wide Hooptime Basketball Tournament. This unit is a great way to blend skills from a variety of sports into one unit of work with a focus on passing, dribbling and shooting.

Level 5 and 6 are developing their skills through an Invasions 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 European Handball the students begin to understand that the skill development for this sport aids with their enhancements in other invasion games. 

STEAM

During remote learning STEAM (Science, Technology, Engineering, Art and Mathematics) is exploring enquiry-based topics with a mind to understanding the resources that are usually available in the average family home. Weekly learning activities will be posted in all the year level learning grids with particular emphasis on Engineering, Science and Mathematics using everyday objects.

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 Remote STEAM program will endeavour to stimulate students from 2 main perspectives:

• Enable students to create, plan, construct and test models and inventions using conventional materials to solve physical scientific and engineering problems posed to them (expressly non-digital)
• 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 2 to 6)
• Enable students to create, plan, construct and experiment substance reactions and scientific phenomena using chemical and conventional materials to understand scientific and technical concepts (expressly non-digital)

SWPBS

SWPBS (School Wide Positive Behaviour Support) is beginning to explore the school community value of ‘RESILIENCE’. 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 learning grids on Wellbeing Wednesdays throughout the remote learning period and will continue when students eventually return to onsite learning. 

The focus this term will be to provide every student with the opportunity to explore and recognise their feelings and emotions when faced with challenging situations. Through a range activities based on resilience strategies, goals setting, developing a growth mindset and understanding how our brain works, students will build upon their own resilience. The final outcome for the term is to have students work together and contribute to the development of a whole school behaviour matrix based on the value resilience. This will provide a shared understanding of what the expected resilience behaviours in key areas of our learning and are and how we can demonstrate resilience as a member of the HEPS community.