Term 3 Weeks 1-3

Over the last three weeks we have been exploring word play and using different reading strategies to explore poetry. 

In Week 1 we learnt about puns and to visualise what we read by identifying key details and author’s word choices to help us create a clear mental image of what they are reading 

In Week 2 we learnt to infer the author's message in a poem by examining  idioms, word choices, and phrases the author uses to communicate their ideas to understand the lesson, message, or theme the author is trying to share with the reader.

In Week 3 We are learnt about colloquialisms and practised determining the importance of word choice in a text by identifying important vocabulary and explaining why the author chose those words so we can understand a text more deeply and identify the information the author wants us to notice.

In Writing we have been investigating poetry writing. We started by exploring figurative and descriptive language by building a word bank so that we could use it as a resource throughout our poetry unit. We chose 3-5 topics from our class brainstorm and created a page in our Writer's Notebook. 

For the remainder of the week we incorporated word play into our poems by using puns to play with the meanings and sounds of words to create humorous and engaging poetry through descriptive and precise word

In Week 2 we are learnt to incorporate idioms in our writing by investigating the literal and inferential meaning of idioms to create an engaging text that helps readers understand the meaning of idioms.

We also started preparing for our next unit by completing a cold write. We unpacked what a realistic fiction text and attempted to write one.  We tried to create believable characters, settings and events, and using descriptive language to engage the reader to demonstrate our current understanding of realistic fiction before we begin our new unit.

In Week 3 we are learnt to use Australian colloquialisms in a poem. We did this by choosing informal Australian words and phrases to describe a place, person or experience. This helps make our poems sound authentic, engaging and interesting for the reader. We were given a range of different picture prompts 🏖️ Beach Day, 🏕️ Camping Adventure, 🏉 Footy Match, 🌭 Backyard BBQ, 🏃 School Sports Day, 🦘 Wildlife Park Excursion and a 🎣 Fishing Trip with Grandad. Each day we chose a different picture prompt and created a poem about the picture and and included colloquialisms.

At the end of the week we used colloquialisms in our writer’s notebook. We chose one of the picture prompt and  selected a genre of our own choice to produce an interesting piece of writing. We wrote one of the following: a narrative, poem, diary entry, comic strip, letter or a script.

For the first two week of term three we revisited multiplication and division. 

Week 1 we learnt to solve multiplication equations using the distributive property by breaking numbers into tens and ones and using the area model to calculate partial products to deepen our understanding of place value and multiplication strategies. using the area model, Use expanded form to solve the following

We then learnt to multiply larger numbers using the vertical algorithm when re-grouping is needed by multiplying each digit in place value order, re-grouping when a product is greater than 9, and recording our working accurately so that we can solve multiplication problems efficiently and accurately when working with larger numbers in everyday.

Next we learnt to solve multiplication equations using the vertical algorithm by applying place value knowledge and regrouping to multiply multi-digit numbers to develop an efficient strategy for solving increasingly complex multiplication problems.

We also learnt how to use the associative property of multiplication. We learnt to change the way we group three or more numbers when multiplying and comparing the products, such as 8×5×2 40 × 2 = 80. To help us solve multiplication problems more efficiently and flexibly. 

We practised identifying numbers that are divisible by 2, 5 and 10 by examining the last digit of a number and applying divisibility rules to help us recognise patterns in numbers and solve mathematical problems more efficiently. Lastly we learnt to create and follow algorithms that generate number patterns by using flowcharts and lists to create algorithms so as to  understand that algorithms are clear sets of instructions that can create predictable number patterns

In Week 3 we explored Mass and Capacity. Firstly we learnt to measure and order the mass of objects using grams and kilograms. We did this by using scaled instruments and recording the mass of different objects so as to use the correct unit of measurement and accurately record which objects are heavier or lighter

Then we learnt to measure the capacity of containers using millilitres (mL) and litres (L) by using containers to measure capacity and record our answers to accurately measure how much liquid a container can hold. We also learnt to compare and order the capacity of different containers by measuring liquids with scaled containers and comparing the amounts in millilitres and litres to determine which containers hold more or less and justify our comparisons. Lastly we read scaled instruments in problem solving tasks by interpreting the information in a problem and worked collaboratively to solve a problem solving task.

This term we are exploring the topic of change and developing and understanding of digital technologies to answer the question how can digital technologies create positive change and help us solve problems in our lives and communities?  

In week 1 We learnt about the different uses of digital devices by using our prior knowledge and experiences to understand the purpose of digital systems. We  started the unit by creating a mindmap of prior knowledge around digital technology and how it has changed over time. 

In the following session we learnt to understand the evolution of technology by comparing old and modern technology to understand how technology has changed and become more complex. We worked in groups and each group looked at a different type of technology and documented what we discovered about it. We used the following guiding questions to help gather the information: When was it first invented?, Who invented it? What did it look like then compared to now? What features have changed? What are the disadvantages of the changes? Are there any advantages of the changes? How does it impact our daily lives?

In Week 2 we are learnt to understand the evolution of technology by comparing old and modern technology to understand how technology has changed and become more complex. We created a timeline that shows how our chosen type of technology has changed over time. Then we learnt to understand how technology has changed by using your research and making personal connections to the way we communicate, travel, learn and live to understand how digital technologies have made communication, transport and learning more accessible. We used our research from previous lessons and connected it to how we communicate, travel, learn, and live.

In Week 3 we learnt to understand why technologies continue to change and improve by thinking about problems people face and explaining how technology changes help solve those problems to understand the reasons behind why technology is improved to meet human needs and make life easier, safer, or more efficient.  We chose one technology we were interested in learning more about and used the following questions as a guide - My Technology: _______________________ 1. What does this technology do? 2. What problem, need, or want does it help solve? 3. What did the technology look like in the past? 4. How has it changed over time? 5. Why were these changes made? 6. How does the improved version help people today?

In week 1 we are learnt to identify emotions that we experience in different situations by looking at challenges we face at home and school to understand our feelings and why we experience them. Then we  completed a worksheet exploring different emotions. In the next session we learnt to describe strategies we could use to cope with challenges and stress by brainstorming strategies to match the different emotions to help us understand and use positive strategies to manage our emotions. We practised this through two games. Game 1 called Everyone is Different Game, we sat in a circle and someone called out different things we like and if we agreed we sat on chairs if not we stood up to teach us that everyone is different.  The second game was called Traffic Lights Game, we were given three different statements and had to complete the action associated with each traffic light. Lastly we matched strategy and emotion cards. 

In week 2 we learnt to understand our emotional responses to challenges by using words that can help them describe the strength or intensity of different emotions to help us understand and communicate our emotions clearly so we can use positive coping strategies when emotions feel strong or overwhelming.  We did this by drawing a vertical scale from 1–10. We then chose four emotions from the strong emotions word list and then on the other side of the scale, we wrote an event or a series of events that could lead someone to feel each emotion. 

Then we are learnt to identify coping strategies that will help us overcome/face challenges by identifying the intensity of my emotions and match a coping strategy for each challenge to identify an appropriate strategy to help us manage our emotions You will use your emotions intensity scale and situations from the previous lesson. In pairs, we revisited the emotions and situations we wrote in the last lesson and  for each situation, we  came up with a suitable coping strategy that would help someone manage that emotion.

In Week 3 we learnt to recognise things that can make us feel angry and practise ways to calm down and stay in control by discussing situations that cause anger, exploring self-calming strategies, and reflecting on which strategies work best for us to help us manage strong emotions safely and make positive choices when we feel angry. We created our own personal Anger scale. We listed escalating emotions and created a calming strategy we could use for each level.

In the next lesson we are learnt to recognise how acts of kindness can help everyone feel included and safe by identifying kind and inclusive actions and reflecting on how our choices affect others to help build positive friendships and prevent bullying by making everyone feel valued. We drew three hearts and inside each heart we wrote or drew: ❤️ One act of kindness I can do. ❤️ One way I can include someone. ❤️ One thing I can do if I see bullying or someone being left out.

On Friday 17th August 2026 we attended the ACPS Athletic's Day at Sprint. Before leaving some of were giving We walked from school to Sprint, leaving at approximatelt 9.30 am. When we arrived at Sprint we broke up into our age groups for example 10 year old girls. Each group was supervised by 2 or 3 teachers. throughout the day we rotated through different activities: long jump, high jump, shotput, discus, hurdles, 100m sprint and 200m sprint. It was a fun day where we all displayed the school values in particular teamwork by encouraging each other to do our best. 

On Tuesday 28th July 2026 we attended a Coding Incursion. The incursion was held in room 46 and was conducted by Swinburne University. It ran for an hour. Each class attended throughout the day and got to explore creating code to make a robotic car move around a board. The first time we were given a code already prewritten. Then we had the opportunity to create our own code, install it on the usb and then into the robotic car. It was a really engaging and was fun to see what we could make the robot do.