Year 5 Term 2 Overview 2022
Term overview
Welcome to Term 2, 2022
Our team, Mr Robert Shinn (5A), Mrs Sonya Ezzy (5B), Mr Greg Curran (5C), Mr Michael McClafferty (5D), Mrs Emma Morris (5E) and Mrs Anna Vintila (5F) are excited to continue our learning journey with our students. Please let us know it there is anything we should be aware of regarding your child or family so that we can cater for your child’s needs to help them succeed with their learning.
Camp and Excursions
This year the grade 5 cohort will partake in a one day excursion at the Holloways Beach Environmental Education Centre. They will also have the opportunity to complete a 3 day camp at the Tinaroo Environmental Education Centre. Both of these events will take place in Term 3 - One Day Excursion (week 1 and 2 of Term 3) and 3-Day Camp (Week 10 of Term 3). Please keep an eye out for medical and permission slips, which will start to go out towards the end of the term.
Homework
We value the place homework has in making the links between school and home. Supporting your child as they complete their homework is a great way for parents to have conversations with your child about what they are currently learning. We also recognise that families lead busy lives juggling work, sporting and other commitments outside of school and that time as a family is important. Families can decide whether they want their child to complete homework. Homework will look slightly different from class to class, but will involve a range of tasks from practising reading, spelling, number facts or linking learning in the classroom with online practise at home.
Attendance
How to report an absence:
- Email attendance@trinitybeachss.eq.edu.au or
- Call the school's absence line on 4057 1444, then press #1 and don't forget to leave a reason why your child/children are away, or
- Send a note to the classroom teacher on their return
Our schools attendance target is 95%
Reading / Spelling
Our school is implementing a systematic synthetic phonics approach that has a teaching sequence for reading and spelling which goes across the entire school. Promoting Literacy Development or PLD for short, provides teachers with an innovative, evidence-based approach to literacy and advocates that children’s literacy and learning outcomes are maximized when the areas of literacy, oral language and movement & motor skills are simultaneously targeted. With this change, we will be working with decodable texts instead of predictable texts in the teaching of reading.
Due to this change, home reading will look different as well. Students may come home with games with high frequency words or sounds instead of home readers. This is reading practice. Please be assured that students will be getting a much higher level of reading mileage at school every day.
English
This term, students will focus on reading, comprehending, writing and presenting persuasive texts. They will use comprehension strategies to read a range of persuasive texts and respond to questions in a comprehension task. Students will also create and present a multimodal text persuading an audience to change a rule or law. Additionally, students will engage in focused reading, writing and spelling lessons and activities.
Maths
Geometry
Students will investigate 2D shapes and 3D objects and make connections between these. They will investigate and describe transformations of shapes through enlargement and identify reflection and rotation symmetry.
Probability and statistics
Students will conduct chance experiments and identify and describe possible outcomes. They will collect data and apply understandings of probability to their findings. Students will also participate in daily activities that consolidate all mathematical areas.
Science
‘Earth’s Place in Space’ unit provides opportunities for students to explore how the patterns in the sky relate to days, months and years. Students also investigate the elements of our Solar System and Earth’s position within it.
HASS
Students investigate democratic values and processes by investigating the inquiry question:
‘How have people enacted their values and perceptions about their community, environments and other people in the past and present?’
HPE
In this term, students in year 5 will focus on developing their technical understanding of athletic activity. They learn how to set targets and improve their performance in a range of running, jumping and throwing activities. As in all athletic activities, children think about how to achieve the greatest speed, height, distance and accuracy. In Health, students will continue to describe their own and others’ contributions to health and wellbeing. They access and interpret health information and apply problem-solving skills to enhance their own and others’ health and wellbeing.
Music
In this unit, students will learn about C major scale. They will practice singing and playing this scale using instruments. They will be introduced to the Note Value chart and correct terminology for each note. They will learn about woodwind instruments and major and minor modes. They will consolidate their knowledge of known rhythmical elements, known musical forms, anacrusis and dynamics.
Technology
The Stephanie Alexander Kitchen Garden Program is a fun, hands-on learning program delivering pleasurable food education. With strong curriculum integration and a focus on student wellbeing, collaboration and leadership, students learn to grow, harvest, prepare and share fresh, seasonal, delicious food – forming positive food habits for life.
All classes this term will take part in the creation of the garden and basic cooking/food production. The students will learn skills involved with garden and kitchen tools, kitchen and garden safety and hygiene practices. Each year level will also complete an assessment based in design and technologies curriculum as outlined in their assessment schedule.
Drama
Fractured Fairy Tales
Students will work in small groups to create, present and respond to a Fractured Fairy Tale. They will investigate what elements make up a Fractured Fairy tale (parody) and then present a targeted, script, to junior school students.
Lote
In this unit, students will engage with a range of texts about personal identity. They will learn to introduce personal and family names, and to identify the meaning in names. They will also learn to summarise key points and produce short informative texts that include names and details of themselves. Moreover, they will demonstrate fundamental Chinese reading and writing skills throughout the term.
Assessment schedule
| LEARNING AREA | UNIT | TASK | DUE DATE |
| ENGLISH | Students listen to, read, view and interpret a range of persuasive texts (including advertisements, news articles from newspapers and reports from journals and newspapers) to respond to viewpoints portrayed in these texts. Students will apply comprehension strategies, focusing on particular viewpoints portrayed in a range of texts. They will create a persuasive text persuading an audience to change a rule or law. | Task 1 – Reading comprehension Students respond to a range of persuasive texts in a comprehension test. Task 2 - Presentation Deliver a presentation to a familiar audience to persuade them that a rule or law should be changed. | Week 4 week 8 |
| MATHS | 2D and 3D shape Students investigate and apply knowledge of the properties of 2D shapes and 3D objects and make connections with these. Probability Students will identify and describe possible outcomes, describe equally likely outcomes, represent probabilities of outcomes using fractions, conduct a chance experiment and apply understandings of probability and data collection to investigate the fairness of a game. They will list possible outcomes of chance experiments, describe and order chance events, express probability on a numerical continuum, compare predictions with actual data, apply probability to games of chance, make predictions in chance experiments | Students use 2D shapes to make as many 3D objects as they can. They complete a table recording as much information as they can about the shapes. Students draw 2D shapes and follow the language of position to transform, enlarge and record the lines of symmetry. Students make spinners, pose questions, predict outcomes and record all answers in tables and graphs. | Week 4 week 8 |
| SCIENCE | The Earth’s Place in Space unit provides opportunities for students to explore how the patterns in the sky relate to days, months and years. Students’ understanding of how observation and models can be used to shape ideas and understandings is developed through hands-on activities and student-planned investigations. Students also investigate the elements of our Solar System and Earth’s position within it. | Students will discuss and respond to the claim ‘The Earth is the centre of the Universe’, and what they have found out about why people might have thought this. Students will present this in a series of journal entries, with scientific diagrams, investigations and observations. | Week 4 |
| HASS | Students investigate democratic values and processes in the community to answer the inquiry question: How have people enacted their values and perceptions about their community, environments and other people in the past and present? | Students develop an action plan that responds to an issue | Week 8 |
| LOTE | Students will summarise key points from an informative text about personal identity. They will also explain how Chinese names are communicated. Lastly, they will produce a written self-introduction in Chinese. | Written | Week 7 |
| HPE | Athletics Helath | Written | Week 3 |
| TECHNOLOGY | Design and build a better chicken house Students consider the needs of chickens in a farm situation. They design and create a model of accommodation for chickens that allow for these needs to be met in a humane and safe way. | Written/ Practical | Week 7 |
| MUSIC | Making — Composing Create 4 bars of rhythmical pattern with an anacrusis in a time signature of your choice | Practical | Week 7-8 |
| DRAMA | Fractured Fairy Tales | Performing and responding | Week 7-8 |
Contact information
Contact your childs teacher via email:
5A - Rob Shinn rshin22@eq.edu.au
5B – Sonya Ezzy (sgezz0@eq.edu.au)
5C - Greg Curran (gbcur0@eq.edu.au)
5D - Michale McClafferty (mjmcc6@eq.edu.au)
5E - Emma Morris (emorr68@eq.edu.au)
5F – Anna Vintila (akvin0@eq.edu.au)