Year 5 Term 1 Overview 2022
Term overview
Welcome to Term 1, 2021!
Our team, Mrs Anna Vintila (4/5A), Mr Robert Shinn (5A), Mrs Sonya Ezzy (5B), Mr Greg Curran (5C), Mr Michael McClafferty (5D) and Mrs Emma Morris (5E) are very excited about the learning journey we’re embarking on with our brand-new cohort of Year 5 students. For your convenience, we’ve included the Year 5 assessment schedule for the term, so you can plan around these dates.
House Keeping
It is essential for every student to be arriving at school on time. Students should be preparing themselves by 8:50am ready for class to start promptly at 9am. Being organised and ready to start the day is essential to your child’s education. Please check with your child regularly that they have everything they need for school, particularly consumables and easily misplaced items such as pencils, erasers, glue, rulers etc.
As this has been a tricky start to the schooling year, all the year 5 teachers are open to any questions that you may have regarding your child and their start to the year. All families and carers should receive an introduction email from their teachers around some basic information regarding contact details and classroom expectations. Please take the time to read these emails as it may answer some queries that you have about your child’s classroom. All the year 5 teachers are looking forward to an exciting year in 2022 and we are glad to have all our students back into the classroom after the extended break.
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
Students will read the text “Rowan of Rin” by Emily Rodda to explore and analyse the features of a fantasy quest narrative. The assessment task is to write a fantasy quest story to entertain an audience of young teens. This story will have a quest plot, a ‘good’ and ‘evil’ character and an established setting.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 English unit however content will be targettted at both a year 4 and 5 level.
Maths
During the term students will investigate concepts and develop skills in a range of different areas including: multiplication and division, factors and multiples, angles and their properties, using a protractor and mapping. After a unit covering the factors and multiples of numbers, students will be creating a treasure island map using alphanumeric grids, a compass rose, direction and scale.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 Maths unit however content will be targettted at both a year 4 and 5 level.
Science
Unit called: Now you see it! Students investigate the properties of light. They investigate reflection angles, how refraction affects our perceptions of an object's location, how filters absorb light and affect how we perceive the colour of objects, and the relationship between light source distance and shadow height. They plan an investigation around a constructed light maze; including posing questions, making predictions, and following and developing methods. They analyse and represent data and communicate findings using a range of text types, including reports and labelled and ray diagrams. They explore the role of light in everyday objects and devices and consider how improved technology has changed devices and affected peoples' lives.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 Science unit however content will be targettted at both a year 4 and 5 level.
HASS
In this unit, students describe how and why life changed and stayed the same for people in a colonial Australian community. They describe the significance of early inland exploration in bringing about change to colonial Australia and how these changes impacted different cultural groups in Australia at the time.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 HASS unit however content will be targettted at both a year 4 and 5 level.
HPE
In PE, students in year five will develop the fundamental movement skills to play the sport of soccer. They will learn how to dribble, trap a ball, pass, score and improve their positioning on the field. In Health, students will 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.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 HPE unit however content will be targettted at both a year 4 and 5 level.
Music
During Term One, students will extend their knowledge about major and minor modes, pentatonic scale, rhythmic elements and woodwind instruments. They will learn a large number of songs and games, listen to them then analysed a range of musical pieces.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 Music unit however content will be targettted at both a year 4 and 5 level.
Technology
In this unit students engage in a number of activities, including:
- investigating the functions and interactions of digital components and data transmission in simple networks, as they solve problems relating to digital systems
- following, modifying and designing algorithms that include branching and repetition
- developing skills in using a visual programming language within a maze game context
- working collaboratively to create a new maze game.
Students will apply a range of skills and processes when creating digital solutions. They will:
- define problems by identifying appropriate data and functional requirements
- design a user interface, considering design principles
- follow, modify and design algorithms using simple statements, relating particular programming language statements (steps and decisions) to actions in the game
- implement their game using visual programming
- evaluate how well their solutions meet needs
- plan, create and communicate ideas within a collaborative project, and apply agreed protocols when negotiating, providing feedback, developing plans and sharing online
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 Technology unit however content will be targettted at both a year 4 and 5 level.
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.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 Drama unit however content will be targettted at both a year 4 and 5 level.
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.
Students in the 4/5 composite class will be engaged in the overarching themes of the year 5 LOTE unit however content will be targettted at both a year 4 and 5 level.
Assessment schedule
| LEARNING AREA | UNIT | TASK | DUE DATE |
| ENGLISH | Students write a fantasy narrative, creating a ‘good’ and ‘evil’ character, and an establish setting. Students write a fantasy narrative, creating a ‘good’ and ‘evil’ character, and an establish setting. | Written | Week 10 |
| MATHS | Students complete a written test on multiples and factors. | Written | Week 7 |
| Students use their mapping and constructing angles skills to create a treasure island map. | Written | Week 10 | |
| SCIENCE | Students create a light maze and describe the properties of light through an investigation. | Project | Week 10 |
| HASS | Students present a multimodal presentation about a significant event that occurred in the colonisation of Australia. | Multimodal presentation | Week 6 |
| LOTE | In LOTE in Term 1, 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 Chinese 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. | Written | Week 7 |
| HPE | Go for goal (soccer) | Practical | Week 8/9 |
| TECHNOLOGY | In this unit students engage in a number of activities, including:
| Digital portfolio of work | Week 8 |
| 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. | Create and write a rhythmical pattern with an anacrusis | Week 9 |
| DRAMA | Fractured Fairy Tales | Performing and responding | Week 8/9 |
Contact information
Contact your childs teacher via email:
4/5A – Anna Vintila (akvin0@eq.edu.au) 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)