Learning In The Classroom
Junior School: How We Organise Ourselves
In the Junior School we have been exploring our new unit of inquiry ‘Communities require systems to connect people and places’. We have been exploring different systems that connect us to other people and other places. We have also been comparing our systems to those around the world and from the past. Some classes have made actions that go along with the central idea to help them remember it. Here are some students from 1/2P demonstrating our actions. “The actions help us to do our inquiry and to learn better” – Jennifer
Our reading focus has been on the skills of searching for and using information and summarising. This has helped us become experts on certain systems that connect people and places. Some of our favourite books have been about road systems, train systems, electrical systems and the water system. “One of my books taught me all about how dogs were used in cold areas to go from place to place” – Indi. “I learnt that we get food from all over the world and that connects us, like rice from Malaysia’ – Reed
1/2P constructed an information report about our water system and how it connects people and places. We wrote the introduction as a whole class, and then broke into small groups to write each paragraph about the different stages “if you have a purple tap, don’t drink the water from it because it is actually treated sewage” – Will, ‘There are four stages in our water system. Collection, storage, usage and treatment”. This inquiry has prompted lots of discussion and lots of wondering! ‘Once water has been cleaned and it goes to the beach, how does it get salty?’ – Ella, ‘Does Africa have some sort of water system – I don’t think it’s as good as ours?’ – Joel, ‘Where do they get the bacteria that helps treat the dirty water from?’ – Grace, ‘Which country has the cleanest water?’ – Will, ‘How would people get around Rowville without a car?’ – Lainey,
Middle School: How We Express Ourselves
3DJ are working on a spelling activity based upon Word Origins. We are discovering where the root word originates and the Greek or Latin meaning. Students then locate other words based upon this to complete a tree graphic organiser. 3/4GW are practising their handwriting skills. Students consider the correct posture, pencil grip, paper position, work on consistency of spacing and letter size. The Victorian curriculum states that students should hand write using clearly-formed joined letters and develop increased fluency and automaticity. 4SB are applying the skills learnt to determine area and perimeter or regular and irregular shapes. They are creating a vegetable garden or flower beds and using the formula of l x w (length x width) to determine the area for how much soil they would need, and adding the dimensions of different shapes to calculate the perimeter, so as to build a fence around their garden beds. 4RW are engaged in a pencil case challenge. They are using formal and informal units to find the pencil case with the largest and smallest area. Students are working collaboratively to share their thinking, materials and findings. 3BD are busy working on a guided reading activity based upon fluency and accuracy. They are conducting cold and warm reading sessions. Students recorded themselves reading a text aloud that was unfamiliar and recorded the corrections they made (cold reading). They then re-read the same text and compared the differences in self-corrections made (warm reading).
Senior School: How We Organise Ourselves
Students in the Senior School have been busy creating their own businesses, exploring some of the considerations and obstacles to setting up a business. They have experienced some red tape along the way, having to apply for HPBNs (Heany Park Business Numbers) and the Heany Park EPA for a star rating. Here are some reflections from one of our teams.
“Team work is important, helping each other out. While Hayley and Salma were doing a survey, I filled in some of the stress balls.” Olivia
“We worked together to fill out the paperwork. I waited in line while the others kept working to keep production going.” Hayley
“We swapped jobs so we could all find out how to make our different products.” Zahra
“We did a survey around the school during play times, to find out how many units of each product we should make.” Salma
Foundation: How the World Works
On Thursday the 3rd of August, the Foundation students celebrated their 100th day of school with a pyjama party and breakfast at school. All the students chose from the menu of mini pancakes, toasted English muffins with toppings and toast. Throughout the morning they sipped on warm Milo and ate fresh fruit. Our special celebration lasted throughout the week. It was so much fun to finally get to 100 after counting from the very first day of school! The Foundation students completed many activities exploring the concept of 100. We made a jigsaw puzzle with 100s charts and even our crowns were made out of 100 pictures. Did you know that 10 strips of 10 pictures is 100! That was just one of the exciting things we discovered during the week. As part of celebrating this milestone at school, we reflected on our progress. As a class, we discussed how far our reading, writing and maths skills have come. Individually, we reflected on all the things we can do now and recorded it in our learning portfolios. Imagine the things we will be able to do at the end of the year! We even challenged ourselves to write 100 words. We read the book “I Can Teach My Dog 100 Words” and, using our knowledge of word families, came up with a list of 100 words we could spell!
Counting up to 100 days of school for us at Heany Park is an important part of our day. Not only are we exploring the number system one number at a time, we discuss the properties of these numbers (odd, even, more than, less than, place value etc) and learn all about the number system. Now, we get to learn all about the numbers after 100!
All of the teachers at Heany Park Primary School are proud of the growth and learning our Foundation students have shown in the past 100 days in all areas of their school life. We are impressed with the enthusiastic, independent learners they are becoming. I wonder what the next 100 days will hold for us?
- W2 Term 3 Learning the Classroom
- Wk 2.3 Term 3 Learning the Classroom
- Wk 2.2 Term 3 Learning the Classroom
- Wk 2.2 Term 3 Learning the Classroom
- Wk 2.1 Term 3 Learning the Classroom
- Wk 2.0 Term 3 Learning the Classroom
- Wk 2.3 Term 2 Learning the Classroom
- Wk 2.2 Term 2 Learning the Classroom
- Wk 2.1 Term 2 Specialist Learning in the Classroom
- Wk 6 Term 1 Learning the Classroom
“Learning in the Classroom” photos: