Bellbrae Primary School
Our Vision Statement
(Written by Yr. 6 students, February 2014)
In Year 6 at Bellbrae, we do our best to uphold the TRIBES agreements. We choose our words and actions wisely, respecting others. We are responsible role models and look out for other students.
We want to learn as much as we can and achieve our personal best. We work together as a team and take pride in all that we do.
· Mutual Respect
· Attentive Listening
· Participation/Right to Pass
· Appreciation/ No Put Downs
· Personal Best
· To assure the healthy development of every child so that each has the knowledge, competency and resilience to be successful in a rapidly changing world.
· To engage all students, teachers, families and administrators in working together as a learning community dedicated to:
1. Caring and support
2. Active participation
3. Positive expectations for all students
Process: Stages of Group Development
· Inclusion, Influence, Community
· Large and small group tribes
The English program will focus on developing the abilities and strategies needed for effective speaking, listening, reading and writing. The students will work on developing skills in:
· Reading, including comprehension, fluency, expression and reading strategies
· Interpreting and following instructions
· Editing, proofreading and publishing including punctuation, spelling, grammar and presentation
· Oral presentations
· Debating skills
· Using basic conventions of written language to explore a variety of text types
Writer’s Workshop is a program of teaching that emphasises the process of writing. The purpose is to help students draft, share, edit, and publish their writing. Teachers provide daily mini-lessons on ideas, organisation, voice, word choice, sentence fluency and conventions. Small conference groups meet regularly with the teacher and are guided to improve their writing and writing skill.
All students have a Notebook, which they use to gather inspiration, develop their thinking and also plan aspects of their writing. Notebook pages are about topics that interest them, or personal experiences which they can then use as ideas for writing. They are encouraged to bring items from home as a stimulus for Writer’s Workshop. eg. movie ticket, photo, magazine picture, newspaper article, letter, feather, etc.
We will be using Soundwaves to drive our spelling program. The Sound Waves phonemic approach uses a sound-to-letter strategy, which acknowledges that sounds can be represented more than one way in written form. We focus first on the basic units of sound in our language – phonemes. Then explore the letters that represent these sounds and how they can be put together to form written words. We also investigate spelling rules, root words, prefixes and suffixes, synonyms and antonyms. This helps students to learn more about the origin of words, spelling, word families, parts of speech and grammar.
READING AT HOME
The students usually choose their own books to read. A wide variety of books are available in the classrooms and in the Library. Choosing material, which they have the skills to read, and which is on a topic that interests them is a skill which must be learned. We encourage the students to take home the books that they are reading in class to read at home. All students have a Reading Target of 100 minutes per week. This forms part of our Homework Policy. The student diary should be used to record and monitor their reading at school and at home. This must be completed every day and will be checked by the teacher.
* It is vital at this stage in reading development and extension that students continue with daily independent reading.
IDEAS FOR READING AT HOME
Students should be able to read free from stress and without feeling threatened.
Make your home a place where reading is valued
¨ Enjoy reading yourself, show your students you enjoy it, share enjoyment with them.
¨ Encourage your child to bring books and magazines into the home by expressing interest in what he/she borrows.
¨ Arrange convenient storage space for reading material.
¨ Read aloud or tell stories. Students of all ages like to hear a good story. It can be a most rewarding experience for parents and students to share.
¨ Discuss with the family things you have read. Be ready to listen if your child wishes to discuss reading with you.
¨ Encourage your child's efforts and interests. Stressful situations discourage interest and enjoyment.
Help your child find time to read
¨ Discuss possible times available for reading during the week.
¨ Take care not to insist on regular reading times. Even avid readers do not always feel like reading.
¨ Suggest occasionally going to bed a half an hour earlier to read.
Help your child find interesting reading material
¨ Direct your child's attention towards material suitable to his/her interests and age.
¨ Allow your child to feel free to sample different types of reading without disapproval.
¨ Encourage and, where possible, join in investigating local libraries, bookshops, newsagencies and book exchanges.
¨ If there is some obvious purpose and/or enjoyment to be gained, students will be more likely to want to read.
Mathematics incorporates the three core strands:
· Number and Algebra
· Measurement and Geometry
· Statistics and Probability
A Maths lesson is conducted daily and we focus on processes and strategies rather than answers.
This year the students will be participating in the Money Maths Project. This program sees students operate in a way similar to a small town or community, where we build our own economy. Students receive a base weekly payment for the work they complete. Students pay tax through the money they earn, make weekly “rent” payments for their seat and locker. Students operate businesses within the classroom and organise their finances through credit, debit and cheque accounts at our class bank. This is a weekly program that focuses on a range of mathematical concepts including decimals, fractions, percentages, the four operations and problem solving.
HOW TO HELP YOUR CHILD WITH MATHS
· Encourage students to take up hobbies that require "hands-on" mathematical skills and a sense of spatial relationships - making models, assembling kits, jigsaw puzzles, etc.
· Have a calculator in the house and introduce games that lead to the discovery of some of the fascinating properties of Number
· Don't think Maths is either a mystery or a text book exercise; it is about solving problems in the real world. So seize every opportunity to use maths around the home - in play, in real situations: measuring and calculating whenever the need arises.
· Involve your child in real life calculating around the home - counting change, adding up bills, measuring, estimating, etc.
· Show your regard for the practical usefulness of Maths and never say to your child, "You're just like me... I was never good at Maths".
· Try to develop your child's sense of number, height, width, volume, area, mass/weight and time.
FIND MATHS EVERYWHERE!
TOYS / GAME: Jigsaws, construction toys, card games, board games etc.
TRAVELLING: - guess the colour of second/third car you pass
- guess the number of posts, phone poles, shops,
- number plates: consecutive numbers, largest total,
- tally the cars with the same colours
- Spotto: list 10-20 things they have to find
- estimate how long to travel between the towns
- petrol costs, food costs, etc.
WALKING: Discuss what you see - clouds, shadows, buildings, rocks, trees, plants,
animals, people, etc. Refer to size, shape, order, space, number, etc.
SPORT: Number of favourite players, scoring, hop-scotch, marbles, hookey
GADGETS: Clocks, scales, calculators, rulers, measures, magnifying glass,
levels, gauges, etc.
MONEY: Cost, change, coins/notes required in purchase
The Austraian Curriculum provides an approach to organising the curriculum in schools. The Standards are spread from Foundation (Prep) to Year 10, and develop the knowledge, skills and behaviours that students need to prepare them for success in a complex, rapidly changing world.
The school uses Key Concepts which are designed to cover all areas of the Victorian Essential Learning Standards. At Level 6 learners become more complex thinkers and are able to apply thinking strategies as part of their learning. The focus is on deeper learning and undertaking more extended projects. We choose different Key Concepts and related themes to teach those skills and provide a meaningful curriculum.
Following is an outline of the Yr 6 Units of Study and special events for 2014:
UNITS OF WORK
Ecosystems and sustainability
The Gold Rush
Team building day
Tournament of Minds
Sovereign Hill Camp
SPECIALISTS & EXTRA-CURRICULA ACTIVITIES
All children in Yr. 6 are involved in a weekly program, which is taken by classroom teachers, a Specialist Art teacher and Specialist Music Teacher.
The Arts program encompasses: Dance, Music, Drama, Visual Arts and Media.
Students are encouraged to explore, experiment and participate in a wide range
of activities, developing creativity and appreciation in all forms of the Arts.
Some Art smocks are available for students in the Art room but it would be great if they could have their own on Art days.
We cover the following areas in Art
- Threads and textiles
Children build upon the skills learnt in all their previous years at Primary School and the techniques increase in complexity. Children are introduced to works of several famous artists and they observe these as inspiration for their own work. The children talk about their own Art work as well as their peers and Art language is used during their discussions for e.g. they may use the words line, texture, shape, space, colour, form and tone in their discussions. These are words they will be using constantly in Secondary Art, so I try to make them part of their everyday language in Art.
Art is a time for fun, exploring and enjoying!!
ICT (INFORMATION AND COMMUNICATION TECHNOLOGY)
Our ICT program is integrated across the whole curriculum. The emphasis is on using computers as a tool to assist learning. The students are also taught the skills to use computers efficiently and effectively. During fortnightly ICT skill development sessions in the computer lab, Mr McCoombe and your classroom teacher, work together to explore new applications and build your child’s independence in a range of technology.
Bellbrae is currently investing in additional technology across the school. Most notably, IWB are being updated to Apple TVs, and more iPads and associated infrastructure is being purchased. All this is a significant investment, which reflects our commitment to the goal of providing stimulating and engaging learning environments and educating students who will be well equipped ‘21st Century Learners’.
We are working towards more access to new technology across the school, but for the senior school we are working towards a 1:1 learning program for all students in the senior school. This would see students, in Year levels 4-6, with their own iPad device.
This year marks a transition towards the goal of a 1:1 learning program. As you are probably aware, the Grade 4-5s have been asked to take up the BYOD (Bring Your Own Device) program. In Grade 6 this year, we have not making this commitment. This decision has been made to allow for the fact that students have one year left at primary, and so the financial investment for families at this stage is arguably not justifiable.
Instead we provide the option for students to bring any existing iPads they have at home to school. This option has been provided, so that students have access to more devices in our classrooms, as a supplement to the class sets, and for families to be able to utilise existing technology from the home in the school setting as well.
Without the availability of 1:1 iPads, Grade 6 students still have regular access to a wide range of technology. Students use netbooks and class iPads regularly in the in a variety of learning activities. The library computer lab is also utilised regulary. Importantly, students who do not bring their own iPads, will not be disadvantaged. Ipads (school or student owned) will be used at set times for learning activities only.
If families decide to bring iPads into school, we want to ensure that they are managed as all other school technology is. They need to be utilised effectively, be kept safe and secure and user agreements for appropriate usage applied.
The Grade 6 Department now have a blog that will allow for increased communication between home and school. It will act as a notice board for events and organisational requirements as well as a platform for sharing the work that your child is doing at school. We look forward to celebrating and sharing more of the the great stuff that goes on during the school year.
Homework Due Wednesday 12th March
What a fantastic week we had during our Aquatic Survivor Program. We were so impressed with the learning and sharing that took place. We also loved to see you having so much fun. Remember to keep trying your best.
As we are approaching mid way through our first term, it is a good time to reflect on your hopes for the year and the choices you are making to along the way. Discuss the choices you are making at school with your parents.
To share the important information you learnt last week, you are to make a first aid poster on A3 paper (provided by your teacher). If you didn’t attend the program you are still required to find important information to present on your poster.
Also, we expect evidence of your spelling and maths fact practise in your homework book. Remember to read nightly for 20 minutes. Record in your diary the name of the book and page number you get up to and get your diary signed each weeknight.
The Year 6 Team
Homework Week 9
Homework due Tuesday 1st April
What would you design if you were allowed to build a new place to play? This week’s homework is all about designing a place which can be enjoyed by everyone in their spare time. Think carefully about all the different people who might like to use the park and what they would need. This homework is due Tuesday 1st April.
There is a spare, overgrown piece of land in Bellbrae. It is being used as a dumping ground for rubbish and it looks very unpleasant. You hear some older residents talking about how they would like somewhere to sit and chat during the warm summer afternoons and you have often thought that it would be a good place for a children's play park. You talk to your neighbour, who has a young baby and find that she too would like somewhere safe for her baby to play. IT'S TIME FOR ACTION!
Write a letter to the council to explain your ideas for using the waste ground. You will need to persuade them that the park will be well used, by many different types of people, so use your information from last week to help you. Try to think of as many reasons as possible why the waste ground should be made more attractive.
Draw a layout of your plan for your park and label its features. Use colour.
Remember to take care with the presentation of your homework.
You need to also have evidence in your homework book that you have practised your spelling words and worked on a your number facts.
AMAZING 6A WRITING PIECES
BLOOD VERSUS LOVE
The smell of blood lingers in the air and I just can’t control my cravings. The one that I love is standing in front of me and I’m starting to tense up. I slowly move into hug her to show her that I’m not going to attack. I throw my arms around her and my neck lands on her shoulder. I suddenly feel her pulse and my temptation to dig my fangs into her skin and suck out every last drop of blood kicks in.
I step away and turn around trying to not look at Jessica. Maybe……. Maybe I should just tell her what I am, how I am a MONSTER, a monster that could one day kill her. “Jason, what are you doing?” Jessica yells across the room in a loud voice.
I turn around and face Jessica. I look into her shining innocent eyes and know that I can’t do anything to hurt her.
“Jason, are you sure you’re okay?” she screams in a demanding voice.
I pause for a moment to think.
“Jessica I have to tell you something” I say slow and steadily as I walk towards her.
“What is it Jason?”
“Jessica I will always love you but there’s something very important that I have to tell you which might lead to heartbreak.”
“I love you as well and I always will” Jessica says in a hopeful tone.
I look up at her and take a deep breath.
“I’m a vampire.”
THE AQUATIC SURVIVOR PROGRAM
We had an awesome week at the beach for our Aquatic Survivor Program. We learned so much about first aid, CPR, rescue techniques and skills to draw upon when we are in the open water.
6A News Update
By LAILA and TOM
Hi, we are Grade 6A from Bellbrae Primary School. This week, your writers are Laila McCristal and Tom Roberts.
In year 6 at Bellbrae this term, we are learning about Immigration, our family’s stories, and our family’s history. We had a visitor named Irena come in and talk to the two grade six classes (6A and 6B) about her immigration story.
In 1941, there was a knock on the door at midnight, and it was the Gestapo demanding that Irina’s family have ten minutes to get their essentials and get out! At the time, Irina was a baby, and didn’t know what was going on. In 1950, Irina and her family arrived in Australia.
We did an activity where there was a drawing of a suitcase, referring to Cuc Lam’s suitcase. We had to pick 5 items (essentials to us) and draw and label them in to the drawing (pre-drawn) of the suitcase. We also made a list of reasons to migrate to a different country, and then we listed them to: Pulled (chose to leave), Pushed (forced to leave), or Both (could be pushed or pulled to leave).
In the past couple of weeks, we have been making Picture Story Books, for our buddies in Foundation.
We are learning about multiplication, division and lots of other things, we are also investigating different processes to work out how to solve division problems.
Our Year 6 classes have an exciting project on the go. We are going to build a greenhouse for our edible garden out of recycled bottles. To make it, we need to collect 2500 1.25 litre bottles. So far in the ‘Bottle Count’, we have collected (whole school): 1,162 Bottles. We have a competition with the other classes to see who can bring in the most bottles. The top 3 classes are:
3rd Place: 2B, on 180 Bottles!
2nd Place is 5A, with 225 Bottles!
And 4A, with a whopping 233 Bottles!
Keep an eye on our blog for more news!
MASTERCHEF COMES TO BELLBRAE!
Hello Year 6’s Date due: Tuesday 10th June
You did a fantastic job for homework this week and we have been enjoying your oral presentations. Well done for being organised and completing you homework on time. This is great practise for Year 7!
Remember to keep trying your best. We are proud of your efforts.
Continuing with our Immigration unit, you have been exploring the contributions that different cultural groups have made to life in Australia. We know that the food we eat has been influenced by our migrant cultures.
This week, your job is to choose a food dish that represents a cultural group in multicultural Australia.
1.) Write or type out the recipe and method for the dish.
2.) Make the dish and bring it in to share if possible.
If you can’t bring the dish in to class please take a photo drawing of it. If you would like, you can take photos as you cook or even film the process, Jamie Oliver style!
Miss Barson and Mr O’Meara are looking forward to taste testing!
You will need to practise your spelling words this week. They will need to be written into your homework book (spelt correctly!). Your also need to write in your chosen maths facts that you are memorising this week.
Remember to read nightly for 20 minutes. Record in your diary the name of the book and page number you get up to and get your diary signed each weeknight.
The Year 6 Team! :D