1. ANDERSON’S CREEK
PRIMARY SCHOOL
Level 4 2012
Paul Barnes Maria Healey
Ruth Hope Sian Gladman Sarah Cocks

2. Three interwoven purposes
Students will leave school with the capacity
to:
 manage themselves as individuals and in
relation to others
 understand the world in which they live
 act effectively in that world.

3. Three core, interrelated strands
Physical, Personal and
Social Learning
Discipline-based
Learning
Interdisciplinary
Learning

4. Physical, Personal and Social Learning
Knowledge, skills and
behaviours in
Health and Physical
Education
Interpersonal
Development
Personal Learning
Civics and Citizenship

5. Discipline-based Learning
Knowledge, skills and
behaviours in
The Arts
English and Languages
Other than English
The Humanities
Mathematics
Science

6. Interdisciplinary Learning
Knowledge, skills and
behaviours in
Communication
Design, Creativity and
Technology
Information and
Communications Technology
Thinking

7. Stages of learning
Years Prep to 4
Laying the Years 5 to 8
foundations Years 9 to 10
Building breadth
and depth Developing
pathways

8. Level 4 2012
English, Mathematics and Integrated Topic: Whole
team
LOTE: Concetta Gigliotti
Visual Arts: Linda Zanatta
Music: Nieta Manser/Trevor Gibbs
PE: Meredith Thornton

9. Sport and PE – Meredith Thornton
• The Physical Education program is a very active
one where all students participate fully.
• The emphasis is on healthy lifestyles and
general fitness.
• On PE days students are required to wear
appropriate runners, bike shorts for girls and
have hair tied up (Tuesdays).
• A water bottle and a hat is required for each
lesson.

10. Visual Arts: Wendy Sharp & Linda Zanatta
• Art elements are also blended into the
• program: Line, Texture, Form, Shape and Colour
• Assessment: Ongoing – Start of project to the end
• piece of artwork. (The JOURNEY)
• Reports – June/December
• SLD’s – One piece of artwork is added every term
• How Can Parents Help?
• Ensure your child has an art shirt/smock
• Warrandyte Festival („To Dream and Inspire‟ theme)
• Costumes and Art materials as required
• Newsletter: Art Snippets and works on display in School Office,
• Art Room and IGA– Keep up to date.
• Celebrate your child‟s Artwork

11. Visual Arts Wendy Sharp and Linda Zanatta
Visual Arts is an essential component of the curriculum:
• Contributes to the creative and mental growth of our children
• Linked to other key learning areas
Visual Arts Program will cover:
• The seven areas- Painting, Drawing, Collage, Print - Making, Threads and
Textiles, Construction, Modelling and Art Appreciation

12. School Choir and Band
• Junior Choir – Grades 1 & 2
• Senior Choir – Grades 3, 4 & 5
• Recorder Club Grade 3,4,5 – This will be formed
during the first term.
• These groups will perform at various school and
community events.
• Term 3 Performing Arts – major Production or
Arts Festival

13. Music: Nieta Manser
• At all levels in Primary School your child should
experience the Performing Arts, i.e. dance, music and
drama.
• The music program is designed to allow children to
explore informal and formal musical concepts through
the use of instruments and song.
• Compulsory Recorder Program for Years 3 & 4
• By the end of your child‟s primary schooling, they
should have enough musical knowledge and
confidence to pursue their interest in Secondary
School.

14. One hour per week-web page/blog
I cover listening, speaking, reading and writing
*changing over the next few years*.
Thematic approach
Grammar
Intercultural knowledge
Integrating with the classroom teachers and other
specialists such as Art, Music, PE
Italian Day

15. Building a positive classroom
community
Our ACPS values
Respect
Optimism
Honesty
Responsibility

16. honesty
Honesty is telling the truth
Honesty is straight forward conduct
Honesty is being sincere, truthful, trustworthy, honourable, fair,
genuine and loyal with integrity.
You are being honest when you……
Do your own homework
Tell a friend the truth
Tell the real reason you didn't turn in your homework.
Keep your own eyes on your own page
Give the cashier the extra change she gave you by mistake
Write a report in your own words instead of copying.
Admit you made a mistake
Keep a friends secret
Give back any money that you find

17. This ball is
being
optimistic
If you ever think life
is so unfair for you,
think about all the
Optimism
Meaning
homeless people Hopefulness or the habit of expecting
who don’t have that things will turn out well.
homes to live in and
don’t have a TV. Other words for
optimism
If you didn’t go very well in cheerful
a test at school you would Positive
be optimistic by saying “oh Confident
well at least at school I will Hopeful
learn from my mistakes”. Happy
enthusiasm

19. R s ns
e po ibility
If you are using other peoples stuff look after
it. The plural of
responsibility
Be a good role model. is
responsibilities
Look after other people. .
Help people when they are hurt.
Listen to the teacher.
Do your own work.
Accept responsibility for your own actions
don’t blame other people.
The Principal’s responsibility is to look after First known use the
the school and all of the students and staff. word “Responsibility “
was in 1771.

20. Ways we build a positive
classroom community
• Circle time Behaviour management

21. Building a positive classroom
community
• Friendship envelopes
• Identifying strengths
• Goal setting
• Noticing and acknowledging positive
behaviours

22. Integrated Topics
Term 1: Government
Term 2: Gold
Term 3: Marine Studies
Term 4: Natural Disasters

23. Term 1: Who Are You?
 First two weeks of Term 1
 Based on Values education that ties in
with Personal Learning and Interpersonal
Learning Strands
 Great opportunity to engage children
that we have not experienced before

24. Term 1: Government
Essential Why do we have a government?
Question:
Unit What is the difference between a law and a rule?
Questions:
What is democracy?
What are the levels of government in Australia?
Explain how a law is made?
What are the rights and responsibilities of citizenship?
Content Why is it important to be able to make informed decisions?
Questions:
How do I make a responsible decision?
What factors influence decision-making?
What happens when we make a poor decision?
How will my decisions affect others?
How do different people in the Australian community make
decisions, rules and laws?
How does the Australian legal process diff to other forms of
government?
Major Project: Class debate/passing a law, Visio mind map
Domains covered : Building social relationships, Working in teams, The individual learner , Managing personal
learning , Community engagement , Civic knowledge and understanding , Presenting , ICT for visualising thinking, ICT for
creating , ICT for communicating

25. Essential
Term 2: Gold
What part did the Gold Rush play in changing Australia?
Question:
Unit Questions: Where was Gold found and who came to Australia for gold?
How did this lead to the beginning of democracy in Australia?
Content Who made the most money during the Gold Rush?
Questions:
How did the gold rush impact on multi culture?
What do we and how do we mine in Australia today?
What impact on the environment from logging and mining?
Major Project: The Gold Game, Gold Journal, Eureka Reenactment
Domains covered: History, Economics, ICT, Communication, Thinking,

26. Term 3: Marine Studies
Essential question What makes a healthy marine environment?
Unit questions How do organisms survive in harsh or changing environments?
What factors affect the survival of organisms living in marine environments?
How has human intervention affected marine ecosystems?
Why should we try to conserve marine environments?
How can we act on conservation issues?
Content questions What are food chains?
What are consumers and producers?
What are marine ecosystems?
How can we classify marine organisms?
What non-living factors support the survival of living organisms? e.g. temperature
How are pollutants entering our marine environments?
What interactions between organisms help them survive?
How do marine organisms like jellyfish or whales float?
What responsibilities do the levels of government have?
How can we influence laws?
Major Projects: literacy response „Blueback‟ by Tim Winton; a website about the
Barrier Reef; an information narrative on an endangered marine species; a flash
animation about a coral polyp.

27. Term 4: Natural Disasters
Essential
Question:
How can we cope with natural disasters?
Unit
Questions:
What are the layers of the Earth?
What are the layers of the Earth‟s atmosphere and how do they
function?
What is natural disaster?
Content
Questions:
What natural disasters occur in Australia? How do they affect
us and how do we cope with them?
What causes natural disasters? Where do they occur?
What can we do?
What can the government do?
Major Project: Diagram/model of the Earth‟s layers and
atmosphere; create a simulation of a natural disaster for
exhibition; explanation text about a natural disaster; a multi
media poem about a natural disaster, preparing work for
Natural Disasters Expo.

28. Research
• Skills are taught as part of English
• Students encouraged to take notes from a
variety of sources
• Students design research questions so that
they are not presenting facts alone
• Encouraged to think rather than just repeat
facts they have found

29. Presentation
• Variety of forms
– Written and drawn on paper, model, web page,
slide show, video, graph, dramatic presentation
– Poster, story, poem, pamphlet, booklet

30. Level 4 English
“Building breadth and depth”

31. SPELLING :
• Spelling assessment
at start of year to
assess need.
• Every Monday
students receive a
spelling list.
• Students need to
practise their spelling
words every night at
home ready for the
test on Friday.

32. Writing Standard – Level 4
• At Level 4 students produce a variety of texts for different
purposes, audiences and context of the writing.
• Students use a range of strategies for writing, including
note-making, using models, planning, editing and
proofreading.
• Structure and Punctuation: Students use more complex
sentence structures and punctuation.
• Grammar: Identify and use range including nouns,
pronouns, adverbs, comparative adverbs and adjectives,
and use appropriate prepositions and conjunctions.

33. WRITING
•1-2 Quality pieces of writing per
term. This semester our writing
focus is: persuasive texts.
•Teaching the features of different
styles and genres for different
purposes

34. Writing Rubric: A Letter to your Teacher.
Name: Overall Score:
What you did well:
How you could improve:
Structure Strategies Spelling Punctuation Grammar Presentation
Score 1: Above Well detailed and very Student refers to the Student uses a Student has correctly Letter is Joined up handwriting (Victorian
expectations interesting to read example provided in dictionary to used a large range of written in the Cursive) is used at all times.
order to plan work. check the punctuation such as first person. Writing slant is consistent.
Student edits draft spelling of exclamation marks, Tenses are The letter is presented in a way
using a red pen and unfamiliar words. apostrophes, question correctly used. that makes it stand out from the
asks a classmate to also Student uses a marks, colons, semi rest (e.g: there is a border,
edit work and offer wide vocabulary colons. attractive handwriting)
feedback. correctly.
Final copy
contains few, if
any, spelling
errors.
Score 2: Letter contains: an Student plans, drafts Student spells Student correctly uses Letter is Handwriting is easy to read and is
At expected opening statement that and proofreads work high usage words capital letters, full written in the of a size expected of a Grade 5/6
level explains why letter is before handing it in. correctly. stops and commas. first person. student.
being written; several Student does not get a Student Sentences are not too Most tenses Student sometimes uses/has
paragraphs that make up classmate to proofread sometimes long. are correct. attempted to use joined up
the main part; and a work. misspells more writing.
closing statement. The first draft shows difficult, multi- Speed loops are present.
Letter is set out in revisions, student has syllabic words. Words sit on the line and letters
paragraphs. noticed basic mistakes. Student relies on are evenly formed.
Each paragraph has a asking other Writing slant is fairly consistent.
separate theme/idea. people how to Work is neatly presented.
Ideas are not repeated. spell certain
words.
Score 3: Below Student has forgotten to Student does not Student misspells Student forgets to use Student does Handwriting is difficult to read.
expectations, include one or more of produce any planning high use words. capitals to begin not use the Student does not use joined up
could do better the following: an opening or a draft. Student does not sentences. first person. writing.
statement, a closing Student produces a use strategies to Sentences are too long Student mixes Words do not sit on the line and
statement, several draft but does not edit check spelling. or missing up tenses are too large.
paragraphs that make up it. punctuation. within Letters are not formed correctly.
the main part. Editing is careless, Student forgets to use sentences. Letter looks messy/is
Student has forgotten to obvious mistakes are commas when listing crumpled/torn.
set out their work into missed. items.
paragraphs.
Student repeats ideas.

35. Reading – Level 4
Students read, interpret and respond to a wide range
of literary, everyday and media texts
• Use strategies such as reading on, using contextual cues,
and drawing on knowledge of text organisation when
interpreting texts containing unfamiliar ideas and
information.
• Analyse texts and support interpretations with evidence
drawn from the text.
• Describe how texts are constructed for particular purposes
and audiences, and identify how sociocultural values,
attitudes and beliefs are presented in texts.

36. READING
Ongoing assessment of reading ability.
Silent Reading Time.
Students need a novel at school.
Literacy discussion Circles.
Guided Reading.
Literature Responses.
Research.

37. Speaking and Listening Level 4
Students plan, rehearse and make presentations for different
purposes.
• They state a point of view and provide accounts of personal
experiences or events as evidence.
• They adjust their speaking to take account of context, purpose and
audience, and vary tone, volume and pace of speech to create or
emphasise meaning.
• When listening to spoken texts, they identify the main idea and
supporting details and summarise them for others.
• They identify opinions offered by others, propose other relevant
viewpoints and extend ideas in a constructive manner.

38. Mathematics
• Space
• Number
• Measurement,Chance and Data
• Structure
• Working Mathematically

39. Number
• Comprehend the size and order of small numbers
from thousandths to millions
• Explain and use mental and written computations for
addition, subtraction, multiplication and division.
• Identify common fractions and decimals
• Find equivalent fractions and find equivalent
representation of common fractions (for example, 3/4
= 9/12 = 0.75 = 75% = 3 : 4 = 6 : 8)
• Identify square and prime numbers
• They use estimates for computations and apply
criteria to determine if estimates are reasonable or
not.

40. Space
Classify and sort shapes and solids (for example, prisms,
pyramids, cylinders and cones)
Create two-dimensional representations of three
dimensional shapes and objects found in the surrounding
environment.
Develop and follow instructions to draw shapes and nets of
solids using simple scale.
Apply a range of transformations to shapes and create
tessellations using tools (for example, computer software).
Students use the ideas of size, scale, and direction to
describe relative location and objects in maps. They use
compass directions, coordinates, scale and distance, and
conventional symbols to describe routes between places
shown on maps.

41. Measurement & Chance and Data
• Use metric units to estimate and measure length, perimeter, area,
surface area, mass, volume, capacity time and temperature. They
measure angles in degrees. They measure as accurately as needed
for the purpose of the activity.
• They convert between metric units of length, capacity and time
(for example, L–mL, sec–min).
• Students describe and calculate probabilities using words, and
fractions and decimals between 0 and 1. They calculate
probabilities for chance outcomes (for example, using spinners)
and use the symmetry properties of equally likely outcomes.
• They present data in appropriate displays (for example, a pie chart
for eye colour data and a histogram for grouped data of student
heights).

42. Structure
• Students recognise that addition and subtraction, and multiplication
and division are inverse operations.
• They use words and symbols to form simple equations.
• They solve equations by trial and error.
• They use Venn diagrams to test the validity of statements using the
words none, some or all (for example, test the statement „all the
multiples of 3, less than 30, are even numbers‟).
• Students construct and use rules for sequences based on the previous
term, recursion (for example, the next term is three times the last term
plus two), and by formula (for example, a term is three times its
position in the sequence plus two).

43. Working Mathematically
• At Level 4, students recognise and investigate the use of mathematics
in real (for example, determination of test results as a percentage).
• Students use the mathematical structure of problems to choose
strategies for solutions. They explain their reasoning and procedures
and interpret solutions.
• They create new problems based on familiar problem structures.
Students engage in investigations involving mathematical modelling.
• Students develop and test conjectures. They understand that a few
successful examples are not sufficient proof and recognise that a single
counter-example is sufficient to invalidate a conjecture.

44. Engagement
• Real life
• Integration with Topic to add purpose,
context and relevance for students
• Learning styles
• Higher order thinking
• Group work
• Independence
• Choice-determine investigations

45. Overview of Approach to Teaching in the
Middle Years
• Pre-test –Annotated Work Sample
• Introductory activity (eg.Game – life
context)
• Concrete activities („Hands-on‟ tasks)
• Skills practice (–tools, games, computation)
• Problem Solving (Open-ended tasks)
• Evaluation Test (Rich Assessment Task)

46. Fraction Task
1. Choose and write 2 fractions between 0 and 1
2. Find some fractions larger than one fraction but
smaller than the other fraction.
3. Explain how you know which fractions come
between the ones you chose.
4. Where might you use some of the fractions you
have written on the page.

47. Problem Solving
(Open-ended tasks)
•Show me some fraction additions to equal ¾
•How many ways can you write 2/3?
•Name a fraction
–Between ½ and 5/8
–Between ½ and 3/4 with a denominator
of 12
–Between 0 and 1/3
–The answer is 3 ½, what is the question?
•Fermi questions – How many students would
fit in this room? – make assumptions and
estimations.

48. Activities need to be a mix of:
• Oral and written
• Differentiated
• Group combinations and sizes
• Teacher instruction and self-directed
research

49. Thinking Curriculum
• Asking students to recall facts and
procedures is an example of lower order
thinking –knowledge
• Open ended tasks and questioning can move
students to higher level thinking

50. Open Ended Tasks
• Remove risk associated with search for one
specific answer
• Allow students to explore their
understandings

51. Features of Open –Ended Tasks
• Need for thinking rather than remembering
• Multiple answers are possible
• Students learn by doing the task
• Stimulate class discussion

52. Diagnostic
Inform planning
Track progress
Differentiation
Small group activities
Independent activities
Open ended tasks
Assessment
Rubrics
On Demand

53. Fraction Rubric
Expected Above Expected High Extension
Equivalent Fractions
Fraction Rubric
Find equivalent fractions for ¼, 1/3, ½
and 1/5 (common unit fractions)
Finding equivalent fractions Eg. 24 /32
is the same as ….. 7/4 is the same as
………..
Write equivalent fractions for a
fraction given in simplest form
(for example, 2/3 = 4/6 = 6/9 = …
Ordering Fractions Order common fractions using models Ordering fractions including mixed
numbers and common fractions (5/7,
15/17, 23/47, 8/5, 2 and 3/5 )
Adding/Subtracting Add and subtract fractions with the Add and subtract common fractions Add and subtracted several
fractions same denominators with related denominators mixed numbers and/or common
Add and subtract mixed numbers where fractions.
the common fractions have related Use calculations involving
denominators operations with mixed numbers
Multiplying fractions Multiply fractions by fractions using Multiply simple common fractions by Dividing fractions using
grids whole numbers and common fractions multiplication by the inverse
Multiplying fractions using statements by common fractions. Eg. 1/3 x 1/5 =
such as “two lots of two thirds, using
models.
Find fractions of quantities Eg. One
third of 15, seven eights of 56
Improper fractions and Can identify improper fractions and Convert improper fractions into mixed
Mixed numbers can convert simple improper fractions numbers (vice versa)
into mixed numbers Count on and back by mixed numbers.
Converting Can represent simple ratios as Can represent ratios as fractions and Know decimal and percentage
fractions/decimals and fractions Eg 1:2 as ½. 3:4 as ¾ 4:10 percentages Eg. 2:3 =2/3 = 66% equivalents for
ratio as 2/5 1/2, 1/4, 3/4, 1/3, 2/3
Expression of single digit
decimals as fractions in simplest
form and conversion between
ratio, fraction, decimal and
percentage forms

54. Information Communication
Technology
Software
•Excel-data collection and analysis
•PowerPoint-presenting information
•Word-bibliography, editing, publishing, thinking tool
•Publisher-publishing, web page design
•Frontpage -Electronic SLD, web sites and web pages
•Flash – movie making, interactive media
•Hot Potatoes – interactive puzzles and quizzes
•Visio-planning and organising research, planning
stories, mind maps, timelines
•Internet, Email, Wikispace and Blogs

55. Leadership
We promote positive leadership skill
development in Grade 5 and 6 through:
-School Captain roles
-Other leadership roles for all Grade 6‟s
-Including discussion and role modelling of
positive leadership in all school activities

56. Buddies
Peer Support. Grade six students take on the
caring, supportive role with their Prep Buddies.
Grade five students with Grade one.

57. Grade 6 Canberra Camp
•General Information
•Dietary Requirements
•Medical forms
•Last minute medications

58. Grade 5 Bike Ed Camp
•Term 4 Tuesday 11th December  Friday 14th December
•General Information
•Dietary Requirements
•Medical forms
•Last minute medications

59. Transition
• From Grade 4 to Grade 5
• From Grade 6 to Year 7
• Transition (2012)
• APRIL
• Primary schools distribute parent letter, secondary education information (including specialist
schools) and Application for Enrolment (Year 7) form to parents of all Year 6 children. NB Specific
entry criteria apply to specialist schools.
• MAY Parents return Application for Enrolment (Year 7) form to the primary schools.
• AUGUST Parents Notified

60. Reminders
• Sustainability program – rubbish free lunch on
Wednesdays
• Special activities:
- Working Bee – May 20, 9am
- Warrandyte Festival – March 24
• Homework – Given out Monday, due Friday
• Diaries – can be used to communicate with us, students
expected to use for reminders and to log their reading
• Any issues please come and see us