Beaumaris North PS

01 August 2017
Year 4 Specialist News - 2017
Term 1, 2017 
Term 2, 2017 
Term 3, 2017 
Beaumaris North Primary School
(03) 9589 5449
Wood Street
Beaumaris, Victoria, 3193
AU

Term 1, 2017 

Library

The children are timetabled weekly, to borrow books from the Library with their classroom teachers. During these borrowing sessions, they will gain a better understanding of Library locations and the borrowing/returning procedures. The focus will be on reading for enjoyment, interest and information. The children will have the opportunity to consolidate their literacy skills and further their development in literature appreciation. The Library Program also supports and extends the units of inquiry being studied in each year level and provides classrooms with resources to enrich the units offering varied forms of information.

Visual Arts

The Term 1 Unit of Inquiry is called ‘The Evolution of Indian Art’ which integrates with ‘How We Organise Ourselves’. The unit focuses on cultural celebrations, traditional design, architecture and religious iconography.

  • Mahindi - Henna hand patterns. The students will complete detailed drawing designs within the outline of their hand, with painted backgrounds inspired by the colours of India. They will demonstrate controlled painting skills and detailed illustration skills using pattern and tone.
  • Ceramic Palaces inspired by the architecture of India. The students will be using ceramic skills and their knowledge of form and function.
  • Paper Sculpture - with layers, colour and shape inspired by the Holi festival. They will depict knowledge of balance and connection using colour, shape and sculptural skill.

Physical Education

Team Building Activities and Parachute. Striking Games – T-Ball/Golf

 

FOCUS: Working together as a group showing tolerance and respect for others. Demonstrating open-mindedness and caring for each other.

 

Refine the Fundamental Motor Skills of throwing, catching and striking previously learnt, to perform more complex motor skills. These skills will be used in modified T-Ball games with the introduction of some strategies. 

 

Concepts: Responsibility - children need to be aware of their responsibilities within the class and acting responsibly during activities.

Attitudes: Respect and enthusiasm.

Learner Profile: Discussion with the children about Learner Profiles demonstrated during the lesson. Children identify peers that demonstrated a particular Learner Profile.

Japanese

Themes/activities

  • Essential agreement in Japanese room.
  • Greetings (hello, goodbye, good morning, see you, thank you, I‘m sorry, please).
  • Classroom instructions in Japanese.
  • Numbers in Japanese.
  • SETSUBUN (Bean- Throwing festival).
  • Japanese style YOGA.
  • HINAMATSURI (Dolls festival).

Concepts

  • Responsibility
  • Form (structure, pattern)
  • Perspective (point of view of others)

Music

 

Sharing the Planet

 

Focus: All people have rights and responsibilities regardless of who they are - peace and harmony between people in our world. The students will:

 

Sing songs promoting respect and a positive attitude:

  • Be True, Bravehearts, We Are the World, Fill the World with Peace.

Make use of music as a language of expression:

  • Explore how dynamics can change the mood of music.
  • Compose a melody to a Peace Poem.
  • Create a Peace Rap.

Explore body movement as a means of expression:

  • Create a dance sequence in a group to a song of choice.

Become familiar with the tone colour and playing techniques for tuned and untuned percussion
instruments:

  • Tuned and untuned percussion arrangements to accompany songs.

 

 

Term 2, 2017 

Library

The children are timetabled weekly, to borrow books from the Library with their classroom teachers. During these borrowing sessions, they will gain a better understanding of Library locations and the borrowing/returning procedures. The focus will be on reading for enjoyment, interest and information. The children will have the opportunity to consolidate their literacy skills and further their development in literature appreciation. The Library program also supports and extends the Units of Inquiry being studied in each year level and provides classrooms with resources to enrich the units offering varied forms of information.

Visual Arts

The Term Two Unit of Inquiry is called ‘Aboriginal Art’ which integrates with ‘Where We Are in Place and Time’. The Unit focusses on the changes to Aboriginal art due to colonisation. Inspired by the book ‘The Rabbits’, by John Marsden and Shaun Tan, the students explore the artists of Papunya Tulla and contemporary Indigenous art.

 

Activities include:

  • Origins of dot painting in relation to Papunya Tulla - dot painting the camp dog.
  • Creator Spirit Sculpture using assorted string binding.
  • Printmaking an Indigenous fabric design inspired by artist from the Tiwi Islands.

Physical Education

FOCUS: Continue to refine the Fundamental Motor Skills of Kicking and Game Strategies.

 

Incorporate aspects of physical fitness into warm up activities. The children will practise the skills of punt kick, handball, marking and various ball manipulations. The skills learnt will be incorporated into minor team games and activities.

 

Gymnastics: The children will experience aspects of Balancing, Rolling, Cartwheels and Handstands. They will then combine them to form simple sequences. They will also use various pieces of gymnastics equipment to perform a variety skills in small groups.

 

Concepts: Change - how do we change the skills we have learnt to adapt them to different
activities?

Attitudes: Cooperation, empathy, tolerance and integrity.

Learner Profile: Discussions amongst the class after each lesson and the demonstration of specific Learner Profile attributes identified.

Japanese

Themes/activities

  • Numbers (1-100) - pronunciation and spelling in Kanji characters.
  • Self-introduction (name, age, grade, what they like, etc.).
  • Write a self-introduction card to Japanese students.
  • Japanese board games - let’s play OTHELLO; a Japanese board game with Makoto sensei! OTHELLO will be one of the Lunch Club activities in Term 3.

Concepts

  • Form (pattern)
  • Perspective (point of view of others)
  • Function (role, systems)

Attitudes

  • Risk Taker
  • Open-minded
  • Reflective

Music

Where We Are in Place and Time

Exploration leads to discoveries and opportunities

 

Focus:

Discuss the points of view and reflect on the changes to our current lifestyle caused by past events (connection) e.g. Eureka.

  • Waltzing Matilda.
  • Botany Bay (UB5 p16).
  • Eureka (Sing 05 p86).
  • Click Go the Shears (Sing 04 p42).

Explore and make choices about sound:

  • Composition ‘Bushrangers’.

Make use of music as a language of expression:

  • Waltzing Matilda: understanding the text, the connection between terms used in the past and today, sequencing verses. Discuss the characters in the story and their perspective on what is happening.
  • The Eureka Rebellion (IWB Video Clip). Listen and reflect how elements of music are used to convey the changing mood.

Explore how music has form:

  • Just as stories have a form, so does music.
  • Look at Intro, Verse, Chorus, Bridge, Coda and Repeated Sections.

Explore body movement as a means of expression:

  • Create movement accompaniment to Australian place name chant.
  • Heel & Toe Polka: The Bushwackers.

Become familiar with the tone colour and playing techniques for tuned and untuned percussion
instruments:

  • Botany Bay: tuned percussion accompaniment.

 

 

Term 3, 2017 

Library

The children are timetabled weekly, to borrow books from the Library with their classroom teachers. During these borrowing sessions, they will gain a better understanding of Library locations and the borrowing/returning procedures. The focus will be on reading for enjoyment, interest and information. The children will have the opportunity to consolidate their literacy skills and further their development in literature appreciation. The Library program also supports and extends the Units of Inquiry being studied in each year level and provides classrooms with resources to enrich the units offering varied forms of information.

Visual Arts

The Term 3 Visual Arts Unit of Inquiry is called 'The Human Body in Art', which integrates with the Transdisciplinary theme - 'Who We Are. The Unit focuses on the representation of the human figure in Art. The students will be looking at how different artists- Leonardo Da Vinci, Michael Angelo, Ron Mueck, Atelier Stella and Otecki used sculpture, painting and drawing to depict the human figure. Students create:

  • A self-portrait illustration in chalk pastels on black card, applying effective use of colour, detail and form to reflect expressive character and self-image.
  • A snap shot of painted eyes on a wooden block, using skilled application of paint and considered use of colour, to capture creative expression within the limited area of the eyes.
  • Ceramic sculpture of abstract facial parts. The students will explore their clay modelling ability to capture detail of individual facial features and effective composition of the sculpture.

Physical Education

FOCUS: Athletics - Running, hurdling, long jump, high hump, discus and shot put

 

Newcombe /Game Sense- Newcombe ball requires players to work as a team to cover court space on receiving a ball. Servers work on ‘finding space’ and deception. The receivers combine catching, passing and attacking play.

 

Concepts: Form - the understanding that everything sport has a particular set of rules and structures.

Attitudes: Enthusiasm – actively participating and willing to put in the effort for all P.E. games. 

Learner Profile: Knowledgeable - games explored and acquired knowledge of different rules and skills.

Japanese

Themes/activities

  • Write a greeting card to AKADA MINAMI Primary School in Osaka (name, age and grade).

  • Calligraphy competition - organised by JLTAV (The Japanese Teachers’ Associate of Victoria).

  • Body parts and health - a traditional 'funny face' game and a body parts song.

  • Food - healthy Japanese diet, table manners of Japan, rice culture of Japan and make a rice ball.

Vocabularies and grammar

  • HIRAGANA, KATAKANA and KANJI characters.
  • BOK/WATASHI (name) DES.
  • (age) SAI DES.
  • YO NEN SEI DES (Grade 4).
  • Names of body parts: head, shoulders, knees and legs etc.
  • Adjective + a body part e.g. big eyes, long legs
  • Up, down, left, right
  • Verbs for making a rice ball; cook, wrap, etc
  • Rice, salt, seaweed, let’s eat and thank you for the food.
  • Delicious, not tasty, it’s okay.
  • Words, phrases, greetings and classroom instructions  learnt in Semester 1.

Concepts

  • Form (structure, pattern)

  • Perspective (point of view of others)

  • Causation and change

  • Connection (relationship and network)

Attitudes

  • Risk-taker
  • Open-minded
  • Communicators

Music

Who We Are

The body is a machine made up of different systems that need to be maintained in order to stay healthy.​

 

Concepts

  • Form (What is it like?).
  • Function (How does it work?).
  • Causation (Why is it the way it is?).

Learning Intentions: I will develop an understanding of

  • Pitch: high, low, steps up/down, repeated notes, skips.
  • Treble notation: read and play.
  • Form: Intro, Verse, Chorus, Coda.
  • 2 part, 3 part form.
  • Tone Colour: tuned percussion.

Songs:

  • Junk Food (Time for Music CD#! #23).
  • Cut Lunch Blues (Best of Sing p40).
  • You Brush Your Teeth (UB6 p23).
  • Cooee Round (Sing 97 p48).
  • Coconut (Sing 11 p56).
  • VEGETABLES (Sing 09 p42).

Instrumental:

  • Untuned percussion: Coconut.
  • Kitchen percussion: VEGETABLES.
  • Play the twelve bar blues on tuned percussion instruments.
  • Tuned percussion accompaniment to ‘Junk Food’.

Appreciation:

  • Food Glorious Food from ‘Oliver’.

Chant:

  • Junk Food/Good Food Rhythm Chant.
  • Pizza  Sing 03 p87.

Movement:

  • Create Good Food Rap.

Creative:

  • Create own two bar rhythms.
  • Compose E G composition for ‘Two Little Sausages’.