Beaumaris North PS

01 August 2017
Year 3 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 ‘Abstract Art’ which integrates with ‘How We Express Ourselves’. The Unit focuses on the Cubist and Futurists who looked at change in time and simplifying shape to present ideas in a new way. The Artists to explore are Mondrian, Picasso, Matisse, Arp, Roger Kemp and Leonard French. 

 

The students will complete the following activities:

  • Rotating still life drawing. Students move around and draw a display of mechanical objects. Detailing the shapes formed with line pattern - Inspired by the Cubist works of Picasso. Using observational skills, they will capture the connection in the still life through the use of line, shape, colour and tone.
  • Ceramic relief sculptures- inspired by the works of Jean Arp. Applied use of ceramic technique, looking at shape, form, balance and composition.
  • The design and construction of an Abstract printing plate and the resulting prints - inspired by the works of Roger Kemp and Leonard French. Student will demonstrate design skills through exploring line, pattern and balance.

Physical Education

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

 

Focus: Working together as a group showing integrity and cooperation with others. Demonstrating good communication skills with each other.

 

Refine the Fundamental Motor Skills of throwing, catching and striking previously learnt, and perform these motor skills in various modified T-Ball activities. We will be introducing basic 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 attribute.

Japanese

Themes/activities

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

Concepts

  • Responsibility
  • Form (structure, pattern)
  • Perspective ( point of view of others)
  • Connection (relationship and network)

Music

 

Who We Are and How We Express Ourselves

 

Focus: to study Calypso music from the West Indies and explore how our interactions with other cultures can contribute to a harmonious world. The students will:

  • Sing songs promoting respect and a positive attitude and also sing songs in the Calypso style e.g.
    Middle, Respect, Shake the Papaya Down (3 part round) and Day-O.
  • Listen to examples of calypso music from the West Indies. How is it different? How does this music give us a different perspective of another culture?
  • Explore how tempo can change the mood of music.
  • Chant using place names of the West Indies played as a rhythm accompaniment on instruments
    of student’s choice.
  • Dance moves to accompany calypso music including a conga line.
  • Become familiar with the tone colour and playing techniques for tuned and untuned percussion
    instruments as they accompany songs using calypso rhythms.
  • View Video clips on IWB of steel drums of the West Indies and Calypso.

 

 

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 focuses on the book ‘Ernie Dances to the Didgeridoo’, by Alison Lester, exploring the seasons of Arnhem Land, in the Northern Territory, to inspire the student’s artwork. Each season has a distinctive influence on cultural activities.

  • Cool Weather Season ‘Yekke’. The students will design Barramundi – inspired by the technique
    and pattern of traditional Arnhem Land Bark Painting.
  • Harvest Season ‘Bangkerreng’ - Clay Birds focus on pattern and texture.
  • Early Dry Season ‘Wurrkeng' - Circular Weavings in wool, looking at traditional works that use Pandanus.

Physical Education

FOCUS: 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 individually perform a variety skills.

 

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

  • Self-introduction (name, age, grade).
  • Write a self-introduction card to Japanese students.
  • Numbers (1-50) - pronunciation and spelling in Kanji characters.
  • Year Three Unit of Inquiry: CULTURES CHANGE OVER TIME - AINU; Japanese Aboriginal people (their life and culture).
  • 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 (structure, pattern)
  • Perspective (belief)
  • Perspective (point of view of others)
  • Connection (relationship, network)

Attitudes

  • Reflective
  • Risk Taker

Music

Where We Are in Place and Time

Cultures change over time.

 

Focus:

  • To gain a greater appreciation of how music and dance is an integral part of the Aboriginal culture and observe performances that show how the music has changed.
  • To complete a Learning Task involving movement, playing, singing and ostinatos.
  • To learn more notes on the staff and use these in class compositions.
  • To learn songs related to Australian Aboriginals e.g. ‘Il Eh Tu Eh’, and The Rainbow Snake’.
  • To have fun, as they express themselves musically and with a sense of accomplishment, as they use the skills learnt in practical ways.

Concepts: Change and Reflection

  • To use songs as a catalyst to discuss the aboriginal culture from a different perspective.
  • To view clips of Aboriginal performances to reflect and gain a greater appreciation of how cultures change over time.
  • Explore how choice of instruments, tempo and dynamics can change the mood of music. Compare aboriginal lullaby ‘Jabbin, Jabbin’ with celebratory song ‘Inanay’.

Attitudes: Co-operation and Respect

  • To improve their ability to keep the beat by playing together co-operatively in group
    performances.
  • To show respect, as they listen to music and watch clips of a culture that at one time did things differently to us.

Learner Profile: Open-minded

  • To learn to take risks and be open-minded to the ideas of others as they create sound effects and
    rhythm sequences in group performances.
  • Percussion accompaniment to ‘The Rainbow Snake’.

 

 

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 “Inventions through Art and Kinetic Sculpture”, which integrates with the Transdisciplinary theme- “How the World Works”. The Unit focuses on the imaginative world of invention depicted in Art and Kinetic Sculpture. An exploration of art through the ages that addressed invention and movement inspired by the artists Leonardo Da Vinci, Marcel Duchamp, Theo Jansen, M.C Esher, Jean Tinguley and Rueben Margolin.

 

Students participate in:

  • Illustration and watercolour inspired by the kinetic sculptures of Tinguley. They will explore design showing motion through the use of line and pattern.
  • Printmaking- depicting a Robot design, exploring scale, shape, negative and positive space.
  • Construction of a Robot. They will focus on originality of form and the use of balanced colour to further highlight the sculpture.
  • Illustration of a head profile incorporating the imaginative world of an inventor’s inside workings of the brain. Applied effective use of colour pencil using tone and form.

Physical Education

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

 

Newcombe and 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: Connection – connecting different skills taught and how they relate to other games and skills.

Attitudes: Curiosity – being curious about learning different types of games.

Learner Profile: Risk-taker – Having a positive approach to unfamiliar situations and games.

Japanese

Themes/activities

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

  • Inventions - famous Japanese inventions around us.

  • Food - Japanese food culture, Obento, What is “KYARA” bento? Try green tea and rice crackers.

  • Shopping - Japanese currency, convenience stores in Japan and a shopping game.

Vocabularies and grammar

  • HIRAGANA and KANJI characters.
  • Names of foods, drinks, vegetables and fruits: rice, tea, noodles, apples, etc.
  • I eat.../I drink…( verb+ object).
  • I buy…(verb + object).
  • Let’s eat, thank you for the food, delicious, not tasty and it’s okay.
  • Words, phrases, greetings and classroom instructions  learnt in Semester 1.

Concepts

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

Attitudes

  • Reflective
  • Risk-taker
  • Communicator

Music

How the World Works

This term, Year 3 will focus on how each genre of music can ‘feel’ different. Just as humans are ‘driven to imagine, construct and invent’, so are musicians ‘driven to construct and invent’ different sounds in music. 

  • Singing songs related to Unit of Inquiry.  E.g. Those Magnificent Men, Home Machine.
  • Choosing an invention and creating a movement sequence with sound effects, to perform to the class.
  • Viewing some amazing video clips which combine inventions with music.
  • Studying the genres of Funk, Calypso, Hoedown and Boogie-Woogie, through the experiences of listening, singing, moving and playing.
  • Revision of reading and writing treble notation.
  • Playing chime bar accompaniments to simple songs.
  • Recognising form in music: intro, verse, chorus, bridge, coda. Patterns eg AB, ABA. How form can relate to student’s own compositions.
  • Appreciating some classical music related to the work done on inventions, e.g. ‘The Anvil Chorus’.