Beaumaris North PS

01 August 2017
Year 5 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 ‘Ecosystems’ which integrates with ‘Sharing the Planet’. The unit focuses on components of an ecosystem, how they interconnect through form and balance, using visual references of microscopic images, coral reefs and scientific drawings. The Artists we will explore are Rob Lowe/Supermundane, Diane Lublinski and Maryanne Moodie.

 

The students will complete:

  • Detailed illustrations of an ecosystem inspired by the artist Rob Lowe / Supermundane, depicting the use of pattern and line to capture two contrasting areas. They will employ considered use of scale, shape, colour and tone.
  • Ceramic Sculpture relief representing the balance of a coral reef ecosystem, inspired by the artist Diane Lublinski. Applied use of form, detail and technique.
  • Weaving and the interconnected relationship between materials, colour and pattern. They will explore the layers and textures of geological images, inspired by the works of Maryanne Moodie. They will demonstrate weaving skills, exploration of creative technique and balance.

Physical Education

Team Building Activities. Striking Games – Softball/Golf

 

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

 

Refine the basic and complex motor skills of throwing, catching, fielding and striking in a selection of games. Begin to evaluate the performance of a partner during games and provide constructive feedback based on performance criteria to assist skill development.

 

Concepts: Responsibility - looking after each other and the sporting equipment needed in team
games. Safety on the sports field.
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.
  • SETSUBUN (Bean- Throwing festival).
  • Greetings and classroom words (revision).
  • Self-introduction (name, age, what I like).
  • Japanese style YOGA.
  • HINAMATSURI (Dolls festival).

Concepts

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

Music

 

Who We Are 

 

Focus: Our interactions with other cultures contributes to a harmonious world. Explore the traditional music of Africa including African drums. The students will:

 

Sing songs promoting respect and a positive attitude

  • Be True, Bravehearts as well as songs from or about Africa: ‘Waka Waka’, ‘The Lion Sleeps Tonight’ (Wimoweh) and ‘Toombah Ee Leero’.

Make use of music as a language of expression

  • Experience call/response singing in the African style.
  • Listen to African music. Explore different African instruments and rhythms.
  • Compose a call/response melody using the lyrics of Humelela.
  • Create a chant using names of African countries. Match to a given rhythm. Choose appropriate instruments (in the African style) to play the rhythm.

Explore body movement as a means of expression

  • Create movement sequences.

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

  • African drumming.
  • Wimoweh: tuned perc accompaniment.

 

 

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 ‘Natural Disasters’ which integrates with ‘How the World Works. The Unit focuses on the four natural elements fire, earth, water and air and how they are represented through art. Artists to explore are Hokusai, Jan Senbergs and David Hicks.

 

Activities include:

  • Clay - design and construct a hanging planter inspired by the artist David Hicks, representing the element air.
  • Printmaking a wave design inspired by Japanese artist Hokusai.
  • Bush fire paintings exploring the work of Australian artist Jan Senbergs.
  • Design and stitch detail of a chosen natural disaster to a cushion.

Physical Education

FOCUS: Gymnastics: The aspects of Gymnastics being covered will be balance (handstands/pyramids), rotations (cartwheels/round-offs) and flight (mini-tramp/vault).

 

The children will work in a variety of groups and perform sequences of movement, with and without equipment, individually and as a group.

 

Invasion Games - AFL and Touch Football

Refine basic and complex motor skills with attacking and defensive strategies in game situations. The children will refine the skills of punt kick, handball, marking, passing and various ball manipulations. They will then be incorporated into team games and activities. They will begin to evaluate the performance of a partner and provide constructive feedback based on performance criteria to assist skill development.

 

Concepts: Causation - the way they respond to others influences how they respond to us.

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, what I like and nationality etc.).
  • Write a greeting card to Japanese students.
  • Year Five Unit of Inquiry: CHANGES TO THE EARTH’S SURFACE IMPACT HUMAN LIVES.
  • Natural disasters in Japan – tsunami, earthquakes, volcanoes, evacuation drills at Japanese schools etc.
  • 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)
  • Perspective (belief)
  • Connection (relationship, network)

Attitudes

  • Open-minded
  • Communicator

Music

How The World Works

Changes to the earth’s surface impact human lives – the sea

 

Concepts

  • Causation (Why is it like it is?).
  • Change (How is it changing?).

PYP Profiles: Knowledgable and reflective

  • Students learn songs as a means to connect with the environment and to discuss our responsibility towards it. Just as the environment is interconnected, so are the means of expression such as dynamics and tempo which cause the mood to change depending on how they are used.

Introductory song related to Sharing the Planet

  • ‘Under the Sea’ from The Little Mermaid.

Make use of music as a language of expression

  • Listen to excerpts of music and discuss the visual images they suggest. Note different perspectives.
  • Create a Sound Picture: ‘Seascape’.
  • Listening to excerpts and recognising how changes in tempo, dynamics and tone colour can affect the mood: ‘La Mer’ by Debussy.
  • Compose a melody to a poem ‘Children Watching Seagulls’. The dynamics and tempo of the composition should reflect the context of the poem.

Explore how music has form

  • Listen to excerpts of music and recognise the form.
  • Compose a melody to a poem ‘Children Watching Seagulls’ in the form A (A) B A (i.e. ternary form).

Become familiar with the tone colour and playing techniques for tuned and untuned percussion instruments as well as orchestral instruments

  • Create sound pictures through exploring the tone colour of tuned and untuned percussion instruments.
  • Listening to ‘La Mer’ by Debussy and identifying the orchestral instruments being played and the families they belong to.

 

 

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 “Poster Art and Design”, which integrates with the Transdisciplinary theme - “How We Organise Ourselves”. The Unit focuses on the concepts of design with the use of composition, scale, colour and balance, inspired by the poster art of the Russian Constructivists.

 

Students create:

  • A Rotation still life drawing inspired by the Constructivists and the Industrial movement, showing observation skills, use of shape, negative and positive space. 
  • An Abstract pattern drawing using geometric shape and lines with the use of rulers and protractors, applying effective colour choice and composition.
  • A Final poster combined observational still life drawing, collage of newspaper images, and abstract pattern drawing, capturing all design elements - composition, balance, colour and scale.

Physical Education

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

 

Create-a-Game: The children work together to create their own group game.

Invasion/Striking/Net Wall Games. Base the games on rules and concepts they have learnt in Physical Education. Concepts to include when planning: scoring, participation, umpiring, safety and enjoyment.

 

Concepts: Function - how we use our body to perform particular movements.

Attitudes: Cooperation -  the ability to work together and collaborate ideas.

Learner Profile: Caring - showing sensitivity towards the needs and feelings of others and have a sense of personal commitment to helping others.

Japanese

Themes/activities

  • Write a greeting card to Japanese children (AKADA MINAMI Primary School in Osaka): name, age, grade, what they like and nationality.

  • Hiroshima project - learn a SADAKO story, fold paper cranes to pray for world peace and send them to the Hiroshima Peace Memorial Museum and draw a picture on the theme of WORLD PEACE.

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

  • Accent/dialect - what are they? Accents and dialects in Japanese/ English

Vocabularies and grammar

  • HIRAGANA, KATAKANA and KANJI characters
  • BOK/ WATASHI (Name) DES.
  • (Age) SAI DES.
  • GO NEN SEI DES.(Grade 5).
  • (What they like) GA SKI.
  • (A name of country) JIN DES.
  • Verbs for folding paper cranes: fold along a line and flatten etc.
  • HEIWA (peace).
  • Words, phrases, greetings and classroom instructions learnt in Semester 1.

Concepts

  • Form (pattern)
  • Perspective (point of view of others)
  • Perspective (belief)
  • Connection (relationship and network)

Attitudes

  • Caring
  • Communicator

Music

Where We Are in Place and Time

Previous musical styles contribute to the music we have today

 

Concepts

  • Connection (How is it connected to other things?).
  • Form (What is it like?).
  • Change (How is it changing?).

PYP Profiles

  • Knowledgeable
  • Risk Taker
  • Balanced

Songs

  • I Got the Music in Me (Sing 03).
  • The Old Piano Man (Sing 01 #5 p12).
  • Rheumatism Boogie (Sing 08 #19 p36).
  • Basin Street Blues (Sing 08 #6).
  • Sway (Sing 08 #39).

Learning Intentions - I will develop an understanding of

  • Music Styles: Ragtime, Blues, Boogie Woogie, Swing (recognise these different styles from the 20th century and how music has changed but also how some elements of music remain unchanged).
  • Form: recognise the form in music: intro, verse, chorus, bridge, coda.
  • Intro binary, termary, rondo form eg AB, ABA, ABACA. How form can relate to student’s own compositions.
  • Pitch: read, write and play treble notation inc rests & placement on the staff.
  • Signs & symbols: sharps, flats, naturals.

Instrumental

  • Rhythm accompaniments on tuned & untuned percussion for songs learnt.
  • Play the twelve bar blues on tuned percussion instruments.
  • Tuned & untuned percussion accompaniments (read notation & play).
  • Rockin’ Train (in 4 parts).

Appreciation

  • Listening to music excerpts and recognising how changes in tempo, dynamics and tone colour can affect the mood.
  • View different styles of music from the above periods.

Movement

  • Cane dance for Piano Man.

Creative

  • Mind map: music-accompanies, celebrates, effects your emotions, has different styles.
  • How music is used to manipulate us in advertising.
  • Compose in a particular form e.g. Binary or Ternary.
  • Write a story inspired by a piece of music.