Stephanie Alexander Kitchen Garden Program
See the Medibank/SAKG link – great recipes and hints for kids!! Healthy Kids
SEMESTER ONE – Year 3 – 6 students participate in our SAKG program.
SEMESTER TWO – Foundation – Year 2 students will enjoy the SAKG sessions.
Kitchen Garden at Hallam PS introduces students to sustainable garden practices, food preparation skills and the enjoyment of sharing food with others. Students work with Ross in the garden and Kathy in the kitchen.
Students are expected to learn:
how to grow the very best food in the very best way
- how to care for the garden
- how to recognise when food is ripe and ready to harvest
- how to prepare food easily and enjoyably
- how to develop an expanding culinary palate and be excited by all of these experiences.
After a hot summer in early 2018....
Digital Technologies – Design Space
The information age requires that children are empowered to manage and innovate what we are yet to imagine. This necessitates the development of a deep understanding of information systems, the use of critical thinking and informed decision making. The Digital Technologies curriculum is centred in the Design Space at Hallam PS, a weekly 50-minute specialist session enabling hands on experiences with a range of digital resources requiring creative thinking to develop digital solutions. STEM and coding sessions, taken by class teachers, further expand Digital Technologies learning experiences.
Students are exposed to the three key areas of the Digital Technologies curriculum:
- Digital Systems
- Focusing on the hardware, software and network components of digital systems. Students initially learn about a range of hardware and software, and progress to an understanding of how data can be transmitted between components within a system, and how the hardware and software interact to form networks.
- Data and Information Focusing on the properties of data, how it is collected and represented, and how it is interpreted, in context, to produce information. Students learn how data is represented and structured symbolically for use by digital systems, as well as techniques for collecting, managing and organising data that is used to solve problems and create and communicate ideas and information.
- Creating Digital Solutions
- Exploring the interrelated processes and associated skills by which students create digital solutions. Students engage in the four processes of analysing, designing, developing and evaluating. Creating digital solutions requires skills in using digital systems and computational, design and systems thinking, and interacting safely by using appropriate technical and social protocols.
The Design Space program supports the development of individuals with knowledge and skills to resolve digital challenges in imaginative ways, to be efficient operators of technology and critical users of information. Digital resources include a HTC VIVE & Tilt Brush Virtual Reality (VR) kit and custom built PC, 3D Printers, Samsung S6 mobile devices with Samsung Gear Oculus VR Headsets, a class set of iPads, Google Apps for Education, LEGO Mindstorms kits and our NAO Robots.
Coding and Programming
During Digital Technologies students learn how to program using a variety of coding software, including numerous free programs that students can sign up to use. These programs allow both students and staff to track and save their progress. Students are able to log into these programs at home and complete extra tasks to support their learning. Programs students wish to access at home can be noted in their SHARE book log or planner.
Ms Meg Kingwell
Digital Technologies – Design Space
Who is NAO?
NAO is a humanoid robot. He stands at 58 cm in height NAO is an endearing, interactive and personable robot companion. NAO has built in sensors to enable natural interaction with the environment around him. He can move and adapt to maintain balance. Using sensors in his head, hands and feet, as well as sonar he can monitor his environment. NAO can speak, listen and see using microphones, loudspeakers and cameras. Students using Choregraphe software can program and enrich NAO’s personality, and even develop new skills. Free programs that students can sign up too, and track and save their progress at home are code.org and https://scratch.mit.edu
Health & Physical Education
The Physical Education Program consists of a 50 minute session of Physical Education each week, and regular fitness sessions taken by classroom teachers. The Physical Education lessons aim to develop students’ skills across areas of movement/co-operative team games, volleystars, handball, soccer, T-Ball, softball, basketball, hockey, coaching games, dance, aquatics, athletics, minor/major games, physical fitness and sport education. Students participate in a variety of activities, drills and games, and full participation is an expectation. The students are also encouraged to develop qualities of good sportsmanship such as fair play and teamwork. Hats are compulsory during terms 1 and 4, and it is recommended that students wear appropriate footwear. Students are also expected to bring a drink bottle (water only) to all Physical Education sessions. In addition to lessons, students will be given opportunities to participate in a variety of sports clinics and whole school sports days. Dates and information for these programs will be distributed at relevant times throughout the year. Year 4 All Year 4 students will also have the opportunity to participate in the Gleneagles Cup, Swimming, Cross Country and Athletics Carnivals. Dates and information for these programs will be distributed at relevant times throughout the year. YEAR 5/6 INTER/INTRASCHOOL SPORT & DISTRICT EVENTS All students in the 5/6 area will have weekly sport sessions in the first and third terms. During the second and fourth terms, Year 6 students are expected to participate in Interschool Sport and Year 5 students will take part in a modified Intra-school sport program. At times, a number of Year 5 students might be selected for Interschool Sport. Representing Hallam PS in Interschool Sports is a privilege, so selection to a team is dependent not only on a student’s sporting skills, but on their demonstration of consistently responsible and respectful behaviour at school. All 5/6 students will also have the opportunity to participate in the District Sport Trials, Swimming, Cross Country and Athletics carnivals.
Rob Coxon PE Specialist
Hallam PS uses the Inter@ct/UnitHero online, curriculum-planning tool, which is made up of a suite of 32 primary school, integrated units of inquiry. One concept-based unit of inquiry is delivered each term. Concepts are explored developmentally from Foundation to Year Six. This means that while all of the students will be exploring the same concept at the same time, a developmental approach ensures that content is not repeated, but is instead ‘scaffolded’ to match the maturity and readiness of students at each level.
|ODD YEAR||EVEN YEAR|
Our inquiry approach enables our students to explore world-wide and age-old concepts from many different perspectives, encourages them to be empathetic and thoughtful learners and provides opportunity for wonderful exploratory activities; everything from hosting bazaars to creating mini-movies and presentations, and engaging in art and design.
Literacy & Numeracy
Our students’ Literacy and Numeracy development is a priority at Hallam PS. Intensive, clinical sessions are scheduled daily in classrooms where a focus on mental arithmetic, tables and number facts and related concepts begins each session. A variety of exciting, hands-on activities are designed to enable the practice and consolidation of Maths skills. Literacy sessions too, incorporate a structured, clinical approach to the development of reading and writing skills. A range of online learning programs (including Reading Eggs and Mathletics) are available to support students’ development as well as being wonderful motivators! Young Hallam PS authors have the opportunity to showcase their writing at our Literature Fest evening, and show off their mathematical computation skills while manning stalls at our student-run Mini Fete. Listening To Your Child Read Many skills and processes are required to be a successful reader. You play an important role in the development of your child’s reading ability. To assist your child, it is recommended that you listen to them read at least 3-5 times a week. When listening to your child read, please focus on each of these aspects of reading. Decoding: Using the knowledge of letter-sound relationships to accurately read and pronounce words. Vocabulary: Understanding what words mean in the context of the text. Fluency: Reading the words in a text in a continuous, flowing sequence. Fluent readers demonstrate a smooth reading style, natural phrasing with pauses and voice expression. Punctuation is used to assist fluency (for example, we pause and take a breath at a full stop). Comprehension: Understanding and making meaning from what is read. Focus on Reading Comprehension When reading with your child, it is important to discuss the text and ask them questions to improve and monitor their comprehension. The ability to read and comprehend text is extended through talking.Use some of these questions and discussion prompts to extend your child’s comprehension of texts.
|Fiction Texts created from imagination.E.g. stories, poems, plays, novels||Non-Fiction TextsTexts based on real information or facts. E.g. newspapers, information books, biographies|
|Before ReadingUse the front cover (title and pictures), blurb and your child’s prior knowledge to help them ‘tune-in’ to reading the book.|| What do you think this story is going to be about? (make a prediction) What characters might we see? What questions do you have about this book before you start reading?|| What do you already know about the topic of this text? What do you hope to learn about the topic of this text? Why did you choose to read this?|
|While ReadingEncourage your child to discuss the text as they read.Discussing the pictures is also encouraged.|| Are the predictions you made correct? Why/Why not? Have any of your questions been answered yet? Are there any words on this page you do not know the meaning of? How is this character feeling?|| Are there any words on this page you do not know the meaning of? How could we find the meaning of unknown words? Other than with words, how does the author give us information? (Pictures, diagrams, tables, etc.)|
|After ReadingDiscussing the text after reading will deepen your child’s understanding and enjoyment of what they have read.Help them make connections between what they have read and things that they have experienced in their own life.|| Summarise the story. Was there a problem in the story? How was it solved? Does this story remind you of anything? What did the characters learn? Did you enjoy the story? Why/Why not? Why did the character __________? Can you think of another ending?|| Was ____________ a good title for this book? What did you learn from this book? When might you use the information you’ve learnt? Discuss the structural elements of a non-fiction text (contents, glossary, diagrams, captions, tables, etc). Why do you think the author wrote this book?|
Students in Prep – Year 6 participate in a one hour ‘Arts’ session each week with Amanda Conder in the Open Learning Space. During these sessions students develop their creative and expressive capacities by learning about the different practices, disciplines and traditions that have shaped the expression of culture locally, nationally and globally. Students are both artist and audience in the Arts. They make and respond and learn to appreciate the specific ways this occurs in different disciplines. ‘The Arts’ includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design. Dance – Students use the elements of dance to explore choreography and performance and to practise choreographic, technical and expressive skills. Students respond to their own and others’ dances using movement and other forms of communication. Drama – Drama is the expression and exploration of personal, cultural and social worlds through role and situation that engages, entertains and challenges. Drama activities explore theatrical skills and include: improvisation, mirroring, mime, sculpting, shadowing, theatre sports, vox pop, role-playing, freeze frames, frozen moments, tapping in, hot seating and monologues. Students actively use body, gesture, movement, voice and language, taking on roles to explore and depict real and imagined worlds. Props, puppets, music, percussion instruments and costumes are used to enhance performances. Students create meaning as drama makers, performers and audiences as they enjoy and analyse their own and others’ stories and points of view. Students create, rehearse, perform and respond using the elements and conventions of drama and emerging and existing technologies available to them. Music – Music learning combines listening, performing and composing activities. Fun and engaging music tasks are planned incorporating the program from Musical Futures Australia. Students develop their awareness of sound, silence, beat/pulse and pitch when singing and playing tuned and un-tuned instruments. Instruments are also used to produce sound effects or to create the mood during dramatic performances. Students in Years 3-6 learn to play the recorder and ukulele using the IJAM Black Belt Recorder and Ukulele Programs. Throughout the year students will have the opportunity to showcase their talents during school assemblies. Reflection – Through self-evaluation and peer feedback students reflect upon and refine their skills. This is an on-going process and may occur during the creation of musical and dramatic performances and/or at the conclusion of performances. Audience Skills – Performers require a respectful audience. Audience members are encouraged to actively engage in listening to and observing the performances of their peers. At times the students’ performances and achievements will be recorded digitally. Special Event: School Concerts – All Hallam Primary School students are expected to participate in the 2017 bi-annual school concert. The Junior and Senior concerts will be held at the River Gum Performing Arts Theatre during Term 3.
Each class participates in one Science session every week. Over the course of the year, students will investigate the four conceptual science strands: Biological Science, Earth and Space, Chemical Science and Physical Science. The following topics are a snapshot of what students will be exploring:
- Flora and fauna
- Properties of substances
- Electricity and magnets
We aim to provide students with a rich learning environment where links to technology, engineering and maths are made through the application of hands-on and practical activities and projects. Through participation in regular STEM-Science lessons, we want our students to:
- Be interested in and understand the world around them
- Engage in discussions about Science, Technology, Engineering and Mathematics
- Question claims made by others about scientific matters
- Be able to identify questions, investigate and draw evidence-based conclusions
- Make informed decisions about the environment and their own health and wellbeing
- Develop their ability to think scientifically and mathematically
LOTE – Indonesian
Students from Foundation to Year 6 will participate in a one-hour LOTE Indonesian lesson each week. Students will explore Indonesian culture and traditions whilst developing their Indonesian language knowledge and communication skills. In 2017, Bahasa Indonesia lessons aim to:
- Provide an authentic language model
- Use multimedia based activities to engage students
- Build confidence in communicating in a Language Other Than English.
- Promote opportunities for cooperative group work as well as individual
The Bahasa Indonesia program aims to foster students’ abilities to think and reflect about the workings of the Indonesian language, as well as English, and any other additional languages they may speak at home. Students develop problem-solving strategies whilst increasing their cultural awareness and interpersonal skills.
It is interesting to know that Bahasa Indonesia is a little easier for an English speaker to learn than some other Asian languages. Basaha Indonesia uses a Latin script and sounds are non-tonal so that English speakers can pick them up quickly. You may not realise that you already know a lot of Indonesian words, as Indonesia has borrowed words from English. If you visit Indonesia you will need a paspor, a visa, and a tiket. You might take a taksi to your hotel or watch a filem on televisi. In the same way, Bashasa Indonesia words have entered the English language. You might order a satay or nasi goreng at a restaurant, or eat mango if you were hungry. On a hot day you might even wear a sarong! Events in 2017: During 2017, all students will have the opportunity to participate in two Indonesian lunchtime programs. On Tuesdays, students attending Indonesian club will explore a variety of traditional Indonesian visual art forms. On Thursdays, students attending will participate in a variety of traditional, and modern Indonesian dances. Homework: An excellent website for home revision is the Languages Online website. Activities are self-paced and self-correcting, and include recordings of native speakers. This website can be accessed at: http://www.education.vic.gov.au/languagesonline/indonesian/indonesian.htm Ms Katherine Lee Bahasa Indonesia Teacher
WELCOME TO HALLAM PRIMARY SCHOOL LIBRARY!
Hallam Primary School has a wide variety of books in the library. Students have access to these books once a week with their class teachers. All are encouraged to borrow books to take home and read and enjoy. Library bags are needed to transport the books safely. Please make sure your child has a cloth/plastic bag to keep our books clean and in good shape.
COOL for KIDS