STEM Activity 2 Problem solved by Ruhaan Prep C
Billy Goats Bridge Building Oh no! The goats need a new way to cross over the river. Can you help them by building a new bridge? Some things to think about:
- What shape is the bridge going to be?
- What are you going to use?
- Is there any way you can make your bridge stronger?
- Do you need to make the bridge longer/shorter?
- Is your bridge strong enough to hold the goats?
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....
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 explored in the Design Space in the STEM Centre at Hallam PS. A weekly, 60-minute specialist session enables hands on experiences with a range of digital resources requiring creative and algorithmic thinking to develop digital solutions. 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 students in the development of 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 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 (Years Prep -2) or planner (Years 3-6).
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 AND PHYSICAL EDUCATION
The Health & Physical Education Program consists of a 60-minute session each week and regular fitness sessions taken by the classroom teachers. The Physical Education lessons aim to develop students’ skills across areas of Fundamental Movement Skills-running, jumping, hopping etc., co-operative team games, ball handling/ fundamental motor skills, dance, aquatics, gymnastics, athletics, basketball, soccer, minor games, physical fitness and sport education.
Students participate in a variety of activities, drills and games, and full participation is always encouraged. 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, an intensive swimming program and whole-school sports days. Dates and information for these programs will be distributed at relevant times throughout the year.
Mr Rob Coxon
Physical Education Teacher
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 Arts Space.
During Arts sessions the students explore opportunities to develop their creative and expressive capabilities 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.
Recorders: Students in Years 3-6 participate in the IJAM Black Belt Recorder Program. Students require their own recorders and ‘yellow’ student books for this program.
School Concert: This year students have the opportunity to participate in the Hallam Primary School bi-annual concert.
Lunchtime Programs: Throughout the year students can participate in a variety of lunchtime drama and music activities.
Mrs Amanda Conder
Students from Prep to Year 6 take part in a one-hour STEM-Science lesson each week. The STEM program creates links between Science, Technology, Engineering and Mathematics, expanding our students’ scientific understanding.
The STEM-Science lesson format includes:
s An introduction, which may include looking at imagery, video clips and demonstrations
s Lesson content, instructions and demonstrations
s Activities, experiments, engineering, and observations
s Reflection, discussion and evaluation
Students participate in scientific studies which develop experimental, observational and team work skills.
The program covers the four conceptual Science strands of Biological, Earth and Space, Chemical, and Physical sciences throughout the year. Students will be given the opportunity to explore Flora and Fauna, Geography, Properties of Materials and Energy. Students will look at ‘Science as a Human Endeavour’ and developing ‘Science Inquiry Skills.’
Through participation in regular STEM-Science lessons (in the STEM Centre), we want our students to:
s Be interested in and understand the world around them
s Engage in discussions about Science, Technology, Engineering and Mathematics
s Question claims made by others about scientific matters
s Be able to identify questions, investigate and draw evidence-based conclusions
s Make informed decisions about the environment and their own health and wellbeing
s Develop their ability to think scientifically and mathematically
HOMEWORK: Students are able to take their Science workbook home to complete unfinished class work. Your child may take their workbook home for you to review at any time. Please return books to school in time for the next lesson.
EXTENSION ACTIVITIES: Great resources for students to try at home to help consolidate topics are: http://www.bbc.co.uk/schools/scienceclips/index_flash.shtml
Miss Robyn Unthank
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.