Stephanie Alexander Kitchen Garden Program
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. Students can sign up, track and save their progress at home using code.org and https://scratch.mit.edu
HEALTH AND PHYSICAL EDUCATION
The Health and Physical Education Program consists of a one-hour session each week, and regular fitness sessions undertaken by the classroom teachers. The Physical Education lessons aim to develop students’ skills and knowledge across areas of Fundamental Movement Skills (e.g. running, overarm throw, catching, kicking and forehand strike), co-operative team games, ball handling skills, Gymnastics, Tennis, Dance, Athletics, Handball, Netball, T-Ball, Volleystars, Cricket, Soccer, Basketball, Hockey, inclusive and invasion fun 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. Schools 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.
Prep – Year 2 Students will be given opportunities to participate in a variety of sports clinics, a swimming program (Big Fish Little Fish) and whole school sports events such as the Cross Country Carnival, Fun Run and Hallam Sports Day.
Years 3/4 Students will be given opportunities to participate in a variety of sports clinics, 3/4 Team Games, a swimming program (Big Fish Little Fish) and whole school sports events such as the Fun Run, Hallam Cross Country Carnival and Hallam Sports Day. All 3/4 students will have the opportunity to participate in the Gleneagles Cup. Some students depending on the year they were born can try out for the District Swimming, Cross Country and Athletics Carnivals to represent Hallam PS at the district level.
Years 5/6 Students will be given opportunities to participate in a variety of sports clinics, 5/6 Interschool Sport Gala Days, a swimming program (Big Fish Little Fish) and whole school sports events such as the Fun Run, Hallam Cross Country Carnival and Hallam Sports Day. All 5/6 students will also have the opportunity to try out for the District Swimming, Cross Country and Athletics Carnivals to represent Hallam PS at the district level.
Dates and information for all these programs will be distributed at relevant times throughout the year.
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.
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. ‘The Arts’ includes Dance, Drama, Media Arts, Music, Visual Arts and Visual Communication Design.
During Arts sessions the students have the opportunity to 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.
Music Education is fundamental to the learning of every individual, as music is a language that integrates in all cultures and societies. The aim is to stimulate, develop and maintain an interest in and a love of music. Music develops student’s imaginations, builds self-confidence, self-awareness and strengthens interpersonal skills.
All students will have access to a wide range of experiences, from traditional instrumental playing to performance and composition. The music program focuses on a variety of learning methods including Orff, Black Belt Recorder and Ukulele Programs (Years 3 – 6). Music sessions include a high level of engagement, motivation, creativity, learning and most of all FUN!
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.
Lunchtime Programs: Throughout the year students can participate in a variety of lunchtime programs. These will include dance, drama and music sessions.
Australian Ballet STEAM Dance Program: During Term 1 the Years 3/4 students will participate in 5 free one-hour dance sessions per week. This program concludes with a performance day where the students will perform their dances. The Australian Ballet will also be performing an indigenous dance called ‘Wilaygu Ngayinybula’ (Possum’s two minds).
SCIENCE AND TECHNOLOGY STEM
Students from Prep to Year 6 take part in a one-hour Science/Technology lesson each week. The STEM program creates links between Science, Technology, Engineering and Mathematics, expanding our students’ scientific understanding. The program covers the four conceptual Science strands of Biological, Earth and Space, Chemical, and Physical sciences throughout the year. Students participate in scientific studies exploring plants, animals, geology, properties of materials and forces while developing experimental, observational and team work skills. Students look at ‘Science as a Human Endeavour’ and developing ‘Science Inquiry Skills.’
The information age also 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 incorporated into Science lessons in the STEM Centre and also individual classroom programs at Hallam PS. Students have hands on experiences with a range of digital resources requiring creative and algorithmic thinking to develop digital solutions. This 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.
Through participation in regular Science/Technology lessons, we want our students to:
- Be interested in and understand the world around them
- 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, mathematically and to understand technology
- Create, manage and evaluate sustainable and innovative digital solutions
- Present information in entertaining, creative and innovative ways
Coding and Programming
At Hallam Primary School 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 can attend lunchtime programs each week to practice these skills and are also able to log into these programs at home 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).
WELCOME TO HALLAM PRIMARY SCHOOL LIBRARY!
Hallam Primary School has a wide variety of books in the library. Students have access to these books during lunchtimes and can also borrow 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.