The children have been very busy in class. Below is a quick recap of our learning and how you can support your child.
Students have been investigating and creating infographics. Inspired by the concept of ‘less is more’, and using images to speak instead of words, students have been developing skills in recognising the elements of design including layout, colour schemes and font type and size. They used this knowledge to transform their informative report into an infographic that showcased their research. They used the online platforms Canva or Piktochart to create their infographics digitally. After completing their first attempts, students learned how to critique each other’s work and give constructive feedback by referring to the elements of design. We are pleased to report that all students are improving the quality of their work by implementing this feedback.
How can you support this at home? Ask your child how they improved their infographic.
We have been focusing on multiplication and various ways in which the same equation can be solved. We have learnt how to use factors and multiples to solve problems, how to multiply a 4-digit by a 1-digit number, how to multiply a 3-digit number by a 2-digit number and how to use the lattice method of multiplication. There were even some students who seized the opportunity to solve even harder multiplication problems up to 8 digits by 5 digits, which was amazing. Next week we will be looking at division and how it relates to multiplication.
How can you support this at home? Ask your child to show you one way of multiplication that they have learnt. Or, get your child to revise their times tables particularly their 7’s in a fun way (see images below for some ideas).
Over the past few weeks each class has had in incursion from the State Library of Victoria. This experience has helped to consolidate the students’ learning about primary and secondary sources, the causes and effects of European settlement and how Melbourne has changed over time. This incursion was a huge bonus and added so much value to what the students have already learnt. Huge thank you to Ms Atkins, our librarian for organising this for us.
In class students have consolidated their learning on the social, political and economic changes that occurred during the Goldrush. They examined early migration and identified the reasons why people migrated to Australia in the 1800s (for example the consequences of the Irish potato famine and the Industrial Revolution). They are currently investigating the experiences and contributions of a particular migrant group within a colony (for example the Afghan cameleers and Chinese miners) and connect, where appropriate, stories of migration to their own family histories.
How can you support this at home? Ask which migrant group (Irish, Afghan cameleers, Pacific Islanders, Japanese fishers, Chinese and German) will they be researching.
Year 5 Team
Aaron Flugge (Head of Year 5), Rose Millington, Diana Toufeili, Mark Wnek
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