Year 5 Newsletter | Term 3 Week 2

Welcome to the start of Term 3. Below is a quick recap of our learning so far and how you can support your child.

English

In English this term, students have been introduced to the genre of persuasion with a focus on ‘A Greener Tomorrow’. Last week, we enticed students by displaying persuasive visual images and spoken texts, including young climate-activist, Greta Thunberg’s speech at the Climate Action Summit in 2019. We discussed purpose, viewpoint, language, tone and body language. Continuing from this, students were provided with persuasive topic cards; an opportunity to debate a topic that they were familiar with. Students soon realised the difficulty in arguing a case that you yourself do not entirely agree with. By the end of this lesson, we had all the students excited for our Term 3 writing program and have since moved on to looking at Persuasive Language Features and Devices. In Reading, students are continuing with Literacy Rotations with a focus on ‘Speaking and Listening’, and ‘Extracting Information’. We are implementing reading materials that align with our theme of ‘A Greener Tomorrow’ and have developed a program that incorporates grade specific educational podcasts with the aim to present students with a broad array of text types and subject matter.

How can you support this at home? Ask your child how the below image WWF ‘Stop climate change before it changes you!’ made them feel and /or what it reminded them of.

Mathematics

So far this term we have been looking at various ways to display and interpret data. We have focused on line graphs, bar or column graphs and dot plots. We have now moved on to our current investigation titled, ‘Dynamic Dominoes’. This investigation has students plan and design an educational game of dominoes. Many students will be familiar with the game of dominoes and will think this task appears less complicated than it actually is. The facts students will write on their domino tiles will be all about fractions. Students will be learning about equivalent fractions and how to add and subtract them if they have the same denominator. Students will also need to work logically through patterns to design a workable set of domino tiles.

How can you support this at home? Play a game of dominoes with your child or ask your child which number is the numerator and which is the denominator in a fraction. (numerator is the top and denominator is at the bottom).

Science

In this Science unit, students will examine and understand that living things have structural features and adaptations that help them to survive in their environment. They will analyse how the form of living things enables them to function in their environments and understand that plants and animals have internal and external structures that function to support survival, growth, behaviour and reproduction.

This unit requires students to employ the skills of critical and creative thinking as they predict, observe, infer and explain observations and experimental results.

In the first week students were introduced to the study of adaptations of living things through investigating human adaptations with a focus on the question, “What makes us look and act the way we do?” They identified structural and behavioural adaptations and followed the scientific process to conduct an experiment, testing whether opposable thumbs are an important human adaptation.

This week we focus on the structural adaptations of Australian animals. Students will predict, then recognise the relationship between an animal’s natural environment and its specific structural adaptation.

How can you support this at home? Ask your child how they felt trying to do tasks without the use of their thumbs.

Library News from Ms Atkins

Please click on this link for an update from the Library including details about Book Week’s photo submission.

Peer Support

There was great excitement (and a touch of nervousness!) on Wednesday as we commenced our Primary Peer Support sessions. After completing their initial training for the program late last term, the Year 6 Peer Support Leaders (PSL) worked so incredibly hard in preparing for their first meeting with their group.

Each of the vertical groupings is made up of students from Prep to Year 5 and is led by the Year 6 PSL, meaning students work in groups of seven or eight in different classrooms across the school. The AISHK school motto ‘Connect, Strive, Flourish’ will underpin the six-week program and form the basis of the discussions and activities each week. The purpose of the initial session was for the students in each group to get to know each other and make some initial connections. The PSL organised games and activities around the students’ names, interests and common connections. To end the session, there was a specific focus on the ‘connect’ component of the school motto with students asking what the term means to them personally and how they connect with each other and the school.

The leaders were buzzing with excitement when they returned to their regular classes after the session and the feedback the Year 6 teachers received from the supervising teachers points to an extremely positive outcome. Some of these comments were:

“I just wanted to say thank you for all the hard work that is reflected in your Year 6 students. We had a lovely session today in our Peer Support group and look forward to the next session!”

“Just want to pass on to you how impressed the staff in my team were with the groups and their leaders.”

“I just wanted to share how well … did in Peer Support today. He was engaged, energetic, focused and caring towards all of the students in his group. I really appreciated how he ensured that everyone felt included and a part of the group. He did a wonderful job and he should be very proud.”

After each session, the PSL are asked to reflect on the session including what worked well, any challenges they faced, things they would do differently next time and what character strengths they felt they demonstrated in the session. While most PSL identified things they can improve or would change, the reflections and feedback were overwhelmingly positive. The Year 6 teachers were proud of their efforts and diligence and we look forward to their continued flourishing as leaders in the coming weeks.

Connecting at AISHK Word Cloud

Have a wonderful weekend.

Year 5 Team

Aaron Flugge (Head of Year 5), Rose Millington, Diana Toufeili, Mark Wnek

Primary Office: primaryoffice@aishk.edu.hk