Place Value Subitising, addition, one more/one less, counting on, partitioning

2D and 3D shapes Sort, name and create shapes and connect to real life objects

Time Sequencing days of the week and times of the day. Short and long durations

Students are learning about how to keep their bodies healthy, with a focus on food and nutrition as well as identifying safe and unsafe substances found in the home. They are developing an understanding of how their choices can support their health and wellbeing.

Students will continue working alongside the Year 1/2 class as part of the Resilience, Rights and Respectful Relationships (RRRR) program. This term, the focus will be on exploring emotions in more depth, including recognising their own feelings and understanding how others may feel, and how these emotions can influence the way we respond to one another.

Students are learning Dance in MDD in Term 2, students will learn the song and dance routine that they will perform at school production in Term 3. Students will participate in movement based dance including transference of weight, traveling and understanding high and low movement. Students will be assessed by how they participate and follow instructions as well as gaining the opportunity to perform for the school community in term 3. 

Students are learning to develop their kitchen skills using a range of tools and equipment. They will be planting and maintaining the garden with a focus on companion planting. Students will be using garden produce to cook a range of dishes to sample.

Students are developing their fine motor skills this term in Art through a range of hands-on activities. They will be creating multiple artworks that involve cutting, pasting, and manipulating paper materials. 

Students are learning about different types of weather and how it affects everyday life, including what we wear and the activities we choose. Through hands-on investigations, observations, and creative tasks, students will explore temperature, wind, clouds, rain, and storms. They will record their ideas, create their own weather book, and finish the unit by presenting a weather report.

Students are learning bouncing, passing & catching skills using various sized balls moving from 2 to 1 handed bouncing, passing and catching, lots of individual and some partner work and play minor games that use these skills.

Students are studying growth in humans, animals, and plants with a focus on the needs of humans, animals, and plants, eg: food, shelter, and re-generation.

This term, students are learning to use Auslan to communicate about colours, animals, and continuing to learn how to sign all the letters of the alphabet. They will explore the story A Visit to the Zoo by Kerrie Taylor and learn how to describe animals using signs, facial expressions, and body movements. Students will also practise recognising and using Auslan signs in games and simple conversations, while building skills such as taking turns, staying organised, and participating in group activities.

Students will be assessed by completing class activities (such as signing colours and animals), participating in games and group tasks, and a final task where they use Auslan to describe an animal.

Students are learning to add and subtract one and two-digit numbers using a variety of strategies including counting on, 10 facts, doubles and near doubles and building to 10.

They are also investigating halves, quarters and eighths, and working with calendars and analogue clocks.

Students will explore how food helps their bodies grow, learn and play, while learning about where food comes from, healthy everyday foods, and making balanced choices with snacks and drinks.

Students will continue working alongside the Prep class as part of the Resilience, Rights and Respectful Relationships (RRRR) program. This term, the focus will be on exploring emotions in more depth, including recognising their own feelings and understanding how others may feel, and how these emotions can influence the way we respond to one another.

Students are learning Dance in MDD in Term 2, students will learn the song and dance routine that they will perform at school production in Term 3. Students will participate in movement based dance including transference of weight, traveling and understanding high and low movement. Students will be assessed by how they participate and follow instructions as well as gaining the opportunity to perform for the school community in term 3. 

Students are learning to develop their kitchen skills using a range of tools and equipment. They will be planting and maintaining the garden with a focus on companion planting. Students will be using garden produce to cook a range of dishes to sample.

Students are learning about Famous Artists through time. They will create artworks inspired by Frida Kahlo, Georgia O’Keeffe, Vincent van Gogh, Hokusai and Clifford Possum Tjapaltjarri. Students will learn about their lives and how each artist portrays messages through art.  

Students are learning how things change in the world around them. They will investigate changes they can see in the sky, seasons, and the environment, as well as how people can impact these changes. Through hands-on investigations, observations, and discussions, students will identify patterns, explore seasonal clues, and examine changes in the ground and landscape. They will also plan and conduct their own investigation.

Students are learning bouncing, passing & catching skills using various sized balls moving from 2 to 1 handed bouncing, passing and catching, lots of individual and some partner work and play minor games that use these skills. 

Students are learning computer skills including, starting computer, log in with user name and password, and use of the mouse.

This term, students will develop their interaction skills by using familiar signs, gestures and mime to participate in routines and shared activities. Students will view imaginative signed texts and respond through drawing, movement and simple signing, while also expressing their own ideas about emotions, appearance and actions. 

Assessment: Students will demonstrate their learning through participation in signed classroom interactions, responses to signed texts, and simple signed or visual presentations showing their understanding of Auslan and culture.  

Students are learning about measurement this term including length, mass and capacity. They will do a series of hands on tasks and link this to real world scenarios. Students will also work on addition, subtraction and time for the remainder of the term. Students will be assessed using Essential Assessment near the end of term. 

Students are learning about why our bodies need food and how it gives us energy, including the importance of water, healthy food choices, and building a balanced plate. They are developing an understanding of listening to their bodies, staying safe with food, and thinking critically about food messages and advertising to make healthy choices.

Students will continue working through the Resilience, Rights and Respectful Relationships (RRRR) program. This will involve further exploring emotions and how they influence behaviour, while also starting to identify their personal and cultural strengths and how these can support positive and respectful relationships with others.

Students are learning Dance in MDD in Term 2, students will learn contrast and repetition as choreographic devices to explore and create new movements in response to stimuli such as a school production song and dance.  Students will be assessed by how they participate and follow instructions as well as gaining the opportunity to perform for the school community in term 3.

Students are learning to develop their kitchen skills using a range of tools and equipment. They will be planting and maintaining the garden with a focus on companion planting. Students will be using garden produce to cook a range of dishes to sample.

Students are learning about Famous Artists through time. They will create artworks inspired by Salvador Dali, Paul Klee, Albert Namatjira, Pete Cromer and Frank Stella. Students will learn about their lives and how each artist portrays messages through art.

Students are learning how and why things move. They will investigate forces such as pushes, pulls, gravity, and friction, and how these affect the movement of objects in everyday life. Students will explore simple machines and how they help people solve problems and make work easier. Through hands-on experiments, investigations, and design challenges, they will build, test, and improve their own machine ideas.

Students are learning about invasion games such as hockey and soccer, plus playing a variety of small sided games. Students will be assessed on following rules to promote fair play and inclusion, applying strategies to work cooperatively when participating in physical activities, their ability to perform a range of roles in respectful ways to achieve successful outcomes in group or team activities and demonstration of concepts related to effort, space and time.

Students are learning computer skills including, starting computer, log in with user name and password, use of the mouse, and emailing.

This term, students are learning to communicate using Australian Sign Language (Auslan) in a range of interactive and creative ways. Students will engage with imaginative texts, identifying favourite characters and events, and responding through signing, actions and drawing. They will also create their own simple signed texts, using familiar signs, gestures and visual supports to express ideas in playful and creative ways. 

Assessment: Students will demonstrate their learning through participation in signed interactions, responses to texts, and the creation of simple signed or multimodal presentations that show their understanding of Auslan communication and culture.

Students will continue to focus on the fundamental use of the four operations. We will be striving for fluency with times tables and constantly viewing the link between times tables and the other domains of numeracy. Students will be learning the specific skills relating to the domains of Area and Perimeter, volume/capacity/mass, data, and chance.

Students are learning about safety and the consequences of our choices. Students will identify what to do in an emergency and practice calling emergency services. Students will develop their knowledge of sun safety, including UV rays.

Students are engaging in the Resilience, Rights and Respectful Relationships and Building Respectful Relationships (RRRR) program. Students are unpacking emotions, what they may look like (including body language), how to deal with mixed emotions and how to deal with intense emotions as our bodies change. Students will identify their personal and cultural strengths.

Students are learning Dance in MDD in Term 2, students will learn contrast and repetition as choreographic devices to explore and create new movements in response to stimuli such as a school production song and dance.  Students will be assessed by how they participate and follow instructions as well as gaining the opportunity to perform for the school community in term 3.

Students are learning to develop their kitchen skills using a range of tools and equipment. They will be planting and maintaining the garden with a focus on companion planting. Students will be using garden produce to cook a range of dishes to sample.

Students are exploring famous artists across time, including Jean-Michel Basquiat, Takashi Murakami, Rachael Sarra, Frida Kahlo and Bridget Riley, learning about their lives and artistic techniques.

Students will then select an artist who inspires them and create their own final artwork influenced by their style and ideas.

Students are learning how living (biotic) and non-living (abiotic) factors interact in ecosystems. They will explore food chains, environmental changes, and how organisms depend on factors such as water, sunlight, soil, and temperature. Through hands-on investigations, experiments, students will collect and analyse data, before planning and conducting their own scientific investigation.

Students are learning about invasion games such as hockey and soccer, plus playing a variety of small sided games. Students will be assessed on following rules to promote fair play and inclusion, applying strategies to work cooperatively when participating in physical activities, their ability to perform a range of roles in respectful ways to achieve successful outcomes in group or team activities and demonstration of concepts related to effort, space and time.

Students are learning computer skills including, starting computer, log in with user name and password, use of the mouse, emailing, keyboard typing and downloading.

This term, students are developing their skills in using signs to interact with others, focusing on how meaning can be shown visually. Students will explore how to represent actions using handling depicting signs (showing how objects are held and moved) and describe objects using SASS depicting signs (tracing shapes and sizes). They will also build an understanding of values within the Deaf community, including respect for visual communication and shared cultural practices.

Assessment: Students will demonstrate their learning by participating in signed interactions and creating short signed presentations that incorporate depicting signs and an understanding of Deaf community values.

Students are learning about food and nutrition, building an understanding of how to eat a healthy and balanced diet and what their bodies need for growth, energy and overall wellbeing. They will then explore how their food choices are influenced by factors such as food labelling and advertising, and develop the skills to make informed decisions, including considering how to eat in a more sustainable way.

Students will conclude their Athletics program with the House Carnival at the end of Week 1. The term’s remaining program consists of a 9 week block of Soccer, which includes assessments based on Participation and Skill Acquisition measured against a specific checklist for First Touch, Ball Control, Striking and 1v1. As it is a FIFA World Cup year, students will have the opportunity to watch international class soccer matches later in the term. Some GP12 students have also nominated to participate in the Winter Sports Carnival featuring Aussie Rules, Netball and Soccer.

Students are learning about characteristic traits and how these form part of our personality. They are linking these to areas of interest in the workplace. Students will be preparing a presentation that showcases their positive characteristic traits, and those we want to share with potential employers.

In Science this term, students will be learning about Chemistry through The Particle Theory and Mixtures. The 10-week teaching program features an extensive number of practical science lessons, along with two minor and one major graded common assessment tasks [CAT].

The assessment schedule is as follows:
Week 1 - Check-for-Knowledge Quiz (Particle Theory)
Week 3 - Trial run of Diffusion Practical Assessment
Week 4 - Diffusion Practical & Validation [CAT] (30%)
Week 8 - Mixtures Quiz [CAT]  (30%)

Week 10 - Final unit test [CAT]  (40%)

We will be introducing a Daily Review session for 10mins at the start of each lesson covering revision questions from the last lesson, last week and last unit to assist with long-term student understanding of science content.

This term, students engage with the unit “Trains – Life Journeys” in which they will reflect on music composed in different styles at different times, by people from diverse cultures which explores the concept of trains as a metaphor for aspects of the journey of life. They investigate the musical elements and techniques used by composers to convey the sense of a train journey. They develop skills in performing the kinds of patterns used to create these effects and apply their knowledge from listening to and performing music about trains, to the development of a composition in which they are also encouraged to explore aspects of their own life journeys. Students’ progress will be assessed by weekly ‘check in’ activities, their performance at the ‘Mid-Year’ showcase concert and by their “Trains – Life Journeys” composition portfolio.

Students will continue working through the Technology Activity Manual including,Structures, Control systems, and mechanisms. 

Students practical will consist of metal projects.

Students will undertake the Athletics Development program for 10 weeks in Term 2. Students will set ‘SMART Goals’ and create a specific training program to achieve those goals and present it as a hand-out. Part of this program will include theory about anatomy and biomechanics. These will be measured and assessed through Participation, Application of their program and the Program itself. 

Students are learning about different cultures and cuisines with a focus on foods from African and Asian nations. They will be investigating how foods use a range of spices to develop flavours. Students will be preparing and sampling these dishes with personal reflections occurring throughout the term. Practical and written assessments will occur throughout the term.

Students are learning about food and nutrition, beginning with an exploration of what a healthy diet looks like and what their bodies need to function effectively during adolescence. They will then investigate their individual nutritional needs, explore strategies to support a balanced diet, and analyse how their food choices are influenced by external factors, before considering how to make informed and sustainable food choices in everyday life.

Students will conclude their Athletics program with the House Carnival at the end of Week 1. The term’s remaining program consists of a 9 week block of Soccer, which includes assessments based on Participation and Skill Acquisition measured against a specific checklist for First Touch, Ball Control, Striking and 1v1. As it is a FIFA World Cup year, students will have the opportunity to watch international class soccer matches later in the term. Some GP12 students have also nominated to participate in the Winter Sports Carnival featuring Aussie Rules, Netball and Soccer.

Students are investigating the world of work focusing on areas of interest. They are preparing for Work Experience by undertaking assessments and contacting potential employers.

This term, students engage with the unit “Trains – Life Journeys” in which they will reflect on music composed in different styles at different times, by people from diverse cultures which explore the concept of trains as a metaphor for aspects of the journey of life. They investigate the musical elements and techniques used by composers to convey the sense of a train journey. They develop skills in performing the kinds of patterns used to create these effects and apply their knowledge from listening to and performing music about trains, to the development of a composition in which they are also encouraged to explore aspects of their own life journeys. Students’ progress will be assessed by weekly ‘check in’ activities, their performance at the ‘Mid-Year’ showcase concert and by their “Trains – Life Journeys” composition portfolio.

Students will continue working through the Technology Activity Manual including,Structures, Control systems, and mechanisms. 

Students practical will consist of metal projects.

Students will explore protest art and how artists communicate ideas, opinions and social messages through their work. They will investigate different types of protest art, develop their understanding of visual language and symbolism, and analyse the work of artists such as Banksy, Shepard Fairey, Richard Bell and Vernon Ah Kee, including Aboriginal and Torres Strait Islander perspectives on voice, identity and protest.

Throughout the term, students will experiment with a range of art-making techniques including drawing, printmaking, digital art and mixed media. They will develop and document their ideas in a visual diary, complete a visual analysis task, and create a resolved final artwork that communicates their own message to an audience.

Students will undertake the Athletics Development program for 10 weeks in Term 2. Students will set ‘SMART Goals’ and create a specific training program to achieve those goals and present it as a hand-out. Part of this program will include theory about anatomy and biomechanics. These will be measured and assessed through Participation, Application of their program and the Program itself.

Students are learning about different cultures and cuisines with a focus on foods from African and Asian nations. They will be investigating how foods use a range of spices to develop flavours. Students will be preparing and sampling these dishes with personal reflections occurring throughout the term. Practical and written assessments will occur throughout the term.

Students will continue to learn practical skills eg: using tools, concreting, fencing, gardening, welding, and structures, the students are helping with the Ag fodder/shelter structure and the students will continue maintaining the chickens welfare.

Unit 1, Area of Study 2, students will build on their understanding of materials, techniques and processes to develop and make at least one finished artwork based on a theme. They will use their prior experimentation to make informed decisions about how to manipulate materials, represent ideas and communicate meaning through visual language, while refining their technical skills in a chosen art form.

Throughout the unit, students will document their art making in a Visual Arts journal, including experimentation, development of ideas, and reflections on their process. They will evaluate their work and present a resolved final artwork, supported by an artist statement that explains their intentions, use of materials and techniques, and how effectively their ideas have been communicated.

In Area of Study 3, students will investigate the work of Australian artists from a range of contexts, including Aboriginal and Torres Strait Islander artists, to understand how ideas and meaning are communicated in artworks. They will explore how artists use materials, techniques and processes, and how different contexts influence the way artworks are created and interpreted.

Students will research and present information about three artists and their artworks in a format suitable for a proposed exhibition. They will use their Visual Arts journal to document their research and develop a cohesive presentation that explains artist backgrounds, materials and techniques, and how ideas are represented and communicated.

VCE Music Contemporary Performance Unit 3 AOS 2 and AOS 3

This term students continue to work on their contemporary performance program pieces, further exploring the musical elements of these songs and analysing how interpretation and sense of personal voice may be developed in a performance. They also develop their auditory discrimination and memory skills in relation to the works they hear by identifying and re-creating music language concepts related to contemporary performance. Students practice their music notation skills to record the rhythms, melodies and harmonies that they hear. 

Students’ progress will be assessed by weekly homework questions and two ‘hurdle’ tasks. The SAC for Unit 3 AOS 2 involves performing the reimagined work from the end of year performance program and discussing how technique and personal voice are shown in the performance of this work. The SAC for Unit 3 AOS 3 involves responding to music theory questions about an unheard piece of music; and recreating on an instrument and writing in musical notation a short piece of music.

This term, students investigate the many roles and everyday influences of food. They will be looking at food choices, health and wellbeing including access to food, personal values, beliefs and choices. Students will be assessed through both practical and written tasks.

VCE Psychology Unit 3 AOS 2 and Unit 4 AOS 3

This term students ‘learn’ about learning and memory, exploring models to explain these processes and applying their knowledge to everyday experiences and contemporary social issues. They consider strategies to optimize their own ability to learn and remember things and engage with Aboriginal and Torres Strait Islander knowledge and perspectives in understanding learning and memory. 

For Unit 3 AOS 2, students’ progress will be assessed by weekly homework questions, two ‘hurdle’ tasks and one SAC, a comparison and evaluation of psychological concepts, methodologies and methods, and findings from three student practical activities.  For Unit 4 AOS 3  students design and conduct a scientific investigation SAC related to mental processes and psychological functioning, and present an aim, methodology and method, results, discussion and conclusion in a scientific poster.

Students are learning about: How does the body produce energy? and What are the foundations of an effective training program? Students will be assessed via a laboratory report and a written report on these respective topics.