A Selection of Handouts and Information

SEPTEMBER 2014
A Selection of Handouts and Information Year FOCUS Page Number MUST SEE! NEXT Hartwell Parent Information Night Hugh Van Cylenburg – How to Build Resilience This is a must see for all parents. 3 Prep to Year 2 Year 3 to Year 6 Prep to Year 2 Year 3 to Year 6 Prep to Year 2 Year 3 to Year 6 Prep to Year 6 Prep to Year 6 Prep to Year 6 ALL LEVELS Reading 4 -­‐ 5 Reading 6 Writing 7 -­‐ 11 Writing 12 Mental Maths Games 13 -­‐ 14 Multiplicative Thinking 15 Inquiry Learning 16 -­‐17 ICT 18 -­‐ 19 21st Century Learning Skills 20 -­‐ 21 IMPORTANT INFORMATION RESULTS FROM TRAFFIC SURVEY AND SCHOOL MAP SHOWING PARKING RESTRICTIONS AND TIMES 22 -­‐ 24 2 WEDNESDAY 5th NOVEMBER 2014 at 7pm
Hugh van Cuylenburg
DON’T MISS OUT on this fantas c evening!
Teaching children resilience, op mism and perseverance has never been so important in our fast changing world. Hugh is a highly entertaining and engaging speaker who will explain why resilience is an important life skill to develop and how as parents we can achieve this.
Hugh has been working in educa on for over 10 years. Star ng out as a primary school teacher, he then moved into a posi on with Cricket Victoria as a development facilitator working with disengaged adolescents.
Inspired by this experience (and subsequent trips to Bangladesh and Sri Lanka) Hugh returned to Melbourne and commenced working on his own programs for schools. 'The Resilience Project' was born. Strongly influenced by the work of Professor Mar n Seligman and Dr Karen Reivich, Hugh's presenta ons emphasise the value of gra tude, empathy, kindness, posi vity, op mism and mindfulness. Of note, Hugh has developed and facilitated youth programs around regional Victoria and wri en and implemented programs for the Educa on Department and Step Back Think .
B Ed, M Ed, Grad. Dip. Leadership Management
3 Beginning and Early readers rely very heavily on memory and need to use the pictures to gain meaning from text prior to reading. It is important that you don’t cover the pictures. Beginning readers need to point to the words as they read. (Child needs to point under the words) If children are inventing the text, remind them that we need to read the words on the page. We want our students to read for meaning and not be trying to sound out every word. There are many words that cannot be sounded out, we just need to learn them. (Use the camera strategy, Look at the word, Say it aloud, then Write it.) Remember Reading is a Developmental Process – some children may take longer than others!! Reading
Prep - 2
How You Can Help At Home •
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Before Reading… Talk about the cover, look at the title What do you think this book might be about? (predicting) •
Browse through the book looking at the pictures and discussing events •
Introduce any unusual phrases or vocabulary •
The Three P’s Pause (allow child time to work out the word ,using a range of strategies) •
Prompt (see below) •
Praise ( I liked the way your reading sounded, I like how you worked out the tricky words, I liked that you noticed an error and corrected it, praise attempts even if not successful Some Useful Prompts •
Look at the picture. •
Look at the beginning letter(s)/ending letter(s) •
Is it like any other words you know? •
Try a word that makes sense. •
Reread the sentence. What word would sound right? •
Break the word into parts. (chunks) •
I liked how you found out you had made a mistake & you fixed it up •
Check it, does it look right and sound right to you? •
After successfully working out a word, ask them how did they know it was…? 4 After Reading •
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Encourage your child to talk about the story. Ask them to share and compare their experiences to those in the book. Describe characters & events they liked/disliked and say why. Praise their reading. If your child is struggling with a book, break the task down you read a page then they read a page, you read to the child. Activities for increasing your child’s bank of High Frequency words •
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Make words out of playdough Use flour or sand to write words Write w ords using a paintbrush and water (children love to see the w ords disappear) Write using a whiteboard m arker Make words using m agnetic letters Card games using high frequency words-­‐ snap, m emory etc Activities to increase knowledge of letters/ sounds •
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Play card games such as memory, go fish using Alphabet cards which can be purchased at Kmart Use magnetic letters Games such as I spy-­‐ I spy something beginning with…. 5 READING COMPREHENSION UPPER YEARS (3-6)
WHAT DOES IT LOOK LIKE IN
THE CLASSROOM?
Students engage in
• Literacy circles ( book
WHAT IS IT?
Reading comprehension is an active
process UPPER YEARS (3-6)
discussion groups)
Good readers construct
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meaning
Readers need to have an
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inner conversation
We are teaching readers to
•
tap into these inner
MAKING CONNECTIONS
Students are taught to make
connections in 3 ways:
1. Text to Text ( T-T)
2. Text to World ( T-W)
3. Text to Self ( T-S)
conversations
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Teacher lead small focus
groups
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Reading detectives ( paired
reading activity)
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Independent lead
comprehension activities
These connections allow the
students to continuously strengthen
their inferential skills and gain an
understanding of the wider
implications of texts.
PARENT INVOLVEMENT
As parents you can:
• Model reading a range of
texts
•
Listen to your child read
aloud
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Ask questions of your child
(based on reading strategies)
•
Read aloud to your child
using expression and
discussing elements of the
text
•
Assist your child to select
appropriate reading
materials
For a larger version: https://www.eduweb.vic.gov.au/edulibrary/public/teachlearn/student/nbssa.
6 pdf Writing in Prep – 2 Writing is an essential skill. It is more than just putting words on paper. Writing is a process of communication that plays an important role in your child’s life—both in and out of the classroom. Children bring with them to school a wide range of experiences with language and texts. These experiences are included in the curriculum as valid ways of communicating and as rich resources for further learning about language, literature and literacy. From Prep to Level 2, children engage with purposeful listening, reading, viewing, speaking and writing activities for different purposes and contexts. The curriculum in these levels aims to extend the abilities of children prior to school learning and to provide the foundation needed for continued learning. The study of English from Prep to Level 2 develops children’s skills to expand their knowledge of language as well as strategies to assist that growth. It aims to do this through pleasurable and varied experiences of literature and through the beginnings of a repertoire of activities involving listening, viewing, reading, speaking and writing. Learning to write involves developing skills, knowledge and understanding at all stages of schooling. Stages of Writing: Discussion involves providing a variety of oral language opportunities prior to writing. Drafting involves making notes of ideas, planning the text and writing the text down initially. Creating involves children constructing texts based on the shared and modelled writing experiences. Revising/ Editing involves re-­‐working a text to improve ideas or amend the content. Revising involves editing, because it often requires reorganising the text, changing sentence structures, correcting spelling and adding punctuation. Conferencing involves discussing texts with others to engage in critical reflection and clarification of meaning. Revising and editing might occur during, or be the result of, such discussions. Publishing involves presenting the text to its intended audience. At school, this is often the teacher, although it is good to give children the experience of writing for other audiences where appropriate. USING A SEED: Many items can be used as a seed to inspire children and encourage them to think creatively. A great seed is anything that captures the children’s imagination. •
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A picture or photo A ticket to an event, train, airline etc A story A souvenir from an outing or holiday Children unpack their thoughts and ideas from the seed to create an idea for a piece of writing. They can brainstorm a list of “gem” or interesting words and use this vocabulary to come up with an idea for a story or piece of writing. To unpack the seed further, asking children to SEE, HEAR, FEEL, THINK, WONDER will encourage them to them to think deeply about an idea. SEE: What do you see happening in the picture or object? HEAR: Think about being in this photo or where this object came from, what could you hear? FEEL: How does this seed make you feel when you think about it? THINK: Does the seed make you think about anything? Eg. Reminds me of a time when… WONDER: What does the seed make you wonder? 7 BRAIN BENDERS: Asking children to write in response to open-­‐ended questions requires them to further their thinking about a concept or an idea. We encourage children to justify their opinion by using the word ‘because’ in their response. Some BRAIN BENDERS you might use include: •
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Would you rather be a cat or a dog? If you were a superhero, what powers would you give yourself? If you could be someone else for one day, who would that be? What is the bravest thing you have ever done? If you could be any animal, what would you be? What is something about yourself you are proud of? Explain the happiest day of your life. What is the best holiday you have ever been on? Explain the most special thing about your family. What if it never stopped raining? SENTENCE STARTERS: These can be used in the same way as Brain Benders to further children’s thinking and justifications. •
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School would be better if… On Saturdays I like to… If I were a teacher I would… I feel happy when… If I was indivisible I would… I would like a great big… If I were a giant I would… A good friend is someone who… I wish I could… Something I could tech someone else is… VISUAL LITERACY: Using Visual Literacy helps children to think about their topic before writing. It helps them to think about the language that they will use and encourages them to experiment with the language they hear from others (children, teachers and parents). Some activities you can use with picture prompts include; WHO, WHAT, WHEN, WHERE, WHY, HOW? Giving your child a visual prompt, ask them to come up with as many ‘WHO?’ questions they could ask about the picture. Repeat asking WHAT, WHEN, WHERE, WHY or HOW questions with the same or different pictures. FACT AND OPINION When looking at pictures, ask your child to come up with as many fact and as many opinions as they can. Children to draw upon their prior knowledge to assist with the appropriate language to use. FREEZE FRAME A ‘FREEZE FRAME’ is usually a moment in time captured in a photo. When presented with a picture, ask your child to think about what events may have occurred leading up to the event happening in the picture. You can also ask what they think is going to happen next in the picture. It is fun to think about all the possibilities. 8 WRITING ACTIVITIES YOU CAN DO AT HOME… 1.
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Read from a variety of sources. Reading and writing are linked – success in one supports success in the other. Read stories, newspapers, advertisements, instructions, etc. to your child every day and then discuss what you have read. Encourage your child to write. Children love to make their own birthday cards, write thank you notes, make place cards for the table, or send an email to a friend. Save old cards from birthdays and holidays to recycle for homemade cards. Whenever possible, let your child see you writing – grocery lists, instructions on the family whiteboard, emails, etc. – and get them to help. Writing can be done anywhere. Have lots of magnetic letters or words on the fridge. Get a box of chalk and write your names on the driveway or sidewalk. Get a white board – it can be used again and again. Play writing games. Make a game of letter finding. Show them how to form a letter and then go letter hunting in your house or in a book – count the number of "Ds" on a page. Find a picture they like and have them write words or a sentence about it. Help children build their vocabulary. Try rhyming games starting with one word such as "mat". Say and write down all the words that rhyme, like "cat", "hat", "fat" and "splat". You'll be surprised how fast their word list grows. Explore the meaning of words. Create a word book at home and have your child add words as they're learned. Have them note the words they use the most and talk about why. Write to each other. Write notes to your child and leave them in interesting places, like the lunch box. Ask them to write a reply or come up with something new. If they have their own email, email each other. Have kids email jokes to family and friends. Don't limit what you write with or what you write on. The sky's the limit – sticks or fingers in mud, earth, water and sand, sparklers, steamed up windows and mirrors, bubble soap markers. Writing comes in all shapes and sizes. Point out different ways writing is used – letters, signs, advertisements, instructions – and explain why they are different. Also point out different ways letters are created – printed, cursive (written) and fancy variations. Let them be inspired to create their own letter art. Start writing at an early age. Children often learn to write before they can read. Encourage this by showing them how to print their name or the names of friends and other family members. Buy them notebooks with lines so they can learn to make their letters correctly or a practice book with letters they can trace. “Year in Review” Notebook -­‐ Keep an ongoing record of your family’s life, like a journal or scrapbook. Every family member can add to your family’s story. Include important events that happen during the year. On New Year’s Eve, sit down and read through your “Year in Review” and start a notebook for the next year. To add to your story, include family photos whenever possible. Postcards -­‐ Encourage your child write and mail postcards on family holidays or special outings. Journals -­‐ On your child’s birthday, give him/her a special journal. Encourage your child to write in his/her journal as often as possible. Make a Menu -­‐ Let your child design and write the menu for a family dinner. This is a great activity that will keep a child busy while mum or dad is cooking. If some of the words are difficult, write them down on a separate sheet of paper for the child to copy. Use Writing Prompts -­‐ Writing prompts are a great way to help a child begin a story. An example of a writing prompt is using a movie ticket of a film they enjoyed and asking them to write about it. Be Creative -­‐ Encourage your child to write and perform plays or puppet shows. Set aside time for other family members to see the performance. Travel log -­‐ When you go on vacations, trips, or special outings, have your child record new sights and experiences from his/her journey. Copy -­‐ If your child likes a particular song, have him/her copy the lyrics. Children can also copy their favourite poem, quotation, or short book. 9 How Can I Help My Child To WRITE? READ! Read often. Read aloud. Read silently. Read books. Read short stories. Read poems. Read cookbooks. Read letters. Read greeting cards. Read, read, read, and read some more! PROVIDE WRITING MATERIALS! Provide plenty of writing materials – paper of all kinds, colours, textures, and sizes, pens, pencils, felt tip pens, post-­‐its – whatever will invite your child to explore writing in original, colourful ways. Write Notes! A personal note – just a few words – tucked in a lunch box or left under a pillow can be a wonderful surprise. If you’re lucky, you’ll get a response. Writing doesn’t always have to be BIG. READERS’ THEATER! Read a play or any book that lends itself to two voices. Your young writer will soon have an “ear” for sentence fluency. RESOURCES! Have a dictionary and thesaurus handy! Use them with care. For example, when you use a thesaurus, don’t take the first word on the list. Choose the word that’s just right! BROWSE! Discover the fine art of browsing at the local bookstore or the library. Look at books, handle books, read pieces from books. What is it about this book that intrigues you? An opening sentence? The layout? The title? Talk about how they can apply those skills to their writing. BE A WRITER YOURSELF! You don’t have to be writing a novel to teach valuable writing strategies – a simple shopping list holds a dozen potential lessons on word choice, organization, and conventions. READING CORNER! Where you read can be almost as important as what you read. Most of us, love to curl up on the sofa or a favourite chair to read a book. A love of reading will lead to a love of writing! SHARE! Do you write as part of your job? Letters? Memos? Reports? Evaluations? Advertising or promotional materials? Directions? Almost everyone in every occupation writes something. Share some of your work-­‐related writing with your child. Responding to Your Child’s Writing Keep it Positive! Look first for what is well done, and praise this work lavishly. Donald Murray says, “We learn to write primarily by building on our strengths.” So often, in the name of helping, we feel tempted to point out all of the problems and errors we see in others’ writing. This approach tends not to work well. If overdone, criticism makes young writers feel both hopeless and defensive. It is usually much more effective to help them see what they are doing well. Be Excited! This is one of the most important things you can do. Eager listeners usually get more (and improved) writing next time. So, let your child know you value his/her efforts, and cannot wait to hear the next piece. When There is a Problem… Don’t get the idea that writers do not need suggestions for improvement. Of course they do. But the power of your suggestions may lie a great deal in how you phrase them. When giving feedback, try focusing on your own response as a reader and begin with “I saw” or “I felt.” Be the Coach -­‐ Not the Writer You can help your child to write by: ~ Brainstorming topics and ideas ~ Talking through a story or informational piece ~ Providing ideas on how/where to get information ~ Being a listener – or reader – during the writing process ~ Asking questions to guide revision ~ Brainstorming possible leads or endings ~ Sharing correct spelling of words, correct use of punctuation or other editorial tips 10 HARTWELL WRITING VOCABULARY On Mondays, children have the freedom to Write from the Heart. MAGIC MONDAY Teachers present a stimulus or the students bring their own and the students choose the way they present their writing. Friday’s writing session is used to “polish” a piece of writing. They may wish to finish a piece of writing, publish a finished / edited FREAKY FRIDAY piece, improve a piece that they created throughout the week or illustrate a completed piece. WALT We Are Learning To… WILF What I am Looking For… Writer’s Notebook is the vehicle to drive students’ writing. The WRITER’S Writer’s Notebook consists of a section for Writing from the Heart NOTEBOOK and a Genre writing section. Gem words are special words that students use in their writing. It GEM WORDS may be a unique or unusual word that a student uses in their writing. Junk Drawer writing is a piece that students create containing JUNK DRAWER three short ideas. TREASURE CHEST / Treasure Chest / Jewel Box writing is where the students choose JEWEL BOX one key idea to create a whole writing piece. Buzz Buddies is a term that refers to the students turning and BUZZ BUDDIES talking to a partner. When providing students with feedback during share time, the MEDAL AND language “Medal and Mission” may be used. A medal is telling the MISSION students something they have done well and a mission is something they can work on next time. A Spelling Monsters page is a personal spelling list that the students continually refer and add to. Teachers select words to be SPELLING put in to the Spelling Monsters page from students’ own writing. MONSTERS These are words that students need to work on, in order to develop their writing. 11 Writing at Hartwell Primary School: Years 3-6
The vocabulary we use:
Writers’ Notebooks:
Spelling Monsters:
Magic Monday:
Freaky Friday:
Seed packet:
Junk drawer writing:
Treasure Chest:
all writing is kept here, including drafts
personalised list of spelling words that each child compiles
writing from the heart
publishing or polishing a piece
a list of ideas
three short ideas
a whole piece, incorporating one key idea, that is publishable
quality
magnificent vocabulary
We Are Learning To
What I am Looking For
Gem words:
WALT:
WILF:
Digging out the crystals
Buzz Buddy:
a partner with whom you articulate your ideas
Medal and Mission:
evaluate a piece and award it a medal for an element and give
the writer a mission
What you can do at home:
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Articulate – encourage your children to voice their ideas before they write
Develop their vocabularies – use interesting/rich words and praise your children when they
do too
Write all the time: shopping lists, messages, etc. and outsource these to your children
Discuss books and movies and unpick how they’re structured
Resources:
Fletcher, Ralph (1996) A Writer’s Notebook Harper Collins, New York
Fletcher, Ralph (1999) Live Writing Harper Collins, New York
Fletcher, Ralph (2000) How Writers Work Harper Collins, New York
Moss, Marissa (1995) Amelia’s Notebook Simon and Schuster, New York
Marg D teaching posters – writer’s notebooks:
http://margdteachingposters.weebly.com/writers-notebooks.html
12 Maths P-2
MENTAL MATHS GAMES
“As learners participate in the playing of instructional games, the manipulation of materials and verbalisation of actions, thoughts and interpretations assist in the construction of mathematical concepts. An element of chance ensures that each player has an opportunity to win and build self-­‐esteem. Games themselves are seen as fun, not only providing motivation but also ensuring the full engagement on which constructing learning depends.” (Booker, 1998) 1. NUMBER ROLL
Each pair of students needs a strip of paper and a die - one student to roll the die and the
other student to count by the number given. When a 2 on the die is rolled the partners swap
roles. This continues until the given time is up. (approx.2 minutes) The student with the
largest final number which is correct in the count wins. Students can count by ones starting
from zero and then from different numbers, both forwards and backwards. They could also
practise counting by 2s, 5s, 10s extending to other multiples.
2. PLACE VALUE PATH
Roll 2 nine sided dice and decide what value each digit has. Place on the path. You only can
move when you keep the numbers in order from smallest to largest. The last number entered
is the winner! Extend to larger numbers.
(See attached sheet for the path)
3. DICE UP - DICE DOWN
A target is set. Eg. 50 All children start with a score of 10. Each child rolls the die in turn.
If they throw an even number they add this to their score. If they throw an odd number,
they subtract this from their score. Each child records their own running score. (could use a
number line or hundreds chart) The first person to reach or pass the target number wins.
The target number and starting score could be increased and two dice used and totalled for
each turn. Younger children could play this on a calculator.
4. HIGH CARD – ADDITION (A game suitable from Prep to Year 6)
Two students place a deck of cards in front of them face down. Remove the Kings, Jacks and
Jokers. The Ace represents the number one and the Queen represents a zero. All other
cards are face value. Children share out all the cards and place their cards in front of them
in one pile. Player one turns over his/her top two cards and adds them up. ie 7 and 10 =17.
Player two then turns over his/her top two cards hoping to get a higher score than player
one. Whoever has the higher score takes all 4 cards and places them at the bottom of their
pack. Play continues until teacher says stop or all cards are used. Player with most cards
wins.
VARIATIONS: Turn over three cards, subtraction, turn over three cards and add and
subtract between cards to make the greatest total, make the largest 2/3 digit number,
multiply.
13 5. MAKE TEN - A game suitable for students from Prep to Year 2.
Children play games in pairs. All picture cards and tens removed leaving numbers 1 – 9. Place
9 cards face up in three rows of three, similar to the channel 9 logo on TV. The remainder of
the deck are placed on top of the cards, face up until all are gone leaving the nine piles of
cards. Students take it in turns collecting two cards that when added together make ten.
This continues until all cards are removed. Children need to say aloud the combinations as
they collect the pairs.
6. NUMBER LIMIT –You need a pack of 40 – 50 cards numbered 0 -10. Working with a
partner, the cards are shuffled and dealt. Children look at their cards. A number limit is set.
Eg. 30 Children take turns to place a card face up in the middle. The total is added as each
card is added to the pile. When the total passes the number limit, that player receives a
point. The centre pile total returns to zero and play resumes. The winner is the player with
the least number of points. The game is over when all the cards have been played.
Variations: Play so that the winner is the one with the most number of points. Play a
subtraction version starting with 30. Zero is the number limit. Younger children use cards 0
– 5.
7. COVER UP – CHOOSING AND USING OPERATIONS A game suitable for students from
Year 1 to Year 4. Children play the game in pairs. A deck of cards with all pictures removed.
Game board with the numbers 1 – 20 displayed in a grid. Each child has 7 counters of the
same colour. Their partner has a different colour. Children take it in turns taking two cards
at a time from the top of the deck and add or subtract the numbers to make an answer from
0 – 20. One of their seven counters is placed on that number. The objective is to get rid of
all counters first. If a student lands on top of a number that has their partner’s counter on
it they take the place and send the counter back to their partner. Students can have more
than one counter of their own on the same number but if their opponent lands on that
number all counters are sent back home. Variations: use 3 cards, use dice instead of cards,
allow any operation, simplify the game by using a 0 -12 board and 1 = 6 cards or a 6 sided
dice.
8. WHAT’S MY NUMBER?
I’m thinking of a number between 250 and 500. Children to ask
yes/no questions until the number is known. Encourage questions that eliminate lots of
possible answers. eg. Is it odd? Is it between 300 and 500? Is it a multiple of 5? Can they
work out the answer in 10 guesses?
Variations: use numbers to 100, larger numbers,
decimals, etc depending on the ability of the child.
9. 100 SPIN - Children take turns to spin the spinner and add the number to a running total.
The first person to reach 100 or a given number is the winner. You can add your own
variations to this activity. Eg. Use money spinners instead.
14 Maths Years 3 – 6: Multiplicative Thinking
Multiplicative thinking is indicated by a capacity to work flexibly with the concepts, strategies and representations of multiplication (and division) as they occur in a wide range of contexts. For example: A school canteen offered 4 types of bread or rolls, 6 3 bags of sweets. 8 sweets in each bag. How different sandwich fillings, 3 flavours of milk, 5 choices many sweets altogether? of health bars or snacks, and 4 choices of fruit? How many different lunch orders comprising at least a sandwich or roll, a drink, and a piece of fruit were possible? Ideas to help promote and develop multiplicative thinking in your child: • Practise times tables (up to 10 x 10) in a variety of ways to develop automatic response to them. Children should know all tables automatically by the end of Year 4. Use a variety of ways to learn times tables, including: Ø Reciting Ø Skip counting, Ø Card games (flip over 2 cards and quickly multiply numbers or find 2 cards that when multiplied give an answer of 56, 32 etc) Ø Dice games (using two 10 sided dice roll and multiply numbers, add answers to see who has the largest answer after 5 turns) Ø Grids Ø Bingo Ø Computer games • Extend mental strategies for multiplication ( doubling, halving, multiplying and dividing by 10, 100, 1000) • When shopping, allow them to count and handle the money, compare prices between items when looking for best value, discuss how they estimate and work out money problems • Cooking: changing amounts eg changing a recipe for 4 into one for 6 whilst keeping ratios of ingredients the same • Play games/ pose problems and discuss their thinking. Allow them to explain how they work maths problems out (including estimating) through words and pictures. Some suggested websites: http://resources.woodlands-­‐junior.kent.sch.uk/maths/timestable/interactive.htm (Google ‘times tables games’ – there are loads of sites to choose from. Just remember children only need to learn up to 10 times table.) http://www.coolmath-­‐games.com/ https://www.mangahigh.com/en-­‐au/ (All Hartwell children have a login for this website) http://www.amathsdictionaryforkids.com/ 15 The questions children ask remind us that the search for meaning is fundamental to what it is to be human. The
urge to inquire activates thinking on many levels and in many forms. When we seek to make sense of the world
around us, we wonder, we plan, we analyse, we create, we reflect. At its very heart, inquiry is all about
thinking – thinking in order to make meaning. The benefits of an inquiry-based approach to teaching and
learning have been well documented over several decades of educational research. Kath Murdoch
Students are given a question to prompt thinking about a topic, ie. ‘How Has Immigration Changed Australia?’, ‘How Has Science Changed Our Understanding of the World?’, ‘How Does a Garden Grow?’ These questions prompt immediate thought and wonderings. Teachers facilitate the inquiry journey, providing ways to interpret new information and share understandings. Students develop a set of skills (learning assets) that are transferable into the 21st Century world. The Inquiry has a clear pathway and skills are taught along the journey in order to support the learning process, for example if we want to find out from our family, we can explicitly teach students the skill of how to interview (asking questions, taking notes etc). THE PHASES of INQUIRY 6 5 1 4 2 3 16 THE TEACHER’s ROLE SKILLS STUDENTS WILL LEARN (LEARNING ASSETS) INQUIRE into INQUIRY Research: http://kathmurdoch.com.au/ Sample Pages inquiry and Thinking: http://www.curriculumpress.edu.au/sample/pages/9781742003139.pdf Interesting Watching: The Fairy Scientist: http://www.youtube.com/watch?v=akk5EvTMGKo Neil Degrasse Tyson: Want Scientifically Engaged Children – Get Out of Their Way? http://www.youtube.com/watch?v=AIEJjpVlZu0 Sir Ken Robinson: Do Schools Kill Creativity? http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity A Great App! And the website…. http://wonderopolis.org 17 Information Communication Technology at
Hartwell
ICT is woven throughout all areas of our AusVels Curriculum and is assessed from Year 3 onwards. At Hartwell, students are taught a range of ICT skills, starting at Prep, which they are expected to engage in and use. It is important that students are exposed to a range of different ICT tools. ICT is ever changing and as teachers, we ensure that we keep up to date with new and exciting 21st century technologies through engaging in ongoing professional development. Listed below are some ‘whiz bang’ apps that we use at Hartwell within our Learning Communities with a brief description and ideas for how you could use them with your child. All the apps listed below can be tailored to meet the individual needs of all ages and levels. Most of these apps are free to download. The few that aren’t are only a few dollars! 1. WISHBALL
This app can be tailored to all levels of the curriculum but is mostly suited for Year 2 and
above. In the learning environment we use this app as a whole class warm up, in groups and as
an independent ICT activity to reinforce the understanding of place value.
Students challenge their understanding of place value in whole numbers and decimal fractions,
from 0.001 to 9999. They can either add or subtract numbers to reach a target number.
Play wishball at home with your child to help them reinforce their place value and number
knowledge!
2. INSPIRATION
This app is used to help students organise their ideas and information at the beginning of a
project. The students use Inspiration to quickly brainstorm, clarify thoughts and plan written
work. They can switch quickly from mapping and brainstorming with one click to begin the
writing process. The students are able to communicate their ideas clearly with slides and easy
to use presentation tools. Inspiration is used within all areas of the curriculum.
Use inspiration at home to help your child plan writing ideas, family holidays, birthdays
and to show their interests and hobbies!
3. ADOBE VOICE
Adobe Voice is one of our latest apps at Hartwell. Adobe helps students to create stunning,
creative and inspirational animated videos in minutes. No filming — just talk to tell your story.
The students can pick from over 25,000 iconic images to show their ideas and Adobe Voice
automatically adds cinematic motion and a soundtrack. Adobe Voice can be used in all areas of
the curriculum. We have used it in some learning communities to help motivate students to
brainstorm ideas for Writer’s Notebook and as an effective reflection tool.
Use Adobe Voice at home to reflect on family holidays, special events and birthdays!
4. POPPLET
Popplet is another fantastic way for our students to plan their ideas and is similar to
inspiration.
Some ways that we use Popplet in our Learning Communities:
+ Explore Ideas: brainstorming, mindmapping
+ Plan Projects: diagrams, process charts, writing ideas
+ Record Thoughts: journals, notes, lists, holidays, writer’s notebook
+ Collect Inspiration: travel ideas, scrapbook, favourite things, creative thoughts and photos
+ Create Galleries: photo albums, portfolios, presentations
5. BOOK CREATOR
The simple way to create beautiful iBooks, right on the iPad. The students find this APP so easy
to use, that many can open it for the first time and know intuitively what to do. Book creator is
fantastic for all ages and is a fantastic app that supports our Literacy Curriculum.
This would be a fantastic app to use in collaboration with your child to create stories,
arrange family pictures and art into a beautiful eBook to share.
18 6. WORD WIZARD
Word Wizard is a unique app that lets students hear the sounds of letters and words using a
talking movable alphabet. Featuring advanced text to speech capabilities, the app can
pronounce and spell-check an unlimited number of original words and sentences built using a
phonics movable alphabet.
Use this app at home to help reinforce your child’s understanding of sounds and spelling
patterns. You can track your child’s progress and create spelling tests that give you
detailed reports. Mostly suited for the younger levels.
7. MATHBOARD
MathBoard will allow you to configure the app to best match the abilities of individual students.
More than just standard drills, MathBoard encourages students to actually solve problems, and
not just guess at answers. This is done by providing multiple answer styles, as well as a
scratchboard area where problems can be worked out by hand. Students can also turn to
MathBoard's Problem Solver for further help. This powerful teaching feature walks students
through the steps required to solve addition, subtraction, multiplication, and division
equations.
Use MathBoard at home to help give your child extra support within their mathematical
understanding of addition, subtraction, multiplication and division.
8. KEYNOTE
Keynote is the mac version of Powerpoint but with many added features. At school the students
mostly use Keynote as a presentation tool, especially in inquiry. The students can hook their
iPads up to the Apple T.Vs on our Interactive Whiteboard and present their findings to large
groups. Keynote is a great app that your child can use to present their homework on. They
just need to save their presentation to a USB and bring it to school to share.
9. WONDEROPOLIS
Wonderopolis offers daily content through a Wonder of the Day, containing a curious question,
written text, vocabulary words, graphic images and video to fuel learning, and inspire curiosity
and exploration. Wonderopolis also offers learners of all ages the opportunity to publish
content and participate in ongoing conversation around wonder. Teachers use Wonderopolis at
school with their whole class to explore Wonder of the Day!
Wonderopolis is a fantastic app to use at home with the whole family! It can help your
child build their creativity and ask questions!
10.
SKOOLBAG
Skoolbag is the ultimate school to parent communication tool. This School Mobile App provides
Hartwell with an easy way to tell parents everything they need to know about school news,
newsletters, events calendar, cancellations, school notices, school information, school
timetables, parent sick note forms, school documents and much more. No more lost paper in
school bags!
11.
DISCOVR
Discovr Apps makes it easy to discover new apps for your iPhone & iPad. Simply search for an
app that you like and Discovr will show you how the apps you choose are connected in a
massive, never-ending map of the App Store. Discovr also gives you great recommendations
for other apps to download.
This app is fantastic if/when you find it difficult to know where to start when
downloading apps!
12.
QRAFTER
At school Qrafter is used by the teachers and students to create QR codes. In the senior school,
students can create QR codes to present their work in a colourful and creative way! We can
display QR codes around the learning spaces. Students are able to scan and view the work of
others. You can use a QR code generator website such as www.classtools.net to create your
own QR codes.
Create QR codes at home as a fun way of organising treasure hunts, birthday games,
listing recipe instructions etc…
19 THE NEED TO BE FORWARD THINKING – schools continue to change Skill and Attributes of Schools and Workplaces in 3 Generations Classrooms (Primary) 60s/70s 80s/90s •
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Lecture type lessons Copy and colour/illustrate Chalk and talk Marks /10 – based on correct answer 12 sums by 12 spelling on chalkboard 1 x reading text for the yea and school paper magazine Everyone did exactly the same work Desks More group work and differentiation Social skills became more important Students were involved in ‘investigations’ Buildings started to open-­‐up, dual teaching as schools were renovated Mod 5s – double portables Expanded view of education – camps, specialist subjects Early use of ICT – Apple IIE’s Tables replaced desks Flexible teaching spaces Movable furniture E-­‐learning and mobile technology the norm Inquiry Learning Student voice and student leadership important Students encouraged to be reflective and self motivated Emphasis on concrete materials and building understanding BUT English and Maths are VITAL – more than ever Work Place •
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1 job for life was the norm finite knowledge Girls – nurse, secretary, teacher, retail, homemaker Boys – Tech School, apprentice, teachers, farmers Use of computers Greater number of jobs Beginning of mobile technology People begin to travel internationally Jobs may not be invented Likely to be in :-­‐ Aged Care Sustainability Travel etc • Work from home option • Global workplaces (flexible hours) • Collaboration and interpersonal skills are important v Most successful students will create a niche/job to sell their product •
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20 The SKILLS we need to be teaching our students include (refer to HPS visual diagram): -­‐ Innovation and creativity -­‐ Collaboration -­‐ Co-­‐operation -­‐ Adaptability and Flexibility -­‐ Confidence -­‐ Good communicators -­‐ Resilience and optimism -­‐ Curiosity and imagination -­‐ Critical thinking -­‐ Articulate -­‐ effective oral and written communication INTERESTING ARTICLES http://www.21stcenturyschools.com/what_is_21st_century_education.htm THE CHANGING WORLD Did You Know 2014 http://www.youtube.com/watch?v=XrJjfDUzD7M A Vision of K-­‐12 Students Today http://www.youtube.com/watch?v=_A-­‐ZVCjfWf8 21 Hartwell Primary School Traffic Survey A Traffic survey was deployed across Hartwell’s parent community in October 2013 and 156 parents completed the survey -­‐ most respondents do not live a significant distance from Hartwell but the high level of time dependent activities (such as starting work, sport or transporting other children to school or kinder) highlighted a core need for smooth and effective drop off and pick up processes. Parent responses from the survey indicate: 1. Parking in the 2 and 5 minute parking zones in particular creates issues and it was generally commented that these short term parking zones be used as drop off and pick up zones only. 2. Safety concerns where consistently mentioned in regards to parking on curbs and corners, double parking to allow children to get into or out of cars mid-­‐road and; 3. Non-­‐observance of ‘one way’ restrictions on Merton and Milverton Street also featured as core concern for parents. The survey offered several strategies to improve the flow and safety of traffic at Hartwell: •
more stringent , formal and informal enforcement of the 5 and 2 mins parking zones, improved signage in these zones; •
parent education on parking and traffic rules, and; •
more permanent, Council generated changes to the traffic conditions and restrictions surrounding the school-­‐ most especially the one way road restrictions on Merton and Milverton Streets. The following are a small extract of feedback/comment from parents that highlight the key areas of concern for people who responded to the survey, and a fair indication of the range of views regarding the parking and traffic situation around Hartwell PS. One-­‐ way street issues “Parents/drivers ignoring one way street signs and also parking on the wrong side of the road, particularly, Milverton
Street then exiting against the traffic causing traffic congestion”
Parking on curbs and corners “Parents stopping longer than 2 minutes in the 2 minute parking drop off/pick up area. Parking too close to corners
blocking cars into side streets. And parents sitting in the middle of the street waiting for the 2 minute pick up/drop off
area”.
Double Parking / Propping “People stopping in the middle of the street to pick up/drop off children - very unsafe practice”
Attitudes and Driving Behaviour “People ignoring the traffic rules; a lot of people seem to think that once they have dropped off/picked up their children it
is then OK to speed past the school ignoring the safety of all other children”;
Increased Council monitoring has occurred since the survey was conducted, and a number of council infringement notices have been issued to drivers, and the school community is keen to ensure a safe but workable traffic and parking arrangement for all community members. Work in this area will continue to establish a safe school and surroundings for our children. 22 Hartwell Primary School Map
Below are some clarifications on the parking restrictions for the roads surrounding Hartwell Primary School Please note that Milverton Street and Merton Street are one way No Stopping – you cannot stop here, even briefly.
No Parking – you can stop here for up to two minutes to pick up or drop off passengers, but must stay within three meters of the vehicle. 2 minute parking – the time starts from when your car stops in this zone. You can leave your car but cannot overstay two minutes. 5 minute parking – the time starts from when your car stops in this zone. You can leave your car but cannot overstay five minutes. 2 hour parking – the time starts from when your car stops in this zone. You can leave your car but cannot overstay two hours. All day parking – you may park here all day. Parking near intersections – you must be at least 10 meters from an intersection when you park your car. Double parking – it is illegal to parallel park next to another car without being in a parking bay. Disabled parking – you must have a special disabled parking permit to park here. streets between 8am – 9:30am and 3pm – 4pm. 23 No!
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