Term 2 Week 4

Unit of Inquiry

This week the Year 5/6 students wrote their own presentations about an Olympic Event so they could teach one another, as well as other members of the school. They utilized their ICT skills by pairing their audio files with selected segments of video using an editing program. Then we combined all of our videos into an educational video about Olympic Events that will be premiered to the school during next week’s assembly.

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We also began designing variations of our own events and will be demonstrating some of those ideas in one week’s time. This Wednesday, Thursday and Friday we will be heavily focused on organizing every aspect of the assembly for Monday, February 5th. We have divided our responsibilities which include: script writers, emcees, ICT crew, stage crew, presenters, demonstrators, planners, and supervisors. The students have done a great job of collaborating with one another towards a common goal. They are also developing their planning skills, while continuing to work on various elements of reading, writing, speaking and listening

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In Maths we have continued our work on mixed operations and solving equations to find the value of unknown variables. The students are beginning to show they can apply their knowledge of operations involving all four rules. Some of the tasks have been quite challenging and are testing everyone’s resilience.


This week we will wrap up our unit on Badminton. The students have continued to progress and we will conclude with a friendly badminton tournament.

Other News

Markos came by our class for a visit today. We were all very happy to see him so we decided to get a few photos in. Miss you Markos and the best of luck on your educational journey!


Term 2 Week 3

Unit of Inquiry

In Year 5/6 we have started to combine our Literacy and IPC lessons into a Unit of Inquiry about Our Place in the World. Throughout the term we will be exploring the central idea of how nations are connected by conflict, cooperation, and shared experiences. In Weeks 1 and 2, we focused on migration/maps and developed our own projects while connecting them to the theme. Below is an example of our work on migration which included: reports, short stories, auto-biographies, recounts, and interview notes.



This week the Year 5/6 students began their own projects about all of the Winter Olympic events to help them prepare for our HFS Winter Olympics.  Next week they will begin producing a short video about Olympic events, which will be presented at the school assembly on February 5th. They will also begin preparing their own variations of official events and demo some of their ideas at the assembly.

Below are a few other highlights from this week.


This week we focused heavily on understanding the connections between fractions, decimals, and percentages. To apply our understanding, we completed a series of self-selected challenges and recorded our results in all three formats.

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In PE we have been learning about Net/Wall activities. The students have shown progress in their badminton skills.

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Weekly Project

Last week the students were to write a persuasive argument about homework or spelling tests. Many students did not complete this assignment on time. The students that completed the work on time are exempt from this week’s project.

The remaining students must:

  • submit their persuasive piece of writing by tomorrow January 25th, 2018
  • prepare an explanation for why they did not complete their work on time and outline how they will improve in this area (one paragraph for each, minimum one page single spaced, handwritten)

Weekly Project Term 2 Week 2

Submit a handwritten piece of persuasive writing that answers one of the following questions.

Should we have homework?

Should we have spelling tests?


Students should use the following guidelines to direct their writing:

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Term 2 Week 1

Weekly Project

This week we read The Arrival by Shaun Tan in connection with our investigations about human migrations. This week students should produce their own version of the story. Their stories should:

  • consist only of pictures/illustrations
  • highlight some of the issues/benefits of emigrating to a new place
  • be clear with a coherent progression of ideas
  • be presented in a professional manner and in landscape format so we can add it to our class display
  • have an accompanying reflection that explains some of the themes or ideas in the pictures