General Class Information
Homework
Students are given 3 tiered homework program based on Ian Lillicoe’s grid system across all KLA’s as well as a large focus on values, social skills, healthy eating, social networking and collaboration, web 2.0 technology and peer discussions and opinions. Three levels allow struggling homework participants to receive an award for a small amount of fundamental practice and skill enhancement.
A large component of homework is reading, whereby students are provided a leveled ‘Take-Home Reader' School Magazine at their instructional level or beyond. Parents are also encouraged to read to their children more complex texts as part of regular modelling. See Homework page. [email protected]
Rich Tasks
Termly assignments or projects, usually based on the unit, are given to allow a varied approach by students with differing ability levels. Students have a choice in the way they present their final product so those more capable in technology can further improve their skills. Use of rubrics for explicit quality criteria sets the expectations and allows the integration of a diverse range of HOTS. Students have their own wiki page on class wiki to create, share and publish content. These are all collaborative learning communities where they can comment on each other’s work.
Reading
Groups are structured according to interest, use of, and understanding of the metacognitive strategies, accuracy, fluency and individual learning styles. More capable readers work on skills such as inferencing and summarising as other skills such as locating information, sequencing etc has been mastered. The class library has a range of high interest, varied-ability readers for all levels. Audio books on the Ipod enable readers of all levels to access more complex texts and still enjoy the story.
Writing
The focus for the first term is Persuasive writing in a variety of contexts. Writing takes place on a daily basis but time spent varies and focus will vary according to this. A large focus on sentence level construction including language and persuasive devices used for writing such texts, appears to be a need as does revision of simple punctuation and proofreading. Proofreading practice occurs usually each week. Authentic writing tasks are utilised as often as possible to enhance the significance of the task.
Spelling and Vocabulary
Students are differentiated in spelling by allowing them to work at their appropriate level but this also has inspired to aim higher. Having levelled groups allows students to aim higher than their age or year appropriate level. Reward and incentive plays a large part in the success of this program. Students have accounts on Spelling City website which hosts the various lists and provides practice in spelling via assignments, tests and other activities. A vocab program runs fortnightly introducing word parts with a word bank and a comic strip that uses the words. This is presented on a interactive CD and students are required to write various tasks using these words over the fortnight.
Maths
Within the Year 5 group, the opportunity for extension activities is given each week in homework but is optional. Activities are prescribed for homework set at the appropriate level or for individual students using Studyladder and Mathletics.
Performing Arts
Many students with talents in music, dance or drama are catered for by way of participating in the school choir or working with individuals, etc to enhance their performing arts talents.