General Considerations - fairvale-p.schools.nsw.gov.au
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Dear Parents/Carers, We have worked hard to provide your child with work that can be completed independently at home. We will be using a range of online learning tools to support learning at home. Below you will find some tips on establishing some key learning outcomes for your child. Kind Regards, Anthony Pitt Principal General Considerations Parent responsibilities during remote learning Provide support for your children by: • establishing routines and expectations • defining a space for your child to work in • monitoring communications from teachers • beginning and ending each day with a check-in • taking an active role in helping your children process their learning • encouraging physical activity and/or exercise • checking in with your child regularly to help them manage stress • monitoring how much time your child is spending online • keeping your children social, but set rules around their times on devices Student responsibilities during remote learning These responsibilities should be adjusted according to the age of your child: • establishing and/or following a daily routine for learning • identifying a safe, comfortable, quiet space in their home where they can work effectively and successfully • regularly monitoring digital platforms and communication (O365, G-Suite for Education, Seesaw, Canvas, email, etc.) to check for announcements and feedback from teachers • completing tasks with integrity and academic honesty, doing your best work FAIRVALE PUBLIC SCHOOL Telephone: (02) 9724 3470 Fax: 9727 8863 Wolseley Street Fairfield NSW 2165 Email: [email protected] Twitter: @FairvalePS
Transcript of General Considerations - fairvale-p.schools.nsw.gov.au
Dear Parents/Carers,
We have worked hard to provide your child with work that can be completed independently at home. We will be using a range of online learning tools to support learning at home. Below you will find some tips on establishing some key learning outcomes for your child.
Kind Regards,
Anthony Pitt Principal
General Considerations
Parent responsibilities during remote learning
Provide support for your children by:
• establishing routines and expectations • defining a space for your child to work in • monitoring communications from teachers • beginning and ending each day with a check-in • taking an active role in helping your children process their learning • encouraging physical activity and/or exercise • checking in with your child regularly to help them manage stress • monitoring how much time your child is spending online • keeping your children social, but set rules around their times on devices
Student responsibilities during remote learning
These responsibilities should be adjusted according to the age of your child:
• establishing and/or following a daily routine for learning • identifying a safe, comfortable, quiet space in their home where they can work effectively and
successfully • regularly monitoring digital platforms and communication (O365, G-Suite for Education, Seesaw,
Canvas, email, etc.) to check for announcements and feedback from teachers • completing tasks with integrity and academic honesty, doing your best work
FAIRVALE PUBLIC SCHOOL Telephone: (02) 9724 3470 Fax: 9727 8863
Wolseley Street Fairfield NSW 2165 Email: [email protected] Twitter: @FairvalePS
Example Timetable for your Learning at Home!
Monday Tuesday Wednesday Thursday Friday Morning English
Literacy and Reading activities - Reading Eggs and Writing
English Literacy and Reading activities - Reading Eggs and Writing
English Literacy and Reading activities - Reading Eggs and Writing Geography
English Literacy and Reading activities - Reading Eggs and Writing
English Literacy and Reading activities - Reading Eggs and Writing
Break Break Break Break Break Break Middle Mathematics
Mathletics and other Maths Activities PDHPE
Mathematics Mathletics and other Maths Activities PDHPE
Mathematics Mathletics and other Maths Activities PDHPE
Mathematics Mathletics and other Maths Activities PDHPE
Mathematics Mathletics and other Maths Activities PDHPE
Break Break Break Break Break Break Afternoon Science and
Technology Science and Technology
Creative Arts Science and Technology
PDHPE + Catch up
Learning at home in Stage 3
Below are some suggestions for all students in Stage 3 to complete at home during this time.
Key Learning Overview
Guided Reading: Please ensure you are reading for at least 20mins a day. You can read a text of your choice, magazines, online articles, Storyline Online or Reading Eggspress library. Find some time to read aloud to someone at home so they can give you feedback on your reading. Continue working on your reading goal.
Reading Eggs: Children have access to their Reading Eggs accounts. Use the Reading Eggspress tab to access the Library. Complete the set activities assigned by your teacher to work on your reading, comprehension, spelling, vocabulary and grammar.
Mathletics: Complete the set activities assigned by your teacher to build your skills and knowledge in all content areas (Number and Algebra, Measurement and Geometry, Statistics and Probability).
Seesaw: Using the code sent home children to access activities through Seesaw. This will also be used as a platform of communication where you can send questions or concerns regarding home learning to your classroom teacher.
https://readingeggs.com.au/ https://www.mathletics.com/au/
Time Monday Tuesday Wednesday Thursday Friday
Morning
9:00- 9:40
PUBLIC HOLIDAY READING
Read for 20 minutes. This might be from a book you already have at home or by using Reading Eggs. Sleeping Beauty Traditional Read the text
https://www.shortkidstories.com/story/sleeping-beauty/
READING
Read for 20 minutes. This might be from a book you already have at home or by using Reading Eggs. Sleeping Beauty Traditional vs Fractured Watch Leaping Beauty. https://www.youtube.com/watch?v=hAAkauRR-y4
READING
Read for 20 minutes. This might be from a book you already have at home or by using Reading Eggs. Little Red Riding Hood Traditional Read the text
https://www.dltk-teach.com/RHYMES/littlered/story.htm
READING
Read for 20 minutes. This might be from a book you already have at home or by using Reading Eggs. Little Red Riding Hood vs Red Fur Watch Red Fur. https://www.youtube.com/watch?v=8UN0T0Il2
hQ
9:40- 10:20
WRITING
Use the template to create a story plot after reading Sleeping Beauty.
WRITING
Compare the two stories using the Venn diagram template.
WRITING
Answer the comprehension questions on Little Red Riding Hood.
WRITING
Compare the two stories using the Venn diagram template.
Year 6 Home Learning Term 4 Week 1 Tuesday 5th October – Friday 8th October ❑ Complete the following learning activities for this week
❑ Log on to Google Classroom to complete activities or upload to Seesaw ❑ Respond to the Good morning message your teacher posts EVERYDAY
❑ Year 6 Zoom lessons will be at 9:00am ❑ Be sure to create a safe, quiet learning space, free of distractions
❑ Remember to have regular breaks, drink water and eat some fruit/food
Identify how the story was adapted using SCAMPER Comparison worksheet. (Use SCAMPER guide).
You will need to answer using full sentences.
Identify how the story was adapted using SCAMPER Comparison worksheet. (Use SCAMPER guide).
10:20- 11:00
SPELLING Write your spelling list out in your book. Word Clues something you put on a sandwich ________________ someone who makes or alters clothing _________________ a mythical sea creature ______ utter chaos ______________ someone’s land ___________ to rot __________________ a ghost or spirit ______________ to make shorter or cut off ________
SPELLING Write your spelling list out in your book. Underline the spelling mistakes. Write the word correctly. 1. I couldn’t go all the way to the top as I am afrayd of heights. 2. I wrote my name on a piece of paper in bright pink craion. 3. A mermayd is a mythical creature that lives in the ocean. 4. Mum was so impressed that she decided to rayse my allowance. 5. There was utter maihem when a spider fell on Maddy’s head. 6. The taylor made my brother a suit for the wedding. 7. It is important that students help to mayntayn the school’s gardens.
SPELLING Write your spelling list out in your book. Complete the sentence The doctor is running tests to ________________ the cause of her illness. His ________________ prevented him from competing in the cross-country race. The ________________ was caught by police and put on trial for his crimes. My hair was in complete ________________ after I crawled through the bush. The ______________ is claiming the defendant stole from her. The ________________ hid inside a giant barrel, hoping no one would find him.
SPELLING Write your spelling list out in your book. Syllables Using your spelling words sort out how many syllables in each word.
Break 11:00- 11:40
Middle MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS
11:40- 12:30
Complete the Mathletics task set by your teacher.
Answer the following questions:
• What are integers? • Where would you
have seen them or used them?
• Is –3 greater than 3? Can you justify your answer with examples?
• What happens to the numbers at the left end of the number line? Are there any numbers less than zero?
• Draw a number line and place the following on there in order: -2, 5, 8, 0, -3, 7, - 5?
Watch the video to assist you with your understanding of integers (negative numbers).
Complete the Mathletics task set by your teacher.
Using what you already know about negative numbers (integers) complete the following questions below.
This task is also set on Seesaw as an activity for you to complete online.
When you have completed the activity, explain what you know about negative
Complete the Mathletics task set by your teacher.
Part 1: Complete the thermometer with the temperatures.
Answer the following questions using the thermometer you have filled in.
a) What is 3 more than 6oC?
b) What is 5 less than 7oC?
c) What is the difference between 8OC and 2oC?
Complete the Mathletics task set by your teacher.
Your task is to complete the worksheet. Remember to CONVERT the lengths to answer the questions correctly.
Use the conversion table to help you!
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-negative-number-topic/cc-6th-comparing-negative-numbers/v/ordering-negative-numbers
Then try to apply what you have just learnt by completing the ‘practice: ordering small negative numbers’ and ‘practice: ordering negative numbers’ - use the link:
https://www.khanacademy.org/math/cc-sixth-grade-math/cc-6th-negative-number-topic/cc-6th-comparing-negative-numbers/e/ordering-small-negative-numbers
Share your outcome with your teacher on Seesaw and reflect on how you completed the practice questions.
numbers (integers) and how they work.
d) What is the difference between -2oC and -8oC?
Part 2: The temperatures of 8 world cities are shown below. Answer the questions using this table.
Toronto: 7oC
New York: 9oC
Harare: 0oC
Dubai: 13oC
Auckland: -2oC
Reykjavik: -7oC
Tokyo: 4oC
Helsinki: -3oC
1. Which city is the coldest? 2. Which city is 3 degrees
colder than Toronto? 3. Which city is 5 degrees
warmer than Tokyo? 4. Which city is 13 degrees
colder than Dubai? 5. Which city is 2 degrees
colder than Harare? 6. Which city is 1 degree
warmer than Helsinki?
The table below shows that the temperatures changed 6 months later.
Toronto: fell by 10oC
New York: fell by
8oC
Harare: rose by
8oC
Dubai: fell by
5oC
Auckland: rose by
9oC
Reykjavik: fell by
6oC
Tokyo: fell by
6oC
Helsinki: rose by
4oC
Can you work out what the temperature would be in each city
in 6 months time, by using the information above.
Example: Toronto: -3 o C New York: _____ Harare: _____ Dubai: ______ Auckland: _____ Reykjavik: _____ Tokyo: _____ Helsinki: _____
12:30- 1:30
HEALTH
Mental Health
Questions to consider:
What does mental health mean and why is it
important?
How can you maintain positive mental health?
Mental health is the way children think or feel about themselves and the world
around them. It's related to how children cope with life's
challenges and stresses.
Watch: https://www.youtube.com/w
atch?v=nCrjevx3-Js
WELLBEING WEDNESDAY
See the flyer attached at the end of the Learning Grid to find some fun wellbeing activities you can complete at home. Don’t forget to share your photos with your teacher.
PDHPE
Make sure you complete at least 30 minutes of physical activity a day.
Outdoor activity
Practice a skill, like juggling with your hands using tennis balls or juggle with your feet using a soccer ball, how many moves can you make without dropping the ball? Post your experience on Seesaw either via a video clip or written response.
PDHPE
Create your own obstacle course using items found at home e.g. buckets, pillows, tennis balls, rope and so on. Once you have created the obstacle course complete it yourself, to get in your daily physical activity. Below are some images of home obstacle courses for inspiration.
Explore the Kids helpline website:
https://kidshelpline.com.au/kids
Write down 10 things you learnt from watching the
video and looking through the kids help line website?
Take photos of your obstacle course and explain it on Seesaw via a video clip or a written response. You can even record yourself
completing the course itself!
Break 1:30- 2:00
Afternoon
2:00- 3:00
HISTORY
For this lesson, you will need to consider the previous topics and consider the Australian human rights development and its effect on Aboriginal and Torres Strait Islander Peoples in the 20th century. 1. Re-watch video
remaining video about Indigenous Rights in Australia: https://www.inquisitive.com/video/383-indigenous-rights-in-australia
2. Complete the timeline worksheet.
3. How and why do you think events such as above influence the government?
(You may wish to conduct additional research and use references to facts that will better support your opinion.)
WELLBEING WEDNESAY
See the flyer attached at the end of the Learning Grid to find some fun wellbeing activities you can complete at home. Don’t forget to share your photos with your teacher.
VISUAL ARTS
The history of comics- Walt Disney
Watch the video on the history of comics.
https://www.youtube.com/watch?v=X0tc5EuHX_k
Have a look at the biography of Walt Disney (mind map attached) and watch the video below to understand more about his style of cartoons.
https://www.youtube.com/watch?v=IiefR8gm1W4
Have a look at and red the following Walt Disney comic.
http://view-comic.com/walt-disneys-comics-and-stories-735-2016/
Answer the following questions:
1. What do you notice about the art style?
2. Who is the audience? 3. What did you
like/dislike about the comic?
CATCH UP
Use this time to catch up on activities you missed throughout the week or use this time to do something you had planned for the week.
Week 1 Spelling words
Week Spelling rule Spelling Words Extension words
Week 1 Vowel diagraphs -ai -ay
afraid raised crayon mermaid tailor decay praise maintain mayonnaise sustain attain domain remained failure mayhem foray betrayal wraith portrayal curtail
bailiff appraisal bayonet stowaway disarray liaise assailant ascertain plaintiff ailment
Tuesday- English
Tuesday - History
Wednesday - English
| NSW Department of Education
© NSW Department of Education | education.nsw.gov.au
Wednesday – Engish
Wednesday – Maths
Wellbeing WednesdaysTake the afternoon to do some of the funthings below. This is some time just for you!
Go to Smiling Mindand complete anactivity
Do some sidewalkart using chalk
Build a Fort andhave a nap inside
Play a boardgame with yourfamily
Listen to the 'WhatIf World' Podcast forsome amazingstories
Build a Fairy Gardenoutside using leaves, sticksand rocks
Build a MUD Villageoutside by adding waterto some dirt. Get dirty!
Start a passion project. What issomething you really want tolearn about? A musician, a typeof art, outer space, a celebrity?Do some research... . . .read, watchvideos, investigate! How will youshow your learning?
Thursday - English
Thursday - Visual Arts
| NSW Department of Education
© NSW Department of Education | education.nsw.gov.au
Friday - English
| NSW Department of Education
© NSW Department of Education | education.nsw.gov.au
Friday – English
Friday – Maths
