Welcome back to the new school term. This newsletter is to help keep you informed about the curriculum for the grade and the day-to-day activities of the grade. There are many interesting and exciting events and activities that will occur during the term, including our Year 4 excursion.

As always if you have any queries or concerns about your child, teachers are happy to discuss these with you. Likewise if there are any changes at home that may be impacting your child’s learning at school it is vital that you share this with your child’s classroom teacher.  However, it is necessary to email or phone the office for an appointment time so we can be uninterrupted. Class time is not available.

This term the following teachers will be supporting learning in Year 4

*Teachers work under the structure of an Enterprise Agreement that includes a number of entitlements. One of these is the engagement in Profession Planning Time (PPT) where they are released from class to carry out other professional responsibilities. Each full time teacher is entitled to the equivalent of 2 hours PPT each week, or a pro-rata thereof for part time teachers. Therefore, all students operate across the school week with at least two teachers engaging in the classroom program of learning.

This Curriculum Outline is designed to communicate what your child is learning so you can support them at home this term. At Good Samaritan, we believe that the partnership between you as parents and our teachers are the most important influences on your son’s or daughter’s education.

The NSW Education Standards Authority (NESA) is responsible for setting and monitoring quality teaching, learning, assessment and school standards across NSW public, Catholic and independent schools. NESA also develops Kindergarten to Year 12 syllabuses for NSW schools. Syllabuses identify: the knowledge, understanding, skills, values and attitudes students are expected to develop at each stage; what students are expected to know and do; Learning across the curriculum areas: cross-curriculum priorities, general capabilities and other important learning for all students.

At Good Samaritan we have a K-6 Scope & Sequence of learning which supports the implementation of the NESA Syllabuses. Below, is an outline of the Key Learning Area content & skills being taught this term.

This term in Religious Education, Year 4 will cover two topics: 

Easter: A Time to live the Good News. The students will learn about the experience of the disciples at the first Easter and explore the presence of the risen Jesus in the parish community and in the Word of God. The unit focuses on the celebration of Easter and on the Liturgy of the Word.

Pentecost: The Holy Spirit Gives Us Courage: The students will learn about the courage needed to bear witness to the life, death and resurrection of Jesus. The unit focuses on exploring examples of people (apostles, saints and heroes) who demonstrate and model courage in their lives.  

This term in English, Year 4 is learning about point of view and perspective. 

Specifically, we are:

Learning that an author's point of view influences a reader's interpretation (understanding) of the text, so that we can develop our critical thinking skills as well as exploring our own personal understanding of how the worlds in text are shaped by our own experiences and culture. This perspective is important so that we can critically choose to accept, dismiss or look further into these values being portrayed with educated reasoning.

The unit will focus on Australia’s colonisation history from multiple perspectives. 

Our novel study will be;  Nanberry, Black Brother White by Jackie French. Through the critical analysis of this novel and other historical accounts, the children will:

• Develop a basic understanding of narrative perspective
• Become aware of the presence—and the value—of including different voices in a text; and understand how presenting an issue from various vantage points adds multiple layers of meaning
• Practice research skills by using both print and online sources
• Organize and synthesize facts from research
• Use critical literacy skills to view life from the perspective of selected people 
• Practice writing factual information from a specific point of view, in a diary/narrative format
• Develop teamwork skills through working with a partner and sharing the responsibilities of research, planning, writing, and creating the final diary from the chosen perspective

Supporting your child’s reading

• During home reading time, turn off electronic devices and find a reading time that works for your family. Limit the time and set the timer if reading in the past has always been difficult. It is better to have an enjoyable 10 minutes than a laborious 30 minutes where everyone is left feeling frustrated.
• Ask your child questions that encourage discussion, for example: What was your favourite part? Tell me about the characters. What do you think will happen next? What did you think about that setting? What do you like/ dislike about this book? There is no need to interrogate the reader. Make it a conversation as you would in a book club.
• Encourage your child to read independently. A bedside light is one of the best enticements for your child to read before going to sleep. After the 10 minutes of reading with you, the child can elect to continue reading independently.
• Remember that Independent readers pick and choose what they read. They are entitled to read some and reject others. They are entitled to not complete books because they are boring. Readers make choices.
• Model what it means to be an enthusiastic reader. Create a home of readers where everyone reads – It is just what we do in this house! Talk about what you have read. Read aloud what makes you laugh and share it with your child .

This term in Mathematics, Year 4 will cover these topics: 

Multiplication and Division -  A thorough knowledge of multiplication facts is the basis for division problem solving and supports student’s work with remainders as well. The close connection between multiplication and division is explored as students practice using both operations to check answers. Students learn to use the written algorithm for solving multiplication and division word problems.

Length - Students will learn to estimate, measure, compare, convert and record length.

Fractions and Decimals - Students will learn to represent, model and compare commonly used fractions, and model, compare and represent decimals of up to two decimal places.

Patterns and Algebra - Students will learn to record, describe and complete number patterns and determine missing numbers in number sentences.

• Mathematicians take time to think about problems and ideas. Make sure you give your child thinking time when solving any maths problem . You might say: "Have a think about what this problem is asking you".
• Encourage your child to use the strategies they’ve learned. Ask: "Which strategy would you use to figure this out?" and "Can you show me how you did that?".
• Remind your child that they can also draw pictures and create models and use objects to solve problems.
• Praise your child’s effort and thinking rather than praising correct answers.
• Find a quiet place to work with your child away from distractions such as mobile phones, TV or other siblings. Setting these boundaries demonstrates the importance of homework.
• Stay positive. Saying "I was bad at maths too" can actually lower your child’s expectations of themselves. Instead try "We’ll get there" or "We can figure this out together".
• Incorporate maths into your everyday life such as making up problems and investigations, measuring when cooking, counting money, calculating the distance when walking, or the speed when driving in the car.
• Automatic Recall of Multiplication facts is a vital part of most Maths concepts. It is important that your child knows their facts. You could help them by quizzing them, skip counting with them, singing multiplication songs, timing them etc.

This term in History, Year 4 will cover these topics: 

 Journeys of the World - The Age of Exploration: This topic introduces world history and the movements of peoples. Students examine the impact of exploration on societies and how these experiences contributed to their cultural diversity. 

First Contacts: Life Before Colonisation. This topic provides students with the opportunity to study Australia’s original human inhabitants, and the arrival and consequences of occupation by the British. 

This unit will be linked to both our English and PDH units of work for Term 2.

Excursion: The Story of British Colonisation in Sydney

Year 4 will be going on an excursion to Sydney to learn about British Colonisation and its impacts on the Eora people.

Topics covered within the tour include:

• First contact between the Eora and British
• The Aboriginal way of life before and after colonisation
• Significant people and events that fashioned the British penal colony
• Relevant sites in the development of Sydney

Students will have the opportunity to dress up as the governor or soldiers, convicts or free and given the real identity of a significant person.

During Term 1, 4B and 4R covered the Music component of the Creative Arts syllabus and will therefore cover the Visual Arts component of the Syllabus in Term 2. 4G however covered Visual Arts in Term 1 and for this reason they will cover Music during Term 2. 

During Term 1, 4 Blue and 4 Red covered the musical concepts in performing, organising sound and listening of the Creative Arts Syllabus and therefore will cover Visual Arts components of the Syllabus in Term 2. 4 Gold however covered the elements of the Visual Arts component of the Syllabus in Term 1 and for this reason will cover the musical concepts in performing, organising sound and listening in Term 2.

4B and 4R will learn about:

Abstractable Me/ Visual Arts     

The unit is focused on how artists draw inspiration from what is around them, how that inspiration influences the way they make work,what do they think about and how do they develop as artists.The unit also introduces students to the principles of abstraction and the life and work of Pablo Picasso is used as a story-telling device. The early part of the unit involves students in explicit skill development, before moving into open-ended creative responses to the stimulus question.

4G will learn about: 

Let’s Play Music 

This unit provides a sequence of learning opportunities based around a chant. It uses this repertoire as a vehicle for developing students’ ability to create and structure their own composition through a series of whole-group activities that lead to a small group and individual work. Musical concepts students will learn are duration, pitch, dynamics, tone colour and structure.

This term in PDHPE, Year 4 will:

Students will develop an understanding of respect and what respectful relationships look like and how it feels both in person and online. Students will develop an understanding of consent and will apply this understanding to everyday situations. 

Students will practise positive respectful behaviours to enhance relationships at Good Samaritan, learn strategies to deal with conflict and implement actions to maintain and improve the quality of an active lifestyle. 

Students will demonstrate this understanding by unpacking the following unit inquiry questions:

How do we show respect in challenging situations?

Why are empathy, inclusion and respect important in our relationships?

How can I contribute to promote healthy, safe and active communities?

In Year 4 the Athletics unit will cover the track and field events scheduled for the athletics carnival. Rules and technique pertaining to each event will be revised and the students will be given the opportunity to practice such skills. The respect unit will also be aligned to the PE and Sport for Year 4 where students will be given the opportunity to practice skills learnt in PD/H.

The homework in Year 4 for Term 2 will be based around reading.  By this stage, your child should be able to read continuously for 20 minutes. See above for supporting your child with reading.

In addition to reading each child is required to practice their multiplication facts every night, a skill that is invaluable throughout their education and beyond. Knowing their facts by heart with life the cognitive load of problems as they become more difficult.

In preparation for a speaking and listening assessment, your child may be asked to prepare some short presentations. 

Please support your child to be Ready to Learn each day by ensuring he/she has the following:

• Munch and Crunch which is held every morning, sometime during the first teaching session. Please pack a fruit or vegetable only snack which can be eaten in no more than 5 minutes.
• Their fully charged iPad with a protective cover and headphones.
• An adequate supply of lead pencils, coloured pencils, whiteboard markers, glue sticks and a pencil case. Please replenish glue sticks in particular if needed.
• A book for silent reading
• A library bag 
• An art shirt.
• Please ensure all your child’s belongings are marked clearly with their name and class.

All students are expected to be neatly dressed in their school uniform or sports uniform each day. Classroom teachers will monitor the wearing of the uniform on a day-to-day basis and inappropriate dress will be brought to the attention of the student and, where necessary, parents. 

Students are expected to wear the correct Summer/Winter uniform including the correct footwear.

GOOD SAMARITAN CATHOLIC PRIMARY SCHOOL UNIFORM

Students are also expected to wear the correct Sports Uniform on sports days:

ALL ITEMS OF UNIFORM MUST BE CLEARLY MARKED WITH THE CHILD’S NAME

Ongoing communication between school and home is essential. The school aims to work in partnership with the home and recognises that parents wish to be informed of any problems. Likewise, there is a need for parents to keep the school informed of any events that may impact on the life of their child at school.

Through this mutual communication we aim to provide a safe and supportive environment for your child.

1. If you have any educational/behaviour concerns about your child always contact your child’s classroom teacher in the first instance. Your child’s classroom teacher will always contact you if they have any concerns regarding your child’s education or behaviour. 

2. Grades and classes across the school are supported by Middle Leaders. You are welcome to contact the Middle Leader/s responsible for your child’s class/grade if you have continued concerns regarding your child’s education or behaviour. The Middle Leaders will also contact you when and if necessary.

Middle Leaders 2021

3. If the issue remains unresolved beyond the Middle Leader then please address your concern/s to the Assistant Principal or the Principal. 

4. Parents may contact teachers by email via the school office (info@gsfmdow.catholic.edu.au) but are asked to understand that a response may not be immediate and certainly cannot be expected beyond the regular hours of the school day or week. 

At Good Samaritan, we believe it is important to speak with parents either in a face-to-face meeting or over the phone when responding to emails that may be of a sensitive nature or, that may require a lengthy response. Therefore, the email response you receive may be of a generic nature. 

5. Parents are asked to understand that teachers primary responsibility throughout the school day is towards the students. Therefore, teachers are unable to engage in discussion when they are in direct supervision of students.

For any absence the school must receive notification of the reason for the absence within 7 days of the return to school. This applies for partial absences as well as whole day absences. Please supply the reason via Compass. In the event that a notification is not supplied the absence will be recorded as Unjustified/Unexplained.

Whole School Term 2 Dates:

Further information regarding events will be distributed closer to each of the dates.

APRIL:

22/04: School Photos

23/04: ANZAC Day Prayer

27/04: Diocesan Cross Country

30/04: Autism Awareness Day

MAY:

3/05-4/05: Principals’ Overnight Retreat

5/5: Year 4 Liturgy with Fr Bernard

6/05: Mother’s Day Liturgy

7/05: Mother’s Day Stall

11/05-20/05: NAPLAN testing

17/5: GSFM Athletics Carnival (Monday)

21/05: PUPIL FREE DAY Students do not attend school on this day

22/05-23/05: Confirmation Weekend

23/05: Pentecost

24/05-28/05: Screens Down Week

26/05: National Sorry Day

CEDoW School Director Peter Hill visit to GSFM

28/5 Year 4 Excursion: Rocks, Sydney (Friday)

31/05: Reconciliation Week

JUNE:

3/06: MABO Day

11/06 Term 2 PB4L Day (Mufti Day)

14/06: Queen’s Birthday Long Weekend

15/06: Sth Coast Netball Gala Day

18/06: Semester One Reports distributed to Parents

21/06-25/06: Parent Teacher Interview Week

25/06: Term 2 concludes