Easter Term - Week Four, 01-05 February 2016.

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08-12 February - Chinese New Year Holiday

15 February - ECA Block 2 commences

15 February - Kindness week begins

19 February - Celebration of Learning @ Home Through Books

19 February - Chinese New Year Dress Up Day

19 February - Chinese New Year Celebration (evening event)

25 February - Global Family Festival (Parade + Concert)

02 March - Specialist Optional Parent Teacher Conferences

08 March - Grade Two and Three Sports Day

18 March - Easter Term concludes

04 April - Summer Term commences

27-28 May - Grade Three Expedition



This week we shifted our focus from rainforest animals to the people of the rainforest. We specifically looked at how they live their lives using the natural resources at their disposal.

The children participated in discussions about what it would be like to live in a rainforest. Some children talked about what luxuries they could live, or not live, without.

A series of photographs showing rainforest people living their lives were shown to the children and they had to explain what they thought was happening in them. The children were challenged to compare their own lives with those of indigenous tribal people.

A scenario was set up for the children where they were told that they were going to be visiting a rainforest village and given the opportunity to speak to villagers about their lives in the rainforest. The children thought of a range of questions they could ask and recorded these in their IPC workbooks.

The answers to these questions were found via Internet based researching and some children presented their findings in the format of an interview.

How do you travel long distances?

We travel long distances on foot or on canoes that we have built from strong rainforest trees.

By the end of the week the children had gained an appreciation for the way rainforest people live their lives and had made clear comparisons to how they lived their own.

After the Chinese New Year break, the children will be learning about the products that come from a rainforest and what we use in our everyday lives.


This week the children took the knowledge and skills they have learnt about writing pourquoi tales over recent weeks to create their own original pourquoi tales. The children used planning guides to help them to construct stories that showed creative openings, distinct build ups, dramatic climaxes, clear resolutions, and definite endings. These pourquoi stories will be published and on display in the classrooms over the coming weeks.

If your child has gained an interest in pourquoi tales, and wishes to continue reading more of these types of stories, you maybe interested in looking out for the following titles.

  • Why Mosquitoes Buzz in People's Ears: A West African Tale by Verna Aardema (Dial Books for Young Readers, 1975)
  • Between Earth and Sky: Legends of Native American Sacred Places by Joseph Bruchac (Harcourt, 1996)
  • The Story of the Milky Way: A Cherokee Tale by Joseph Bruchac and Gayle Ross (Dial Books for Young Readers, 1995)
  • The Story of Lightning and Thunder by Ashley Bryan (Athenaeum, 1993)
  • Why the Possum's Tail Is Bare, and Other North American Indian Nature Tales edited by James E. Connolly (Stemmer House Publishers, 1994)
  • How and Why Stories: World Tales Kids Can Read and Tell by Martha Hamilton and Mitch Weiss (August House Publishers, 1999)
  • How the Animals Got Their Colors: Animal Myths from Around the World by Michael Rosen (Harcourt, 1992)

Rudyard Kipling's 'Just So Stories' would be another excellent recommendation should your child wish to read more stories about how animals and other things came to be the way they are today.

After the Chinese New Year break, the children will be learning about the techniques that come with writing play scripts.


We concluded our focus on money with the children solving a variety of two step word problems that involved the addition and subtraction of money using models. Exercises using word problems similar to the one below were presented and solved by the children.

Mrs Thoma wanted to go and see 'Star Wars, The Force Awakens' before it stopped playing at the cinema. She bought one ticket for $11.00, one medium sized popcorn for $4.95c, and one bottle of sparkling water for $3.00. If Mrs Thoma only took $20.00 to the cinema with her, how much change would she have received after buying the ticket, popcorn and sparkling water?

Some children had classroom time to play money related games to help reinforce their addition and subtraction of money skills. Two such games you might like to play at home are described below.


Items Needed:

  • One die

  • A small pile of change. 5c 10c 20c 50c

  • How To Play:

  • The child rolls the die and gets the number of coins shown.

  • As the child accumulates more coins, he or she must convert them to dollars

  • Have the child play the game until they reach a predetermined amount, perhaps $20.00


  • The game can be made competitive by having two or more players. The first one to reach a predetermined amount is the winner.


Items Needed:

  • A small pile of coins.

How To Play:

  • Reach into a pile or jar of money and pull out a handful of coins.

  • Without the child seeing, count the number of coins you have in your hand and add up the value of the coins (You may want to write this information down).

  • Tell the child how many coins you have and what the total value is. For example, say, “4 coins, worth 25¢.”

  • Let the child try to figure out exactly which coins you are holding. For example, two 10c and one 5c

  • If the total is correct, but the types of coins are incorrect, allow the child to guess again.

  • Variations:

  • Have two children play against one another. If they guess right, they add the coins to their pile. After a set number of rounds, whichever child has the most money is declared the winner.

After Chinese New Year, the children will be shifting their focus from money to measuring length, mass and volume.


We are now fully into rehearsal mode for the Global Concert being held on 25 February. Read below to learn about what each Grade Three class will be presenting.

3TCo are excited to be performing a line dance in time to the Country and Western track "Boot Scootin' Boogie".

3KHa will be performing 'Sing' by Gary Barlow, dressed in red, white and blue to represent Great Britain.

3CTh are looking forward to dancing to the music of Zorba the Greek. The children will be performing a Greek line dance, showcasing some of the traditional steps from the island of Crete.

3AGr are performing a shadow show about Australia along with a traditional Aboriginal Crane dance to the sweet sounds of a didgeridoo.

Song lyrics for Global Family Day Concert

(Please put words of song to memory and practice the actions)

Verse 1

I’d like to build the world a home

And furnish it with love,

Grow apple trees and honey bees

And snow white turtle doves.

Verse 2

I’d like to teach the world to sing

In perfect harmony,

I’d like to hold it in my arms

And keep it company.

Verse 3

I’d like to see the world for once

All standing hand in hand,

And hear them echo through the hills

For peace throughout the land.


That’s the song I hear,

Let the world sing today

A song of peace that echoes on

And never goes away.


Put your hand in my hand.

Let’s begin today.

Put your hand in my hand,

Help me find the way.

Back to Verse 2 & 3 to end



In your Home Learning Workbook, write an imaginative realistic fiction story about the life of a child surviving in the rainforest. How did they get there? Where will they end up? What will they see? Who or what might they be afraid of?

Rainforest Diorama (optional)

Beyond The Haze project (optional)


My Pals Workbook, pages 19-24.

Solve the money word problems using models.


The Letter K and Rainforest themed words.

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Important Notice - PE Kit and School Uniform

On days that Grade Three students have their PE lessons, they come to school wearing their PE kit and can remain in their kit all day.

If your child is in a sports team, or in an CCA that requires them to wear their PE kit, on a non-PE lesson day, they wear their normal school uniform for the day and change into their PE kit at 3.00p.m.