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  1. Hong Kong Information Session

    AMpFri, 23 May 2014 02:52:47 -040052Friday 14, 2009 by Grade56neighbourhood blog

    Hong Kong information session 2014.docx


    PMpWed, 21 May 2014 18:17:53 -040017Wednesday 14, 2009 by Grade56neighbourhood blog

    Australia and Japan have had some pretty strong disagreements over whaling. Japan does it and Australia has tried to stop them. And recently it worked. An international court ruled part of Japan’s whaling program illegal. But last week, Japan was back at it just in a different area.

    This weeks BTN question is (your response to be posted in your personal e-portfolio):

    Should whaling be allowed for cultural reasons?

  3. Mini Maths Projects

    PMpMon, 19 May 2014 21:44:05 -040044Monday 14, 2009 by Grade56neighbourhood blog

    The 5/6 Neighbourhood will be embarking on maths projects individually or in pairs.  The following is an outline for these projects with some ideas to get the students thinking about what they might like to investigate and present.

    Maths Project 1

    Maths Project 2

  4. Week 5 L.A.

    AMpMon, 19 May 2014 03:43:18 -040043Monday 14, 2009 by Grade56neighbourhood blog

    Week 5_Term2_LA.docx
    Week 5_Term2_LA.docx

  5. 2014 Valley Homestead Camp

    AMpSun, 18 May 2014 05:18:09 -040018Sunday 14, 2009 by Grade56neighbourhood blog

    2014 Valley Homestead Camp.docx


    AMpWed, 14 May 2014 01:21:39 -040021Wednesday 14, 2009 by Grade56neighbourhood blog





    Melbournians love to cycle and for many people riding their bike is an everyday activity.  The idea that cyclists should obtain a license has been put forward recently after a couple of really bad crashes. But this could have a big impact on kids, especially the ones who rely on their bikes to get to and from school.

    Write your response and use at least two references to support your idea and show evidence of this by stating where you got your information from. Don’t forget to post it to your ePortfolio :-)

  7. Literacy LA Task – Text and corresponding QAR questions

    PMpMon, 12 May 2014 18:38:07 -040038Monday 14, 2009 by Grade56neighbourhood blog

    This weeks Literacy LA task – Please read the text below a few times.

    Then download and complete the  corresponding questions. Once you have completed the questions, using your own knowledge of the QAR framework circle one of the four categories for each question.

    Global Warming_QAR text

    Question Answer Relationship_Global warming.docx

  8. Pop Up Reflection

    PMpMon, 12 May 2014 18:19:19 -040019Monday 14, 2009 by Grade56neighbourhood blog

    Pop-up reflection 2.docx

  9. Week 4 LA

    AMpMon, 12 May 2014 03:48:55 -040048Monday 14, 2009 by Grade56neighbourhood blog

    Week 4_Term2_LA
    Week 4_Term2_LA

  10. Maths Information Night

    PMpSun, 11 May 2014 21:53:50 -040053Sunday 14, 2009 by Grade56neighbourhood blog




    Thank you to all those who were able to join us for the maths information night this past Tuesday.  The following is a rationale for the experiences that were presented on the evening.

    A context for the mathematics information night:

    It is a central belief of mathematics education that learning occurs through the construction of ideas, processes and understandings in a social setting rather than by the transfer of pre-formed knowledge from teacher to student. Consequently two factors are important in the development of mathematical understanding

    • The use of materials that assist children in the construction of these understandings
    • The use of a consistent language that is appropriate to the capabilities and needs of each child.


    Sequences of development that build on well understood prior knowledge are necessary. But even well designed games and activities are not enough on their own. Learning situations need to have a context that encourages discussion in order to elicit emerging understandings. Talking about what is happening, and reflecting on the concepts being constructed enables concepts to take shape in the learner’s mind.

    Children often have beliefs and methods which can appear very different from accepted mathematical practice. Ill-formed ideas and inappropriate generalisations need to be challenged, using activities that require children to revise former ways of thinking. The challenge is to lead children to understand and accept the new way of thinking as their own rather than to get them to learn another person’s method by rote. Evidence from children who have experienced difficulty in learning mathematics has shown that those who simply acquire teacher-taught techniques by rote are often unable to apply this knowledge outside of the situation it is taught in. By contrast children who participate actively in their own learning are more able to apply knowledge and understanding and to maintain future use and adaption.

    At Princes Hill Primary the following four ideas underpin all mathematical learning and these exist at all year levels. It is the complexity and the sophistication of these ideas that develop as children progress in their mathematical learning. Not all children progress at the same pace which is why teachers differentiate the learning.

     ‘Really big ideas’:

      1. Representation – numbers can be modelled and represented in many different ways (e.g., materials, diagrams, number charts, partial/open number lines)
      2. Enumeration – whole numbers are used to count collections, counts can be achieved in multiple ways, and different units can be used to say how many or how much
      3. Equivalence – numbers can be renamed in many different but equivalent ways, renaming is a special type of representation
      4. Relationships – numbers can be used to compare and order; relationships between numbers lead to different number sets (e.g. fractions, ratios, per cents, etc)


    This evening we are focusing on introducing the concept of place value. Place value is an essential concept to learn because it underpins computation processes. It involves much more than recognising place value parts. Place value is a system of assigning values to digits based on their position (a base 10 system of numeration, positions represent successive powers of 10)

    Big Ideas for Place Value

    • Whole numbers can be recognised as cardinal numbers as well as composite units, that is, as numbers that tell how many in a set (e.g. 6 ones) or as units in their own right (e.g. 1 six)
    • A sense of numbers beyond 10 as ‘a ten and some more’ is necessary to appreciate the two-digit place-value pattern.
    • Two patterns underpin place-value understanding at this level of schooling: ’10 of these is 1 of those’ and ‘1000 of these is 1 of those’.
    • Place value knowledge is developed by making (representing) numbers in terms of their place value parts, naming and recording
    • Place value knowledge is consolidated by comparing, ordering, counting forwards and backwards in place value parts, and renaming


    Before they are ready to meet the ‘big ideas’ of place value, children need to be able to:

    • Count fluently by ones using the number naming sequence to 20 and beyond
    • Model, read and write numbers to 10 using materials, diagrams, words and symbols
    • Recognise collections to 10 without counting
    • Trust the count for each of the numbers to 10 without having to model or count by ones
    • Demonstrate a sense of numbers beyond 10 in terms of 1 ten and some more
    • Count larger collections by two’s, fives, and tens


    Key Language

    Cardinal number – a specific number name for how many in a given collection of objects

    Composite unit – a unit made up of other units ( when children understand 6 as one 6 rather than a collection of 6 ones.

    Conceptual understanding – understanding that is made between new and existing ideas ( eg: a conceptual understanding of area allows students to apply this knowledge to an unfamiliar problem such as determining the dimensions of a garden given the length of the fencing around it)

    Context – the situation or circumstances that require the application of numeracy skills

    Renaming – writing a number in an equivalent form, usually in terms of its place value parts (eg 365 is 3 hundreds 6 tens and 5 ones but it can be renamed as 36 tens and 5 ones or 3 hundreds and 65 ones and renaming when adding/multiplying or subtracting/dividing (eg 5 tens and 8 tens is 13 tens, it is regrouped for recording purposes as 1 hundred and 3 tens but when subtracting 28 from 45 the 8 ones can only be taken if 1 of the 4 tens is renamed as 10 ones)

  11. Climate Change Research Data Chart

    PMpThu, 08 May 2014 18:54:16 -040054Thursday 14, 2009 by Grade56neighbourhood blog

    Download this digital copy of the data chart to be able to edit your research on your Macbooks.


  12. BTN Option #2 – RNP group, check this one out!

    AMpThu, 08 May 2014 07:09:27 -040009Thursday 14, 2009 by Grade56neighbourhood blog

    Watch the last story from BTN this week, about the reintroduction of Quolls to South Australia and answer the following question:

    Why were the quolls reintroduced to Western Australia?

    Use at least two references to support your idea and show evidence of this by stating where you got your information from. Don’t forget to post it to your ePortfolio 🙂


    AMpTue, 06 May 2014 02:23:03 -040023Tuesday 14, 2009 by Grade56neighbourhood blog

      Which of the following: Health, Education, Welfare, Defence, Aid and Research, Transport and Communication do you think needs the most money? Why?

    In around a week, we’ll see just how the federal government is going to spend the country’s money over the next year. They’ve made no surprise of the fact they’re trying to find big savings. But if you were treasurer, what would you spend the most on? And where would you cut back?

  14. Literacy – Text for LA Task – QAR Framework

    PMpSun, 04 May 2014 23:59:19 -040059Sunday 14, 2009 by Grade56neighbourhood blog


    Read over the below text a few times. Using the QAR framework that you learnt with Jacinta last week, please write up three question and answers for each of the following categories: Right There, Think and Search, Author and You, On My Own. This can be given to you teacher during conferencing on Friday.

      Art of the selfie: Cal State Long Beach student installs iPhone mirror

    By Michael Morris

    What started as a project just meant to be fun has turned into something bigger than senior graphic design major Gabe Ferreira ever expected.

    In Professor Craig Stone’s art and public places class, Ferreira and his classmates were asked to find a problem on campus and figure out a way to fix that problem through public art. Given the digital world we live in, Ferreira had the idea of constructing a seven-foot iPhone mirror that reflects how people live on their phones.

    “I’m trying to comment on the fact that we live inside our phones now,” Ferreira said. “I just think (CSULB) is a beautiful campus and people shouldn’t be so focused on their phones the whole time.”

    “Screen Identity,” as Ferreira calls his artwork that cost $140 in materials and 30 hours in labor, wasn’t meant to be a selfie stop for students, but it certainly turned out that way. More than 150 selfies were uploaded to social media sites such as Twitter, Instagram and Tumblr with the “#ultimateselfie” hashtag that he had assigned after installation.

    “Originally I didn’t even expect people to take selfie and put them online,” Ferreira said. “The whole idea was that you’re walking by and it’s big enough that it frames your whole body.”

    Before it could be placed on campus, Ferreira had to present the project to a group that oversees the art, including Brett Waterfield, director of Student Life and Development. Waterfield, who looks at about 30 to 50 works of art made by CSULB

    students each semester, allowed the piece to stay out longer than planned.

    “I facilitate the process here, and sometimes we have to do minor tweaks,” Waterfield said.

    “Because we are in the flight path with the airport, we had to make sure there was no reflection with incoming planes to the airport.”

    But once they knew that wouldn’t be a problem, the iPhone was placed against a tree on upper campus and the selfies began to pour in.


    Article one

    Article two

  15. Macbook Service Form

    AMpFri, 02 May 2014 02:58:49 -040058Friday 14, 2009 by Grade56neighbourhood blog

    All requests for service on student’s Macbooks should be done using this form. For more information please speak to a member of the 56 neighbourhood teaching team. Thanks!
    1-2-1 macbook service form


    PMpTue, 29 Apr 2014 20:15:34 -040015Tuesday 14, 2009 by Grade56neighbourhood blog

      Should Australia be a Monarchy or a Republic?

    Prince William, Kate and their little baby George have been touring Australia. With the Royals visiting our country, once again an age old question has been raised. Should we or should we not be aligned with the Queen? With such a high interest in Kate and the baby, does this mean that as a nation we love being a monarchy? Or do we need to move on from the Royal family? Find our own traditions and cultures to aspire to.


    PMpSun, 27 Apr 2014 21:24:46 -040024Sunday 14, 2009 by Grade56neighbourhood blog

      Knitting Club

    We had such an overwhelming response to our knitting club in the first week and we would like to thank all the children who attended. Thank you also to the teachers who came along and assisted us. Thanks Anne Maree and Luisa. Also a big thank you to Hebo’s mum who came along to help.

    Trying to cast on and instruct many children how to knit can be tricky. Parents and grandparents are welcome to come along on, Thursday’s at lunch time 11.10 and 11.40 am, and help. If your child is interested in knitting can you please send them along to school with a pair of knitting needles and wool (we have some supplies but they were limited on the day). It would be a great help if parents could cast on (about 40 stitches for a blanket square) and knit a couple of rows to start your child off.

    Thanks again for your support

    Jessica and SiaIMG_7735



  18. 1 to 1 Laptop Reimage

    PMpWed, 23 Apr 2014 21:54:01 -040054Wednesday 14, 2009 by Grade56neighbourhood blog

    Dear parents,
    During the first few weeks of term two, the school’s ICT technician will commence reimaging all year four, five and six student 1 to1 MacBooks. This process will result in all 1 to 1 MacBooks in the school having the same software and settings which will ensure a more efficient 1 to 1 program and reduced technical issues for students.
    The reimaging process will delete all data that is stored on the MacBook so it is essential that all student data and work is backed up on a USB stick or external hard drive before the computer is reimaged. Please note that ‘Time Machine’ backups arenot an appropriate backup format for this process. (please see Keith should you require more information about this)
    We are asking that parents ensure that their students data is backed up as soon as possible so that the reimaging process can run quickly and smoothly and loss of student data can be avoided.
    Thank you,
    Keith McNeill
    1 to 1 MacBook Coordinator

  19. Changing Passwords

    AMpFri, 04 Apr 2014 01:29:29 -040029Friday 14, 2009 by Grade56neighbourhood blog

    login-username-password-460x268Dear Parents,

    If students need to change the password on their 1 to 1 MacBook for any reason, they need to fill out a tech support form and hand it in to their teachers so that the technician can complete the change with them.

    Many of the technical issues that are presenting at the moment are a result of students changing their own passwords.

    Many thanks

    Keith McNeill

    1 to 1 Coordinator

  20. Knitting for the Penguins

    PMpThu, 03 Apr 2014 22:58:24 -040058Thursday 14, 2009 by Grade56neighbourhood blog


    This is an article from the above website:

    Knitted penguin jumpers 

    This is not a fashion statement!

    These knitted penguin jumpers play an important role in saving little penguins affected by oil pollution. A patch of oil the size of a thumb nail can kill a little penguin. Oiled penguins often die from exposure and starvation. Oil separates and mats feathers, allowing water to get in which makes a penguin very cold, heavy and less able to successfully hunt for food.

    When oiled penguins are admitted to the Wildlife Clinic at Phillip Island Nature Parks, a knitted jumper is placed on the penguins to prevent them from preening and swallowing the toxic oil before they are washed and the oil removed by staff.

    453 little penguins were affected by the last major oil spill near Phillip Island in 2001. 96% were successfully saved and rehabilitated at the Wildlife Clinic and released back into the wild.

    Other websites for your information:

    Knitters wanted for penguin pullovers – ABC Melbourne – Australian…/penguin-jumper-pattern-2014.pdf

  21. Knitting Club – Term 2

    PMpThu, 03 Apr 2014 22:54:40 -040054Thursday 14, 2009 by Grade56neighbourhood blog




    Knitting Club
    In term 2 and 3, Sia (year 2) and Jessica (Prep) will be starting a knitting club at lunchtime. The knitting club has two aims, one to develop knitting skills and secondly for the more competent knitters to knit for the penguins. As part of our whole school inquiry into ‘Change’, How can we be the change we want to see in the world?

    We are knitting jumpers for penguins who have been caught up in oil spills.
    More information can be viewed from the following website:…/wildlife-rehabilitation/‎

    The knitting club will be held on Thursday at the start of lunch break until 11.40am.  We would appreciate if children brought along their own needles and wool.  Experienced parent, teacher and student helpers are welcome. 



  22. Maths Information Night

    AMpWed, 02 Apr 2014 01:49:10 -040049Wednesday 14, 2009 by Grade56neighbourhood blog

    Maths Games Night

    The teachers in your child’s neighbourhood will be conducting a maths information night on Tuesday the 6th of May from 5 to 6pm.  The information night will be held in your child’s neighbourhood and will focus on how games can be utilised for developing conceptual understanding in number and numeration.

    The maths night will build on the parent information night presented by Professor Di Seimon last term.  If you were unable to attend on that night, you can access the Professor Siemen’s notes by visiting your child’s neighbourhood blog.

    During the information night, explicit links will be made on the kinds of misconceptions that the games might expose and provide interpretations of what different student responses might mean with some practical ideas to address particular learning needs.  Games encourage students to talk about and share their ideas in a cooperative atmosphere. The night will also explore question techniques that parents can use to allow their children to further develop their thoughts.

    We look forward to seeing you there.  It promises to be both an informative and fun evening.

    Warm Regards,

    Tim Aris

  23. Kids Matter Parent Survey

    PMpTue, 01 Apr 2014 23:27:26 -040027Tuesday 14, 2009 by Grade56neighbourhood blog


    Dear Parents,

    Princes Hill Primary School has taken up the Australian Government initiative called KidsMatter. The school’s KidsMatter action team is currently collecting data from the school community to assist in the planning and implementation of the framework. We would be grateful if you could take the time to complete the online survey that is attached (approx. 15 mins).

    Thank You

    The Survey can be accessed here


    PMpTue, 01 Apr 2014 17:38:10 -040038Tuesday 14, 2009 by Grade56neighbourhood blog

    Should the government spend money trying to save species with little chance of survival?

     Should we try to save every animal facing extinction? That’s the question being asked after a new UN climate report card said Australia will continue to get hotter in the future and because of that some native species might face extinction. The government spends a lot of money trying to stop native animals from dying out. But some scientists say we should ONLY put that money towards helping some of them. It’s a controversial idea so here’s Emma with the debate.



  25. Learning Agreement – weeks 9 & 10

    PMpSun, 30 Mar 2014 17:49:43 -040049Sunday 14, 2009 by Grade56neighbourhood blog

    Week 9-10 Term 1 LA

    Apologies for the late delivery of this LA. It’s a two week Learning Agreement, so last week is the same as this week.

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