students in room 19 are performing to celebrate Samoan Cultural Week

Room 19 - Term 2 2025 Program Overview

Welcome to Term 2 in Room 19! We are excited for a term packed with engaging learning experiences across Mathematics,English Literacy and Pathway Learning. Here’s an outline of what we’ll be exploring:

Mathematics-Unlock Your Child’s Potential with Our Exciting Term Plan!

Number and Algebra

• Multiplication and Division with Powers of 10:

  • Multiply and divide numbers by 10 and 100 to create decimals and whole numbers (e.g., 1.3 × 10 = 13).

• Addition and Subtraction with Decimals:

  • Add and subtract whole numbers and decimals to two decimal places (e.g., 250.11 + 135.29 = 385.4).

• Rounding Decimals:

  • Round tenths and hundredths to the nearest whole number or to one decimal place.

• Number Sentences:

  • Form and solve true or false number sentences and open number sentences using the equals (=), not equal (≠), greater than (>), and less than (<) symbols.

Fractions, Decimals, and Percentages

• Identify, read, write, represent, compare, order, and convert fractions, decimals (to two decimal places), and related percentages.

• Compare and order fractions with denominators of 2, 3, 4, 5, 6, 8, 10, 12, or 100, and identify when two fractions are equivalent.

• Represent fractions in their simplest form.

• Convert between mixed numbers and improper fractions.

• Find fractions and percentages of whole numbers where the answer is a whole number (e.g., 3/8 of 48, 30% of $150).

• Identify the whole set from a fractional part of a set.

• Add and subtract fractions with the same or related denominators (e.g., 1/4 + 1/8).

Geometry – Position and Direction

• Interpret and create grid references and use simple scales on maps.

• Use directional language including:

  • The four main compass points (North, South, East, West)

  • Turns measured in degrees

  • Distances measured in metres (m) and kilometres (km)

  • To describe and locate positions and pathways.

Statistics

• Use the PPDAC cycle (Problem, Plan, Data, Analysis, Conclusion) to conduct investigations in:

  • Summary

  • Comparison

  • Time-series situations

• Pose questions and plan data collection while considering:

  • Ethical practices

  • Reliability

  • Minimising error

  • Identifying variables

• Analyse data, make and improve statements using data from two or more sources.

• Explain and justify findings to others.

• Recognise and address biased survey questions and misleading information or statements.

  English Literacy Learning Overview – Term 2, 2025

  The Code (Spelling, Morphology, and Grammar)

  • Review selected Year 5 spelling elements retaught in Term 1.

  • Teach List 67: Prefixes that indicate numbers (e.g., uni-, bi-, tri-).

  • Teach List 53: Suffixes –sion, –tion, –cion.

  • Reteach and extend List 52: The -y rule – when to keep or change the y.

  • Teach apostrophes for possession (e.g., The students' books were left in the classroom).

  Reading and Oral Language

  • Decode multi-syllable words using knowledge of phonics, morphology, and syllable patterns.

  • Build reading stamina by engaging with longer texts independently.

  • Participate in discussions about texts, identifying what makes books interesting and sharing personal responses.

  • Read year-level texts with accuracy, expression, and fluency at a natural pace appropriate for Year 6.

  • Adjust reading speed depending on the complexity of the text and summarise how main ideas are developed through key details.

  • Visualise and create mental images to support comprehension.

  • Explore figurative and literal language used to create meaning and effect.

  • Use clues from the text and prior knowledge to make inferences and justify interpretations with evidence.

  • Compare texts across cultures, identifying similarities, differences, values, and traditions that shape meaning.

  • Analyse how language and visual features serve different purposes (e.g., storytelling vs. informing).

  • Identify perspectives and world views in texts and discuss what may be left out or misrepresented.

  • Make connections between texts and across subjects, comparing interpretations with peers to understand multiple viewpoints.

  Writing and Language Use

  Sentence Structure and Grammar:

  • Expand sentences using adverbial phrases and transitional words (e.g., In addition, On a sunny day).

  • Use punctuation correctly in complex sentences, including commas, apostrophes, and speech marks.

  • Develop clarity and cohesion by using specific connectives and transition phrases to show contrast, addition, and cause.

  Figurative Language and Word Choice:

  • Incorporate similes, metaphors, and idioms to enhance description and engage the reader.

  • Reflect on how word choices influence the tone and connection with the audience.

  Writing for Purpose:

  • Choose appropriate genre, tone, and language style (formal/informal) for different writing tasks.

  • Develop characters through actions and feelings; describe settings using sensory details; use time shifts to structure narratives.

  • Inform through well-structured explanations, definitions, and diagrams.

  • Persuade using emotive language, clear arguments, and logical paragraph organisation.

  • Create digital texts by combining writing with visuals, formatting, and audio enhancements.

  Organisation and Editing:

  • Structure paragraphs clearly, linking ideas across sections for cohesion.

  • Revise and refine writing at word, sentence, and paragraph levels for clarity and engagement.

  • Use headings and subheadings to organise ideas logically.

  • Identify and correct grammatical or meaning errors independently.

  Keyboarding and Handwriting

  • Maintain a comfortable writing posture during handwriting and typing.

  • Develop accuracy and speed in keyboarding using correct finger placement.

  • Use the shift key and type punctuation correctly (e.g., quotation marks, commas).

  • Compose sentences and short paragraphs digitally with increasing accuracy and fluency.

    Pathway Learning - "Against bullying"

IWhat We Will Explore

Understand:

• Understand what bullying is and the different forms it can take

• Understand how bias and stereotypes can lead to bullying.

• Understand the impact of bullying on individuals and communities.

  Know:

• Know definitions and examples of bullying, cyberbullying, bias, stereotypes, and bystanders.

• Know strategies for dealing with bullying

• Know who to go to for help and what school rules/policies are.

Do:

• Identify bullying behaviour and bias in scenarios.

• Practise respectful communication and conflict resolution.

• Role-play safe and supportive actions as a bystander.

• Create awareness messages or campaigns.s.

  Learning Goals for Students

Key Understandings:

• Define bullying and how it differs from conflict.

• Identify different types of bullying: physical, verbal, social, and online.

• Understand the concept of power imbalance and repetition in bullying.

Activities:

• Scenario sorting: “Is this bullying or not?”

• Class charter of respectful behaviours.

• Poster-making: “What bullying looks, sounds, feels like.”
  

School Values Integration:

• Impact: Students explore how their actions affect others, both positively and negatively.

• Inclusion: Discuss the importance of making everyone feel safe and welcome in the classroom.

• Teamwork: Class builds a shared understanding of what kind behaviour looks like.

• Fun: Creative tasks like drawing, group games and storytelling help engage students in a meaningful way.