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Warranwood Primary School

Student Report
2017 - Semester Two

[Student photo removed]

Erin FLYNN – 5/6T

Year 5
VSN: 180324016
December 2017

Student Reports 2017

Student reports provide students, teachers and parents with a clear and concise picture of a student’s achievement and
progress at a point in time. Teachers make informed and consistent decisions about student progress against the
achievement standards using a variety of assessments and observations to inform their judgement. They map the student’s
learning against the achievement standards, and place the student on the learning continuum, that best reflect the student’s
level of performance and progress.

You will again notice some changes to our student reports this semester in line with the implementation of the new Victorian
Curriculum in all government and Catholic schools from the beginning of 2017. The Victorian Curriculum replaces the
previous AusVELS curriculum of 2016.

As a result, schools now have the flexibility to design their reports to show each student’s learning progress. We have
endeavoured to provide a report that best meets the needs of our school community. Each student report is based on a
series of “I can” statements prepared by the education department. These statements give a very clear picture of where your
child is performing, and replace the teacher comment in English and maths.

The Victorian Curriculum is structured as a single developmental learning continuum and is organised by levels not years of
schooling. All curriculum areas have achievement standards, describing what students are able to understand and do. Please keep
in mind that as this is a new curriculum this report is not designed to be compared to previous years’ reports, although this facility
will be available from next year onwards. The report will show 6 month growth between mid-year and end of year reporting cycles.
Further information about the Victorian Curriculum can be found online at victoriancurriculum.vcaa.vic.edu.au/

All students are able to progress along the learning continuum at their own rate and from their own starting point. Students
are taught at the level that suits their needs, rather than just the year level and age group they are in. Teachers provide
learning opportunities to support the learning for all students, including those students with additional learning needs or a
disability. We strongly encourage you to use the report and portfolio as a basis for a conversation about what your child has
achieved and where they are moving to next in their learning.

Shane Harrop
Principal
 Generalist Year 5 & 6
Erin FLYNN - 56T
Teacher: Christopher TURNER
Warranwood Primary School - 2017 - Semester Two

This semester, students have continued to improve their skills in all areas of the curriculum, and should be proud of their efforts. Earlier in the
semester, our classes were privileged to have visitors from our sister school Lilyvale in Japan. Students learned about Japanese culture and
developed their understanding of the similarities and differences of growing up in another country. In Personal and Social Learning and Health,
students participated in several sessions about drug education. These sessions gave students the opportunity to learn about the negative effects of
drugs and alcohol on the body. Students also participated in personal health and education sessions where they learned about the changes that
occur during puberty as well as the reproductive cycle. Students were mature during these informative sessions which also allowed them to ask
questions in a non-judgmental environment. Wacky Wednesday was a terrific opportunity for students to consolidate their business and economics
knowledge to organise a stall to raise money for the school. Similar to our Earn and Learn sessions, this process involved planning, negotiating and
collaborating with a group, and the day was highly successful. Our continued use of the Smiling Minds program has given all students the
opportunity to practise mindfulness. By taking five to ten minutes out of the day to focus on breathing and slowing down, students are learning
strategies to relax and combat stress. Within ICT, students have continually improved their skills with the 1:1 iPad program. They have built upon
their skills by communicating and collaborating with others on a range of apps such as Docs and Slides to complete tasks such as debates and book
talks.

Victorian Curriculum

Rating Level 4 Level 5 Level 6 Level 7 Level 8

Science

Science B

Technologies

Digital Technologies B

The Humanities

Civics and Citizenship B

Economics and Business B

History B

Ratings Legend
A Well above the expected level Previous result, x months ago
B Above the expected level Your child's achievement this semester
C At the expected level Your child's progress
D Below the expected level The expected level of achievement
E Well below the expected level

Scale Definition
The Victorian Curriculum standard 5 point scale. Ranging from E - A inclusive. Where E is two
standard points below the age expected level and A is two standard points above the age
expected level.
Attitudes and Behaviour

Rarely Sometimes Usually Consistently

Respects the learning environment

Uses class time effectively

Persists when tasks are challenging

Engages in learning by listening and

participating

Accepts and responds to feedback

Works cooperatively in group situations

Manages and monitors own learning

Is resilient and is able to bounce back

Teacher Comment

Erin is a meticulous worker who takes extreme pride in the work she produces. She tackles every challenge with a positive attitude and always
seeks clarification when unsure, showing full ownership over her learning. Erin has many strong friendship connections of whom she always treats
fairly. When working in teams she acts as an organiser being someone who delegates tasks. This was particularly evident in her role in working with
her group in our class debate on whether Australia should become a republic. For this task she researched online information for her group
members to use and presented strong arguments of her own that were very convincing for the judges. Erin demonstrated higher order mathematical
skills in the organising and running of the bank for Coral Island during our Earn and Learn unit of work. During this role she was required to manage
30 bank accounts and allow deposits and withdrawals to occur to ensure fairness for her constituents. Erin was a member of our Maths Olympiad
team catering for extension in numeracy. She carried out a scientific investigation where she made 'slime' and analysed in detail the chemical
changes that occurred during the experiment. Erin is to be commended for her overall ability to take risks as a learner and as a result her
confidence has absolutely grown over the course of the semester.
 English Year 5 & 6
Erin FLYNN - 56T
Teacher: Christopher TURNER
Warranwood Primary School - 2017 - Semester Two

Learning Behaviours

Reading

Year 5

When reading, I can decode less familiar words I encounter with confidence. Consistently
I understand how: language features, images and vocabulary influence my interpretations of characters, settings and Consistently
events.

I can analyse and explain literal and implied information found in a variety of texts. Consistently

I can use comprehension strategies to integrate and link ideas from a variety of print and digital sources. Consistently
I can analyse the text structures and language features used in imaginative texts, informative texts and persuasive texts Consistently
to meet the purpose of the text.
Year 6
I understand how to use my knowledge of phonics when decoding: unfamiliar words, technical words or derived words in Consistently
increasingly complex texts.

I can compare and analyse information in different texts, explaining literal and implied meaning. Consistently
I can select and use evidence from a text to explain my responses to it. Consistently
I can identify and explain how choices in language can influence personal responses to different texts: including: modality, Mostly
emphasis, repetition and metaphor.
I can analyse strategies authors use to influence readers. Consistently

Grammar and Punctuation

Year 5
I can show my understanding of grammar and sentence types. Consistently

I use accurate punctuation. Consistently

Year 6
I can use language features (punctuation, grammar and sentence structure) for emphasis. Mostly

I can show an understanding of grammar, and can make appropriate choices to make my texts cohesive and clear. Mostly

Spelling
Year 5

I use accurate spelling. Consistently

Year 6
I recognise and can write increasingly complex words by using my knowledge of blending, including: letter-sound Mostly
relationships, common letter patterns, uncommon letter patterns and phonic generalisations (phonic rules).

Writing
Year 5
I can select specific vocabulary to enhance my writing. Consistently
I can plan, draft and publish imaginative print and multi-modal texts that show use of: text structure, grammar, word Consistently
choice, spelling, punctuation, images and sound, that is appropriate to purpose and audience.
I can reread and edit my own and others’ writing, using agreed criteria, to improve: text structure, spelling, grammar and Consistently
punctuation.
Year 6
I can explain why and how I have chosen language features and images in my text. Mostly

I can use banks of known words and less familiar words in my writing. Mostly

I can provide feedback on the work of my peers Consistently

Speaking and Listening

Year 5
Learning Behaviours

When listening, I ask questions to clarify content. Consistently

I can develop and explain a point of view about a text or presentation by selecting: information, ideas, and images to Consistently
support my opinion.
Year 6

I can listen to discussions, clarifying content and challenging others’ ideas. Mostly

I can make presentations and contribute actively to class and group discussions, using a variety of strategies for effect. Mostly

Victorian Curriculum
Rating Level 4 Level 5 Level 6 Level 7 Level 8

English

Reading and Viewing B

Speaking and Listening B

Writing B

Ratings Legend
A Well above the expected level Previous result, x months ago
B Above the expected level Your child's achievement this semester
C At the expected level Your child's progress
D Below the expected level The expected level of achievement
E Well below the expected level

Scale Definition
The Victorian Curriculum standard 5 point scale. Ranging from E - A inclusive. Where E is two
standard points below the age expected level and A is two standard points above the age
expected level.
 Mathematics Year 5 & 6
Erin FLYNN - 56T
Teacher: Christopher TURNER
Warranwood Primary School - 2017 - Semester Two

Learning Behaviours

Number and Algebra

Year 5

I can order numbers to at least hundreds of thousands. Consistently

I can solve addition and subtraction problems using a range of mental and written strategies. Consistently

I can identify and describe factors and multiples. Consistently

I can solve problems involving multiplication of large numbers by one or two-digit numbers using efficient mental or written Consistently
strategies, including digital technologies where appropriate.
I can solve problems involving division by a one digit number, including those that result in a remainder. Consistently

I can order decimals and unit fractions and locate them on a number line. Consistently
I can add and subtract fractions with the same denominator. Consistently

I can create a simple financial plan or budget. Consistently

Year 6
I recognise the properties of prime numbers and can determine sets of these numbers. Consistently
I recognise the properties of composite numbers and can determine sets of these numbers. Consistently
I can select and apply efficient mental and written strategies to solve addition and subtraction problems with whole Consistently
numbers
I can select and apply efficient mental and written strategies to solve multiplication and division problems with whole Consistently
numbers.

I can connect fractions, decimals and percentages as different representations of the same number. Consistently
I can calculate a simple fraction of a quantity. Mostly

I can add, subtract and multiply decimals. Consistently

I can make connections between the powers of 10 and the multiplication and division of decimals. Mostly

Measurement and Geometry

Year 5

• I can use appropriate units of measurement for: Length, area, volume, capacity and mass. Consistently

I can calculate the perimeter of rectangles. Consistently

I can calculate the area of rectangles. Consistently

I can calculate the volume of rectangular prisms. Consistently

Year 6
I can relate decimals to the metric system. Mostly

I can make connections between capacity and volume. Consistently

Statistics and Probability

Year 5

I can list outcomes of chance experiments with equally likely outcomes. Consistently

I can assign probabilities as a number from 0 to 1. Consistently

Year 6

I can specify, list and communicate probabilities of events using simple: Ratios, Fractions, Decimals, and Percentages. Consistently
I can construct, interpret and compare a variety of data displays, including side by side column graphs for two categorical Mostly
variables.
Victorian Curriculum

Rating Level 4 Level 5 Level 6 Level 7 Level 8

Mathematics

Measurement and Geometry B

Number and Algebra B

Statistics and Probability B

Ratings Legend
A Well above the expected level Previous result, x months ago
B Above the expected level Your child's achievement this semester
C At the expected level Your child's progress
D Below the expected level The expected level of achievement
E Well below the expected level

Scale Definition
The Victorian Curriculum standard 5 point scale. Ranging from E - A inclusive. Where E is two
standard points below the age expected level and A is two standard points above the age
expected level.
 ART Year 5 and 6
Erin FLYNN - 56T
Teacher: Jeenah METCALFE
Warranwood Primary School - 2017 - Semester Two

Senior students have been integral in creating the River of Voices mural and through a process of research, design and creation, they have
brought their ideas to life through painted visual images. To achieve this, they experimented with art elements; size, space, shape and colour
through drawing and painting. Students generated and edited a range of designs based on themes that inspired them and selected and applied a
variety of techniques and processes in an attempt to translate these into appealing artworks for a large audience.
The artwork of Gustav Klimt’s inspired self-portraits with a focus on pattern and line. Students enjoyed selecting and applying a variety of
metallic components to add appeal to their self-portrait artworks.
Students assumed the role of a fashion designer and each class researched a different 20 year period in Australia between 1900 and 2020 to
identify the popular shapes, colours, patterns and textures. They also recognized the roles and activities that people participated in, which impacted
their clothing choices. Students designed and made original outfits and developed a profile for their person. Students compared the different outfits
across the year level to make comparisons. At this level students are encouraged to communicate their sources of inspiration and how they have
selected and applied techniques and processes in the creation of their artworks. Students are encouraged to share their skills and give valuable
feedback to each other to make improvements. Senior students regularly document the processes and techniques they have used as well as write
about their sources of inspiration, feelings and ideas through video recordings and written reflections created in Pic collage.

Learning Behaviours
Explore and Express Ideas

I can use different artists’ ideas to inspire my own artworks. Consistently

Visual Arts Practices

I can select and apply visual conventions, materials, techniques, technologies and processes specific to the art forms Consistently
explored this semester when making artworks.

Respond and Interpret

I can identify and describe how ideas are expressed in artworks by comparing artworks from different contemporary, Consistently
historical and cultural contexts.

Present and Perform

I can create and display art work considering how ideas can be expressed to an audience. Consistently

Victorian Curriculum
Rating Level 3 Level 4 Level 5 Level 6 Level 7

The Arts

Visual Arts C

Ratings Legend
A Well above the expected level Previous result, x months ago
B Above the expected level Your child's achievement this semester
C At the expected level Your child's progress
D Below the expected level The expected level of achievement
E Well below the expected level

Scale Definition
The Victorian Curriculum standard 5 point scale. Ranging from E - A inclusive. Where E is two
standard points below the age expected level and A is two standard points above the age
expected level.

Work Habits
Needs Attention Acceptable Good Very Good Excellent

Effort

Behaviour
 Japanese Year 5 and 6
Erin FLYNN - 56T
Teacher: Tanya BARLOW
Warranwood Primary School - 2017 - Semester Two

This semester Japanese language skills have been developed through role-play, question and answer responses, personal descriptions and the
use of iPad applications. Students used rehearsed language to exchange information about their personal worlds and in familiar interactions, such
as praising or encouraging one another, e.g. Good luck! They used ACTLAN (action language) to help them create their own sentences in
Japanese, using the word order subject–object–verb e.g. I eat sushi. Students used known verbs with tense conjugations, nouns and particles to
make short sentences. They also know how to create questions using the sentence-ending particle ‘ka’. During the Ninja unit of work, students
comprehended short written texts such as captions, labels and signs that used familiar and repetitive language. Students used the hiragana chart to
support their reading and writing, recognising its systematic nature. The Sister School student visit helped our students understand the importance
in Japanese of non-verbal communication such as the use of gestures, for example, bowing to replace words and to communicate meaning. Our
students often identified ways in which Japanese language reflects ways of behaving and thinking.

Learning Behaviours

Semester 2

I can use simple questions and statements to ask permission and to show appreciation. Mostly

I can create digital bilingual texts for the classroom environment such as labels and wall charts. Consistently
I can recognise that there are differences in how language is used in different cultural contexts, such as ways of greeting Consistently
and addressing people.
I can create and present an imaginative text for a variety of audiences. Consistently

Work Habits
Needs Attention Acceptable Good Very Good Excellent

Behaviour

Effort
 Performing Arts Year 5 and 6
Erin FLYNN - 56T
Teacher: Jacinta O'LEARY
Warranwood Primary School - 2017 - Semester Two

This semester the students continued to work on The Arts disciplines of Music and Drama. They started the semester by studying street theatre and
the elements involved with this theatrical style. In small groups they devised concepts to accompany the River of Voice murals with the objective of
bringing the murals alive. Each group then improvised a two minute play based on the themes performing in front of students and the community on
the opening night. In Music the students have created their own lyrics to accompany their computer generated music to create an original song.
They all worked in small groups using the Garage Band app on their iPads exploring the instruments, special effects and recording options they
could use. The first part of the process was studying various genres of music (Pop, Rock ‘n’ Roll, Rhythm and Blues, Jazz, Classical, Country,
Techno and House) and they discussed the differences in the musical elements of these. In small groups the students named their ‘band’, chose the
style of music they would like to create and then started writing lyrics on a topic they were inspired to sing about. The students investigated beat,
rhythm, form, melody, tempo and other musical elements using body/voice percussion and generated music. They shared their songs at the end of
the unit with their class. To conclude the year, the Senior School students worked on their Christmas songs and lines for their scene in the
Christmas pantomime of ‘The Night Before Christmas’.

Learning Behaviours

Drama
I can explore dramatic action, empathy and space in improvisations, play-building and scripted drama, to develop Consistently
characters and situations.
I can develop skills and techniques of voice and movement to create character, mood and atmosphere and focus Consistently
dramatic action.
I can perform devised and scripted drama that develops narrative and uses performance styles and design elements to Consistently
engage an audience.
I can explain how the elements of drama and production elements communicate meaning by comparing drama from Consistently
different social, cultural and historical contexts.

Music
I can explore ways of combining the elements of music using listening skills, voice and a range of percussion instruments, Consistently
objects and electronically generated sounds to create effects.
I can develop and practise technical skills and use of expressive elements of music in singing, playing percussion Consistently
instruments, improvising, arranging and composing.
I can rehearse and perform songs and music they have learnt, including their own compositions, combining aspects of the Consistently
elements of music and using performance skills, to communicate ideas and intentions to an audience.
I can explain how aspects of the elements of music are combined to communicate ideas, concepts and feelings by Consistently
comparing music from different cultures, times and locations.

Media
I can explain how the elements of drama and production elements communicate meaning by comparing drama from Consistently
different social, cultural and historical contexts.
I can develop skills with media technologies to shape space, time, colour, movement and lighting, within images, sounds Consistently
or text when telling stories.

I can plan, produce and present media films for specific audiences and purposes using responsible media practice. Consistently
I can explain how the elements of media arts and story principles communicate meaning and viewpoints by comparing Consistently
media films from different social, cultural and historical contexts.

Victorian Curriculum
Rating Level 3 Level 4 Level 5 Level 6 Level 7

The Arts

Dance C

Drama C
Victorian Curriculum

Rating Level 3 Level 4 Level 5 Level 6 Level 7

Ratings Legend
A Well above the expected level Previous result, x months ago
B Above the expected level Your child's achievement this semester
C At the expected level Your child's progress
D Below the expected level The expected level of achievement
E Well below the expected level

Scale Definition
The Victorian Curriculum standard 5 point scale. Ranging from E - A inclusive. Where E is two
standard points below the age expected level and A is two standard points above the age
expected level.

Work Habits

Needs Attention Acceptable Good Very Good Excellent

Behaviour

Effort
 Physical Education Year 5 and 6
Erin FLYNN - 56T
Teacher: Andrew TONKIN
Warranwood Primary School - 2017 - Semester Two

The Senior School students are familiar with the House Athletics program and are able to develop their skills further in the track and field events.
Putting into practice increased speed for running, improved elevation for jumps and the transference of weight in throwing leads to improved
results in athletics. More time was devoted to the team events of crossball, tunnelball and baton relay so every student had the chance to gain a
sense of achievement and a ‘team’ atmosphere in the House competition. A whole day carnival featuring the rotation of 10 individual events was
held. From these results, a school team of 74 students competed in the District Athletics Carnival against 9 other schools.
The gymnastics unit involved applying stability and locomotor skills in different movement and balance situations. Students performed various
jumps, dismounts, static and dynamic balances. In the Ninja Warrior course gymnastics, strength and speed elements were set out in a sequence
of 10 activities using the ropes, ladders, horses, trampolines and mats.
The development of the fundamental motor skills continues through soccer, netball and hockey units. The skills of passing, stopping, dribbling and
shooting are practiced in activity stations. Small game situations encourage inclusiveness, team play and cooperation. Through games students are
increasingly exposed to game strategies to best perform as a team.

Learning Behaviours
Semester 2
I can practise specialised movement skills and apply them in different movement situations such as complex static and Mostly
dynamic balances on different body parts.
I can perform a variety of movement sequences that involve a transition from one skill to another, such as from dribbling Consistently
to shooting or from leaping to balancing.

I can apply kicking, striking and throwing skills with accuracy. Mostly
I can demonstrate defensive and offensive play in modified games. Mostly
I can participate positively in groups and teams by encouraging others and promoting enjoyment, safety and positive Consistently
outcomes for participants.
I can attempt to achieve personal best. Consistently

I can perform a variety of movement sequences in the athletics program track, field and team events. Consistently

Victorian Curriculum

Rating Level 3 Level 4 Level 5 Level 6 Level 7

Health and Physical Education

Movement and Physical Activity C

Personal, Social and Community

C
Health
Ratings Legend
A Well above the expected level Previous result, x months ago
B Above the expected level Your child's achievement this semester
C At the expected level Your child's progress
D Below the expected level The expected level of achievement
E Well below the expected level

Scale Definition
The Victorian Curriculum standard 5 point scale. Ranging from E - A inclusive. Where E is two
standard points below the age expected level and A is two standard points above the age
expected level.

Work Habits
Needs Attention Acceptable Good Very Good Excellent

Behaviour

Effort