Our Year 4 Blog

March 23, 2017
by katemarshall

Inquiry-Guest Speaker Adrian Cameron

This term we have been investigating how to promote a healthy lifestyle. This Thursday, we had a special guest, Adrian Cameron, come in to discuss his research role at Deakin University.  He has been studying how healthy and unhealthy food is promoted in supermarkets.

Adrian has been working on developing engaging signs to put on supermarket trollies to promote a healthier way of buying groceries. At the end of the presentation we got to have a say about which signs would work well!

We will keep our eyes peeled for what healthy promotions may pop up on our next shopping trip!



March 9, 2017
by katemarshall

St. Johns Ambulance First Aid in Schools Incursion

The visit to our school by St John Ambulance First Aid in Schools program gave the year 4 students an opportunity to learn the basic first aid procedures if faced with an emergency. The students listened to the presenter explain the actions linked to each letter of the acronym DR ABCD and how these actions might look in the event of an emergency. Discussions also centred on the support that is available by phoning triple zero and when to use this number. The students also worked in pairs to practise moving a patient into the recovery position and the importance of keeping a patient safe.

The session made real life links to the community groups that help to promote a healthy lifestyle.

November 17, 2015
by peterhardiman

History unit – term 4


why explore why settle 3Why explore why settle








HISTORY – Why Explore? Why Settle?

What are the grade 4 students investigating in term 4:

Content Descriptions from the Australia Curriculum are:

  • The diversity of Australia’s first peoples and the long and continuous connection of Aboriginal and Torres Strait Islander Peoples to Country/ Place (land, sea, waterways and skies) and the implications for their daily lives
  • The journey(s) of AT LEAST ONE world navigator, explorer or trader up to the late eighteenth century, including their contacts with other societies and any impacts.
  • Stories of the First Fleet, including reasons for the journey, who travelled to Australia, and their experiences following arrival
  • The nature of contact between Aboriginal people and Torres Strait Islanders Peoples and others, for example, the Macassans and the Europeans, and the effects of these interactions on, for example families and the environment

The building of knowledge and skills is front and foremost in all learning. Through the inquiry process the students have explored Australia’s early history so that the Content Descriptions are no longer just statements but are understood by the students.

October 7, 2015
by peterhardiman

Grade 4 – Term 4

Welcome back to the final term for 2015. It is hard to believe that your son or daughter is nearing the end of another year of their learning journey. The first three weeks of Term 4 includes a range of formal testing that enables us, as educators, to gather another layer of data to support teacher assessment of student learning and achievement. Learning occurs at different times and at different rates for individual students and what teachers are looking for is evidence of growth in a student’s learning. Your children work hard each and every day in the classroom and as teachers we are very proud of their efforts and focus.

There are two units planned for Term 4. The first unit has a History focus and is called Why Explore? Why Settle? This unit looks at the journeys of early navigators such as Christopher Columbus and Marco Polo, leading into Captain Cook’s discovery of Australia and The First Fleet.

The second unit has an Earth/Space Science focus. The unit will commence in Week 7. In this unit students will investigate the Earth’s surface changes over time as a result of natural processes and human activity

Next week is camp and we are all looking forward to our stay at Beechworth. As Team Leader I would like to thank the team for all the time that they have put into the organisation of this event whilst I was on Long Service Leave! It promises to be a wonderful experience for the children and one which will enhance and deepen their understanding of Australian History whilst providing an opportunity to enjoy the company and friendship of their peers and teachers in another setting other than the classroom.

Helen Stafford


June 4, 2015
by peterhardiman

The Process of Inquiry

Tuning in, Finding Out, Sorting Out, Going Further, Taking Action, Reflection

The Inquiry process is a framework through which we deliver our curriculum. An Inquiry approach gives students the opportunity to make connections with the world around them through a series of steps, each step with its own set of skills and strategies. Curiosity and wondering about issues and concepts within units, give students the chance to ask and develop questions, to be creative, “think” in different ways and use a range of research skills to “find out” and “ sort out” information which can be extended as they “go further” with their Inquiry. Seeing a purpose for their new knowledge is important so that the step of “taking action” becomes a powerful learning experience.

The photos below capture the Grade 4 students “taking action” for the unit, “How do living things survive?” by participating in a community project in Blacks Walk.

Students had a sense of purpose in this activity. Student comments included:

“It was good because we could connect with nature and Blacks Walk will be a better place.” Hannah

“We were doing really good things for Blacks Walk, I thought it was good that we were going to make a difference.” Tabitha

“I felt that weeding in Blacks Walk helped our community and that it was a good thing to help our community.”   Krish

“I was thinking, what the Blacks Walk Committee would do with our work”. Lachie

“We were helping the native plants and animals in Blacks Walk that are important to our environment” Jessica

weeding 1 weeding 2







May 28, 2015
by peterhardiman

How do Living Things Survive?

The power of collaborative work was very evident last week as all the Year 4 students met to discuss the introduction to, and begin their thinking about, their personal inquiries. With the ‘mission’ to select a major environmental issue, its impact and the action we (self, families, communities, governments) can take, the students set about working in small groups, using a lotus diagram to brainstorm some ideas.

The students engaged in rich discussions, identifying possible impacts on elements in the environment, such as water, land, air, etc. Armed with their completed lotus diagrams, the students have now selected one issue and begun their research; identifying key impacts, finding and justifying possible actions that could be taken. The Year 4 team looks forward to the students’ oral presentations!

LOTUS diagram work              Lotus headings

April 27, 2015
by peterhardiman

How Do Living Things Survive?

Last week, the Grade Four students worked in groups to respond to questions related to our Inquiry topic, ‘How Do Living Things Survive?’ The students had some interesting prior knowledge to share and worked together to summarise the grade’s collective thoughts. They are eager to add to their knowledge of how living things survive at our excursion to CERES tomorrow.

Inquiry (Term 2 2015)

April 17, 2015
by peterhardiman

Term 2, 2015 – Overview

Learning Areas: Geography / Biological Science

Unit: How Do Living Things Survive?

In Term 2, Geography and Science are the Learning Areas across all levels of the school. In Geography the students will explore the main characteristics of Australia, including types of natural vegetation and native animals. This focus will extend to major countries of both Africa and South America. Students will look at the importance of sustainability and how environments and natural resources are important to people and animals. The unit will also focus on Aboriginal and Torres Strait Islander Peoples and their ‘custodial responsibility’ for the land and its resources.

In Year 4 we are looking at Biological Science which looks at life cycles and how animals and plants depend on each other. This provides a natural link to the content outlined in Geography.

Geographical and Science Inquiry skills will provide a framework for student learning. Students will have opportunities to pose questions, observe, make predictions and communicate their findings through graphs and tables. Our excursion to CERES will be a great shared experience for students to ‘find out’ together and investigate the concept of sustainability.

We look forward to a fun and enriching Term ahead.

Kind Regards,

The Grade 4 Teachers

March 5, 2015
by peterhardiman

Inquiry Expo and DEA Badge presentation – Term 1

Hi Parents,

During Term 1, Grade 4 students have been investigating ‘Healthy Lifestyles in our Community’ as part of their Inquiry studies.  As a celebration of their work,  students will be presenting an Expo to parents in their respective classrooms on Wednesday, 25th March from 2:00pm to 2:45pm.  Following this, students (and parents) will then move to the staffroom to attend the Digital Excellence Awards (DEA) ceremony on “Laptops” from 3:00pm to 3:30pm.

 We hope you will be able to join us for these two important celebrations.

 Kind Regards,

The Grade 4 Teachers

Screen Shot 2014-05-13 at 12.07.31 pm             healthy-life1











December 5, 2014
by peterhardiman

Grade 4 Inquiry – “Why Explore, Why Settle?”

During Term 4 students have been investigating about man’s need to explore and discover. They have been learning about individuals in the past that have played a major role in shaping the world as we know it. They have researched the journeys of early navigators who mapped undiscovered passages
across the sea in their quest for new knowledge, land and cargo.

Students have investigated exploration throughout the 14th to 18th centuries, including Captain James Cook and The First Fleet. They have also researched about why The First Fleet was necessary looking at life in London in the 1800’s, including the crimes of the time and transportation as consequence.  Central to the key understandings of the Inquiry unit is the the impact of The First Fleet’s arrival on the indigenous people of the land.

Students have been planning and rehearsing their role plays (incl scripts and props) reflecting on reasons for The First Fleet and the landing at Botany Bay (see photos below).
























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