{"id":162,"date":"2025-10-03T06:06:16","date_gmt":"2025-10-03T06:06:16","guid":{"rendered":"https:\/\/uhis.or.kr\/mstemple-25-26\/?p=162"},"modified":"2025-10-03T06:06:16","modified_gmt":"2025-10-03T06:06:16","slug":"ms-temples-weekly-update-term-1-week-6","status":"publish","type":"post","link":"https:\/\/uhis.or.kr\/mstemple-25-26\/2025\/10\/03\/ms-temples-weekly-update-term-1-week-6\/","title":{"rendered":"Ms Temple’s Weekly Update – Term 1 Week 6"},"content":{"rendered":"\n

Hello everyone,<\/p>\n\n\n\n

What a soggy end to the week! Thankfully, Chuseok is here to bring us all a chance to rest and recharge. Have a fantastic holiday with your families, wherever it takes you.<\/p>\n\n\n\n

Here is what Year 5\/6 have been up to this week:<\/p>\n\n\n\n

Maths<\/strong><\/p>\n\n\n\n

Year 5<\/p>\n\n\n\n

Aut.2 – Addition and subtraction<\/td>Aut.2.7 – Compare calculations<\/td><\/tr>
Aut.2 – Addition and subtraction<\/td>Aut.2.8 – Find missing numbers<\/td><\/tr>
Aut.2 – Addition and subtraction<\/td>End of unit assessment<\/td><\/tr>
Aut.3 – Multiplication and division A<\/td>Aut.3.1 -Multiples<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Year 6<\/p>\n\n\n\n

Aut.1 – Place value<\/td>Aut.2.15 – Order of operations<\/td><\/tr>
Aut.2 – Addition, subtraction, multiplication and division<\/td>Aut.2.16 – Mental calculations and estimation<\/td><\/tr>
Aut.2 – Addition, subtraction, multiplication and division<\/td>Aut.2.17 – Reason from known facts<\/td><\/tr>
Aut.2 – Addition, subtraction, multiplication and division<\/td>End of uni assessment<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n

Literacy\u00a0 <\/strong><\/p>\n\n\n\n

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In Literacy this week, the students have been strengthening both their grammar knowledge and their ability to write with purpose and effect. At the start of the week, they became journalists and wrote their own newspaper reports linked to the events in Star of Fear, Star of Hope<\/em>. As part of this, they practised using both active and passive sentences. The active voice helped them to write with clarity and urgency, making it easy for the reader to see exactly who was doing what. The passive voice, on the other hand, allowed them to shift the focus onto the event itself rather than the person responsible, which is particularly useful in news writing when the doer is unknown or less important than the action. Through this, the children gained a deeper understanding of how different sentence structures can change the way information is presented.<\/p>\n\n\n\n

Later in the week, we turned our attention to expanded noun phrases, exploring how writers use them to add richness and detail. The children experimented with building longer, more descriptive sentences, and then applied these skills to a creative task. Imagining Lydia\u2019s perspective, they wrote as if she had been captured and was recording her thoughts and feelings from the train. This gave them an opportunity not only to practise their grammar skills but also to step into the shoes of a character and bring her experience to life with empathy and detail. It was a powerful way to combine technical writing skills with imaginative storytelling, and the children rose to the challenge beautifully.<\/p>\n\n\n\n

IPC <\/strong><\/p>\n\n\n\n

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In IPC this week, the students have been busy both presenting and investigating. We began by working on our digital backpacks. Each group took responsibility for a different backpack and created their own presentation explaining why it is so useful. After presenting individually, we brought all the clips together to form one full class presentation, which we filmed. Over the Chuseok break, I will be editing the footage into a final video that will be shared on my teaching Instagram page \u2014 keep an eye out for it!<\/p>\n\n\n\n

Later in the week, we switched gears and explored the question of whether animals can feel emotions. Students worked in pairs to research and create fact files on different animals, using both scientific evidence and anecdotal examples to support their ideas. For instance, we asked whether cats purr simply because they are happy, or if there is a deeper reason. Research shows that cats purr primarily when they feel content and safe, though they may also purr in other situations such as when injured or seeking comfort \u2014 so it\u2019s not always a straightforward sign of happiness. The children found it fascinating to explore how animal behaviour can be interpreted, and they worked hard to balance scientific research with real-world observations. These fact files will soon be displayed outside our classroom for everyone to enjoy.<\/p>\n\n\n\n

Important Information<\/strong><\/p>\n\n\n\n