27 Sep 2019

Yr5 Curriculum Update – 27/09/19

Working together to achieve success for every child

Written by Chloe Chun, Jacob Wong, Kobe Wong, Sophia Naveed, and Aryana Budhrani.


Unit of Inquiry


Central Idea

Matter exists in different forms which can be changed and used for different purposes.

Lines of Inquiry

  • What defines matter [form]
  • Changes matter can undergo [change]
  • Using scientific understanding/knowledge to solve problems and answer questions [connection]


We have been continuing to learn about states of matter and chemical and physical changes.  We have been doing lots of different experiments so that we can observe the changes that we see, such as the fire snake experiment, which made a black ‘snake’ oozing out of the fire, or the frozen balloon experiment, where we froze a balloon and we took it out of the freezer to examine it, and the different liquids experiment, which we had to do to melt ice in different liquids.

We also learned what the difference between physical and chemical changes were. A physical change is a change that changes the state of the matter, not the chemical compound. E.g.- Water—>ice A chemical change is a change that changes the chemical compound, and it also creates something completely new. E.g.- Iron—>rust.

We have been using Maths during our inquiry learning too. When we did an experiment called Melting Tea Candles we had to time how long the candles melted, while observing what happened. Some candles melted faster and some melted slower. Another experiment we did that required maths, we dissolved salt in water. We each had one beaker, then, we filled it up with water (25ml) after that, we put salt into the water and timed how long it took to dissolve the salt. Then after the salt dissolved we then put 50ml of water into the beacon and put salt and saw how long it took to dissolve. Most of us got the 50ml beacon’s salt to dissolve faster. We had to use our maths knowledge to measure the water accurately and compare the different times of the two water levels.

In literacy, we learned what questions are testable and which are not. A testable question is one that has a dependent variable and an independent variable. An example is: Does changing the height of a ramp affect the speed of the car going down the ramp? A non-testable question is a question that does not have both a dependent variable or an independent one. An example is: What makes plants grow best?

Central Idea

The base 10 place value system extends infinitely in two directions.

Lines of Inquiry

  • The relationships between numbers (connection)
  • How the base 10 place value system works (function)
  • What a successful mathematician is (form)

In math, we have been learning how to use decimals. We learned how to add and subtract decimals. One of the strategies I used was:

1.35 + 2.03:                   35


3+0=3       5+3=8

3 tenths    8 hundredths

1.35 + 2.03 = 3.38

We also learned: 0.001=1 thousandth, 0.01=1 hundredth, 0.1=1 tenth.                  

Sophia Naveed (5E) 

Many classes have used time as a way to look at decimals. Comparing times during experiment observations have made us more aware of decimals as well as other learning engagements like timing ourselves doing exercises and looking at reaction times of Olympic runners.



On Friday October 18, the Year 5 team will be presenting their learning celebration to Years 4 and 6.  Parents of Year 5 students are invited to attend. Please be seated in the balcony by 1.55pm if you wish to attend.



Students will be testing their hypothesis for their personal inquiry next week.  They may ask you to provide some resources to help with their experiment. Please assist your child/ren in sourcing what they need for their learning.

If you have any household items such as containers, cereal boxes, yoghurt pottles or anything that can be used to make and build things, please continue to send them to school with your child/ren.  We are building our resources in the shared area to allow students the opportunity for creativity.


Kind regards,

The Year 5 team


Key Dates for the Diary

Monday 30 September                       CPD – No school

Tuesday 1 October                             National Day – No school

Friday 4 October                                 Day before Mid-Term Break – FULL Day Classes

7 – 11 October                                     Mid-Term Break

31 October & 7 November                 3 Way Learning Conference (3-6pm)

12 – 15 November                              School Photos

Friday 15 November                           Bingo Night

Friday 13 December                           Last day of term – Half day (finish at 12pm)

16 December – 3 January                   Term Break

Monday 6 January                              First day of Term 2