Year 4 joined a local boy’s school to practise our music together. We had some workshops where we were able to improve our skills on all our instruments. Following the hard work we enjoyed a sausage sizzle together and some free time. After lunch our parents and friends came to hear us perform. The band made a wonderful sound, then the orchestra followed and we were very pleased about the progress we had made in one day
Year 3 and Year 4 went to Vision Valley for a wonderful camp. We had amazing leaders from Crusaders who helped us to challenge ourselves and overcome our fears. They were very friendly and energetic. There were many varied activities and fun games. The meals were very tasty. We had a special Bible Study time with the cru leaders. Everyone came home tired, but looking forward to going to camp again next year.
Year 4 Have Fun at Camp on PhotoPeach
As part of our Inquiry on how technology has impacted communication, Year 4 students have been learning about the art of advertising. We have focused on the question below during our Literacy sessions:
How are advertisements used to persuade us?
We have explored techniques which advertisers use to attract our attention and ensure that their messages stick in our memory.
We have learned that advertisers may:
- use a mix of facts and persuasive comment
- use humour to get us in a good mood;
- persuade us to imagine ourselves using their product;
- focus on the positive and ignore the negative.
- choose colours and particular fonts and size of writing to set a mood / for impact
- ask rhetorical questions to hook us in:
- How would you feel if you never had to tidy your room again?
- Do you want homework to be quick and simple?
- What if I said this would solve all your problems?
- Would you like to have the time of your life?
- appeal to our senses using adjectives such as:
- Velvety chocolate
- Delicious delights
- Fantastic football game
- Incredible taste
- Smooth, creamy caramel
- use bossy verbs (imperatives) like:
- use exaggerated language, full of adjectives and adverbs to paint an appealing picture.
- The holiday of a lifetime!
- This will change your life forever!
- Be amazed at what this can do for you!
- You will never be the same again!
- use alliteration, rhyme or a play on words to create memorable slogans:
- Live life to the max!
- Have the time of your life!
- Super Soft Sand!
- Magnificent mountains!
- Beautiful balmy beaches!
Year 4 students then each used what they had learned to write an advertisement of their own!
Enjoy sharing some of the advertisements which students in Year 4 have created, in the flipbook below.
During our Literacy blocks, Year 4 has been having fun reading newspapers.
We have learned that media messages are constructed with specific purposes in mind. We have taken time to compare tabloid newspapers with national and regional newspapers to answer five key questions:
- Who created this message?
- What techniques are used to attract my attention?
- How might different people understand this message differently from me?
- What points of view are shown or omitted from this message?
- Why has the article been written? What is its purpose?
In answering some of these questions we have started to critically analyse:
- the structure of newspapers
- the use of colour(and reverse print), font and size of font
- the techniques which are used to gain maximum impact and hook readers in.
- the difference between fact and opinion which we find in articles
- bias shown in articles written– we have found that articles are written from a particular perspective and may not present a balanced viewpoint
- the amount of verbal and non-verbal communication which is used in the newspapers. (We have found that many of the pictures, graphics and cartoons which are placed in newspapers often convey important information.)
We have realised that:
- different people experience the same media message differently
- media messages have embedded values and points of view
Year 4 students have had great fun writing their own newspaper articles based on a fairytale or nursery rhyme. They have written their newspaper articles from a particular point of view, introducing a bit of humour to their writing. Olivia has published her writing, with more entertaining examples from other students, to follow.
Inquiry based learning
Students in Year 4 have become actively involved in inquiry based learning which has facilitated opportunities for them to utilise higher order thinking skills to analyse, synthesize and manipulate knowledge. They have pursued the areas about which they would like to learn. Some of the fascinating questions which they have asked and under which they are conducting their own research, will be shared in due course.
To ‘tune students in,’ a variety of ‘artefacts’ in the form of actual objects or photos of objects were made available. These objects included stickers and stamps, old mobile and dial phones, tuning forks, radios, braille, television sets (old and new), iPods and iPads, totem poles, tsunami warning systems, semaphore flags, xrays, an old record player, postcards, traffic signs, a fax machine, video tapes and audio tapes (amongst other things).
Making connections and creating a main study question
The girls in Year 4 used their problem-solving and critical thinking skills to make connections between the objects and then came up with key words, relating to the artefacts. The two keywords they produced were, ‘technology’ and ‘communication’. They realised that the objects were all related to technology in one form or another and all of the objects were able to assist in communicating information.
Students then collaboratively created the ‘main study question’ which has driven the direction of their research for the term.
Some of the interesting questions which have followed include the following:
- What is communication?
- What is technology?
- Why do people communicate?
- How do people communicate (verbal/non-verbal)?
- How has communication changed over time?
- What are the implications (+/-) of using modern technology to communicate?
- Where do these artefacts and visuals fit on a time line? ( Historical perspective).
- What are the positive and negative impacts of technology on communication
- What techniques are used to communicate a point of view? (fact/opinion)
Skills which students are learning incidentally whilst embarking on their inquiry include:
- Reading: identifying the key concepts and authors’ points of view.
- Inquiry: learning to follow the ‘information process’ in defining a problem, locating and selecting data; analysing, recording and organising, processing and assessing to take action.
- Teamwork: listening, considering others’ ideas, encouraging, providing coaching, affirming, questioning, cooperating, demonstrating individual responsibility, engaging in dialogue
- Project Management: setting goals, agreeing on tasks and roles, meeting deadlines, prioritising tasks