Welcome to Week 9

Stage 3 stars...once again, thank you for all the amazing work you have been

completing! We are in awe of all the work you have been completing, some

together, most independently😊

A special message from us to you this week...

While we are not in the classroom, we are merely waiting in the wings until it is safe enough to be back

in the classroom. We feel a little lost without you, you are our purpose for

being teachers... we look forward to seeing you soon! Helpful Reminders and Things to Consider:

• Recommended Learning Times (per day for Stage 3) - Religion

20mins, English 45-60mins, Maths 30-45mins and other KLAs 1-1.5hrs

including Religion.

• English & Math Groups - You will have received a booklet from your

English teacher and Math teacher.

• Weblinks - To access, go to website link, hold ctrl and click on

(enter) underlined word/s

• Optional Extras: PE with Joe, Yoga for kids - SISA Yoga

Lessons, Mindfulness Colouring and/or play a board game with your

family. Keep these extra activities handy in your pack, you may be able to

use them another time.

• REMINDERS:

• WATCH POWERPOINTS WITH VIDEOS EXPLAINING TASKS

o Simply, try your best.

o You don’t have to complete everything; this is a guide only –

you may have something else you have found to do...

o If you have any questions or concerns email your teacher/s.

o AND.... take time to do something you enjoy 😊

Stage 3 - Term 3 Week 9

NOTE-Please see school Website for instructions, digital copies of booklets with links for various activities https://ololhomelearning.weebly.com/

Monday Tuesday Wednesday Thursday FRIDAY

ENGLISH ENGLISH ENGLISH ENGLISH ENGLISH

ENGLISH GROUPS

Reading & Spelling

• Refer to your English

group timetable

Writing

• Sustainability Action

Plan

ENGLISH GROUPS

Reading & Spelling

• Refer to your English

group timetable

Writing

• Sustainability Action

Plan

ENGLISH GROUPS

Reading & Spelling

• Refer to your English

group timetable

Writing

• Sustainability Action

Plan

ENGLISH GROUPS

Reading & Spelling

• Refer to your English group

timetable

Writing

• Sustainability Action Plan

ENGLISH GROUPS

Reading & Spelling

• Refer to your English group

timetable

Writing

• Sustainability Action Plan

MATHETMATICS MATHEMATICS MATHEMATICS MATHEMATICS MATHEMATICS

MATH GROUPS

• Refer to your Math

group timetable.

MATH GROUPS

• Refer to your Math

group timetable.

MATH GROUPS

• Refer to your Math

group timetable.

MATH GROUPS

• Refer to your Math group

timetable.

MATH GROUPS

• Refer to your Math group

timetable.

Religion Religion Religion Religion Religion

• Weekly Activity -

• Rituals Watch Video

and activity 1

• Wellbeing Activity

* Activity 2 and 3

• Weekly Activity - Activity 4

• Wellbeing Activity

* Activity 5, 6 and reflection

• Weekly Activity -

• End of Week Formative

Assessment Wk 9

Library

• Activity Shared by Mrs

Graham

Geography

Everyday Life in a country

in Asia-Activity

PDHPE

• Activity shared by Mrs.

Stuart

• Stage 3 PDHPE

Assessment Project (2

weeks to complete)

Science

• Keeping Safe in a Natural Disaster

(RECEIVED INFORMATION ON

SCIENCE LAST WEEK)

Aboriginal Studies

• Activity shared by Ms.

Huntriss.

Enrichment Activities

• Creative ” How to draw a car

https://www.youtube.com/watch?v=

Dqxesak1ESI

Physical Activity

-Go outside and move

-Online - PE with Joe OR Just Dance

• See ‘Extra Activities’ on Weebly for the Lego Challenge,

Non-Screen Time activities and some more PE activities. • Listen and dance to music.

• Phone a friend or family member.

• Create an artwork and share on Seesaw

English Writing - Sustainability Action Plan

Our English focus for Term 3 is PERSUASION.

During our English (writing) lessons in our own classrooms, we were learning about and involved in persuasive

speaking, with a particular focus on debating. Now that we are learning from home our focus is going to shift to

persuasive writing.

Prior to home learning starting, some teachers met as part of the school Environmental Committee. Karen

shared a great initiative focused on becoming a greener school and a sustainability action plan.

We will be completing activities relating to this action plan. When we return to school, we will be putting this

plan into action! To help with this, we (Stage 3) will share some of our work samples to encourage all students

and staff at OLOL to be part of the project.

Please... share your work samples (return to school / email / upload to Seesaw).

OLOL... A GREENER School!

English Writing - Sustainability Action Plan

Week Monday & Tuesday Wednesday, Thursday & Friday

9 Waste & Litter Campaigns – Summary

There are campaigns available to

encourage people to be warriors of war

on waste.

Some of these are:

• Return and earn NSW

https://returnandearn.org.au/

• Clean up Australia

https://www.cleanup.org.au/schools

• Mobile muster

https://www.mobilemuster.com.au/

• Take 3 for the sea

https://www.take3.org/

• National recycling week

https://recyclingnearyou.com.au/natio

nalrecyclingweek/about

TASK 1: Create a table summarising

these litter campaigns OR use activity

sheet provided.

Task 2: If you could be a part of one of

the campaigns, which one would you

choose and why?

Campaign Leader

You have been selected to the leader of one of the campaigns you

researched yesterday... if you could choose, what one would it be?

TASK 1:

Create a television commercial for the campaign of your choice (or another

creative campaign of your choice - PowerPoint presentation, poster...).

Things to consider:

• What is your favourite commercial? Why is it your favourite?

o Does it include a catchy jingle?

o Is it informative?

o Does it have cool graphics?

o Or include practical ideas?

• Reflect upon all tasks you have completed in Weeks 7 and 8 as well,

can you add some of this learning to your commercial:

o Explain what waste is and reason why there is a need for a

sustainable action plan.

o Share facts and figures relating to war on waste.

o Useful ideas for how to be a waste warrior – better at reducing,

reusing and recycling.

TASK 2:

Share your commercial with family and friends, your class and/or

Mrs. Henderson and Karen.

MONDAY & TUESDAY - Summary

Campaign Focus/Purpose Interesting Information

(Facts & Initiatives)

Return & Earn NSW

Clean Up Australia

Mobile Cluster

Take 3 for the Sea

National Recycling

Week

Name:

Library Monday

Stage 3 Week 9 Citing Websites

Watch this video: https://youtu.be/rNWVasS7j1c

Now you are ready to make one yourself:

Go to https://www.birdlife.org.au/bird-profile/tawny-

frogmouth and cite this in the proper format,

The table is just for you to organise the information before you write it out in a sentence like format.

Last name, first name of author

“title of page”

Name of Website

Date you visited

URL

Now write it out like we did in the video. Just all that information with commas between them:

Last name, first name, “title of page”, name of website, date you visited it, URL (web address)

One more to do: https://www.britannica.com/animal/redback

The table is just for you to organise the information before you write it out in a sentence like format.

Last name, first name of author

“title of page”

Name of Website

Date you visited

URL

Now write it out like we did in the video. Just all that information with commas between them:

Last name, first name, “title of page”, name of website, date you visited it, URL (web address)

Stage 3 Sacraments –

Term 3 Week 9

This document contains two learning experiences over one week.

For these learning experiences there are a number of activities outlined. You do not have

to do all the activities, pick a number of activities that will help your children to

successfully complete the learning intention. 

Sacred Space

Set up/change a small sacred space near your home learning area. We have returned

to ordinary time in the Church’s calendar. Ordinary Time refers to those periods that fall

outside of the major liturgical seasons, yet Ordinary Time is far from unimportant or

uninteresting. During this time, we use GREEN as our liturgical colour. Things you may like

to include:

• Cross • Bible • Candle • Holy picture

You may like to draw a picture that you could place in this space if you have no pictures.

Each day, before you begin you home learning, light a candle (with help from an adult)

and say your school prayer, remembering that you are still part of the school and your

friends and schoolmates are saying the prayer with you.

Week 9 – “Rituals”

Learning Intention:

• Students will be able to name and describe the specific rituals

involved in the Sacraments of service.

MONDAY ACTIVITY

• As you watch the video:

1. Make a list of words you think are important to the Sacrament

of Marriage.

2. The ritual of Marriage is identified in this video, listen for it and

note down the information.

https://video.link/w/X6M5c

Activities: MONDAY ACTIVITY

1. Using the following websites, identify the 4 main parts of a Catholic

Wedding ceremony.

http://www.catholicweddinghelp.com/topics/order-wedding-with-

mass.htm

https://www.catholicaustralia.com.au/the-sacraments/marriage

TUESDAY ACTIVITY

2. Define the word “Ritual”.

3. Read Marriage Ritual. Make a poster showing the 4 parts to the

Marriage Ritual. You may use any form you like non-digital or digital to

make the poster.

WEDNESDAY ACTIVITY

4. Ask a family member if they have their marriage booklet. See if you

can identify the main parts of a Catholic wedding ceremony and the

marriage ritual. If it was not a Catholic wedding compare it to a Catholic

ceremony to see similarities and differences.

• Watch the video about Holy Orders.

https://video.link/w/sFM5c

I wonder…….  

• why would someone want to become a Priest? 

• what is the importance of ordination?

• what happens in an ordination? Note to parents: I Wonder questions are conversation starters, there is no right or wrong answer,

the point is to have your child think deeper. You are asking them what they think the answer is. 

Activities: THURSDAY ACTIVITY

5. Read through the Powerpoint about the content and meaning of

the Rite of Ordination

https://mncatholic.sharepoint.com/:p:/s/TOLP/EQuIBkAmj1BMiyRYs20E

V8sBfNQn57vd_fkkgJ5c_9PoXg?e=pwhfbd

6. Create a graphic organiser using something similar to Canva to

summarise the main information about the rituals of the Sacraments of

Service.

Reflection:  FRIDAY ACTIVITY  

Participate in this 3 minute retreat.

https://www.loyolapress.com/3-minute-retreats-daily-online-prayer/

Don’t forget to complete the Week 9 Formative activity that

encourages you to reflect on your learning this week and

apply the knowledge you have gained.

Week 9 FRIDAY

Complete this at the end of the Week 9 activities.  

TUESDAY

THURSDAY

Science: Term 3 Weeks 8, 9 & 10

Natural Disasters Inquiry Task

Learning Intention

• Identify the effects of a historical natural disaster on the environment and

a community.

• Explain how you can keep safe in the event of a natural disaster.

• Explore how this natural disaster could have been managed differently.

Success Criteria

• Develop questions to research about the historical natural disaster.

• Collect information about the natural disaster from a variety of sources.

• Explore how this natural disaster could have been managed differently.

• Evaluate the usefulness of information.

• Communicate your findings, like a geologist.

YOUR TASK:

Tuning In

Imagine that you are an investigative newspaper reporter, living in a disaster-

prone country. One day, the unthinkable happens: a terrible natural disaster hits

your city, with disastrous consequences. As a journalist, it is your job to inform the

public about this terrible event.

Independent Task

Choose a major natural disaster that has occurred somewhere in the world

during the 20th or 21st century. Research this event and present your findings as a

detailed newspaper article.

• The following is a suggestion for how to do this, how to break the task

down and complete a little each week (rather than leaving everything to

week 10 !)

WEEK 8

To complete the first part of this task (researching), you will need to apply an

inquiry approach of gathering information. This involves:

• developing questions to research about your earthquake e.g. When and

where did the earthquake occur? How serious was it? How was the city

and its population affected?

• collecting information about your earthquake from a range of primary

and secondary sources, and recording it (in dot-point form) using the

graphic organiser provided

• evaluating the usefulness of the information you have collected, and

selecting which information will be included in your newspaper article

• communicating your findings, using geographical terminology,

appropriate vocabulary and other visual representations of data e.g.

graphs, tables and maps.

WEEK 9

To complete the second part of this task (presenting), you will need to

understand how newspaper articles are structured. This includes:

• Headline - a short, attention-getting statement about the event

• Byline - the author’s name

• Lead Paragraph - contains the main information of the event

• Body Paragraphs - contain additional, more detailed information about

event

• Quotes - personal comments from people affected by the event

• Concluding Paragraph - contains a brief summary of the event.

WEEK 10

Complete any outstanding work.

Share completed work with your Teacher/s and present to your classmates.

How to share...

• Read your newspaper article aloud, record and save as a new journal

entry on Seesaw (click on journal, +add icon).

• When reading imagine you are presenting this on the evening news - read

accurately, fluently and with expression.

Research Graphic Organiser The natural disaster I have chosen is: ______________________________________________

Main Information Additional Information

Quotes List of Sources

Newspaper Article Planning Sheet

Byline:

Lead Paragraph:

Body Paragraphs (including quotes):

Conclusion:

Optional Extra activity Stage 3 PE project: Term 3 Weeks 9 and 10

Return to your class teacher at the end of week 10 This term, in Physical Education (PE) we have been learning about the skills required to participate in sports that require “invasion” skills. Think of games like basketball, netball, soccer, AFL etc. Where players have a ball and have to avoid other players to score points. This task is mandatory and MUST be completed. Ok, it is time to be creative. Can you develop a game at home? In your yard or lounge room. Think of a game that you can play in a team or by yourself against someone else. There must be two teams. Ideas include having two washing baskets set up, a soft toy as a ball, the mat as the playing space and the aim is the get the toy into the washing basket while the opposite team stops you by stealing the toy. Or make it similar with a balloon, but the balloon can’t hit the ground. Think about the rules, can you run or not run with the toy? If the toy handed over once it hits the floor? TASK: Students create an ‘invasion game’. The game must include skills covered in the unit of work. Students write up, draw a diagram, explain and play the game with the class/group, demonstrating the skills needed to play successfully. This can be presented by either creating a video, a powerpoint or on paper.   Criteria:  The game created should include: 

• throwing, kicking, batting or passing a ball or other item  • catching/receiving the ball or item with hands, bat, racquet or

feet  • movement around a defined space  • attackers and defenders  • the need for attackers to invade a space and defenders to

defender their space, or prevent/dodge attack  • the need for teamwork (this could be tricky in the home-setting, so

I will accept one person vs one other person) The instructions given should be: 

• written and explained clearly  • include helpful, labelled diagrams or video explanations

The skills that should be focussed on are:  • dodging  • change of direction  • travelling in multiple directions  • speed and agility  • spatial awareness  • change of speed  • anticipation (extension) – guessing where the ball or play

might go  Students will also complete a self and peer assessment using the above