Year 5

Image above: Front L to R: Ben, Stef, Celeste. Back L to R: Cat, John.

Term 1 2020

The Year 5 Team

There are five Year 5 classes this year. 

5A - Celeste Grifa -

5B - John Giles - (Term 1)

5B - Svetlana Blagojevic - (Term 2 onwards)

5C - Ben Lepore - (Every day except Tuesdays)

5C - Mark Quinn - (Tuesdays)

5D - Catherine Coley - 

5E - Stefan Condello -

You are always welcome to meet with a Year 5 member of staff should you have any concerns or queries throughout the year. Please contact us via the email addresses listed above in order to organise a mutually convenient time to meet. 


The Lower FLEX and its learning spaces

Year 5 students have the opportunity to learn in a fantastic 21st century learning space this year. The lower FLEX will initially be split into 5 learning spaces which will be the students’ designated homegroup areas. Students and their home groups will rotate between these spaces each term, providing the opportunity to learn in each area throughout the year.

Whilst students are allocated to a homegroup and teacher, where much of their learning will take place, the Year 5 team take on joint responsibility for the academic and social development of all Year 5 students. Throughout the year, students from each homegroup will work in Literacy and Numeracy groups where they will find themselves working with students and teachers from other Year 5 homegroups. This ability to access a variety of teaching staff allows the children to learn from multiple sources and develop their interpersonal and collaborative skills. This team-teaching approach allows us to target students at all learning abilities more effectively and provides the opportunity to conference with students one-on-one more regularly in order to support them to achieve their learning goals. 

Term 1 Curriculum

We will begin the term settling into our homegroups and establishing learning routines consistent with the FLEX Essential Agreements developed by students. Our focus will turn to explore our overarching concept, Global Citizenship, which will be explored through the context of sustainability. 


In Writing, students will establish their Writer’s Notebooks, using their entries to organise and develop their ideas for writing. Students will take part in Writer’s Workshops focusing on using the writing process to develop their narrative and persuasive writing skills in preparation for NAPLAN in term 2. 


In Reading, students will study the authors’ use of vocabulary, identifying interesting words and inferring their meaning by identifying context clues.  Students will develop their ability to identify and infer the meaning of various forms of figurative language recognising the similarities and differences between similes, metaphors, idioms, personification, and hyperbole. Scaffolding will be provided to support students to incorporate their extended vocabulary and figurative language skills into their own writing craft to enhance its level of sophistication. 


In Numeracy, the key focus will be on further developing student skills in Number, beginning with decimal and whole number Place Value, Addition and Subtraction then concluding the term with a unit on Multiplication and Division. Students will work on developing a deeper understanding of number through manipulating and renaming numbers, developing strategies which support mental computation and developing the accuracy and fluency of basic number facts. 


In Inquiry, the key focus will be students developing their understanding of their role within the world as a global citizen. Students will investigate the sustainability practices of North Melbourne Primary and the wider community with the intent of improving and creating a more sustainable future. Students will visit the Water Waste Treatment Plant in Werribee to view first hand the treatment process and to understand the magnitude of waste that is created by our community.


In Science, students will study the scientific process and how we use this in our daily lives. Students will recognise they themselves are scientists researching specific scientific understandings, discoveries and inventions that are used to inform personal and community decisions. Students will actively propose solutions that could directly affect people’s lives.

Homework expectations

Upon settling back into a school routine, students will be introduced to the homework expectations for the year. Tasks will include a combination of Literacy and Numeracy activities to be submitted weekly. The tasks will be an extension of work being conducted at school and will generally not exceed one hour per week. In addition to this, students’ homework routines should include at least 30 minutes of daily independent reading.