Category Archives: 4A

Mt Evelyn Year 3/4 Camp

Dear Parents/Guardians,

The year 3/4 camp is fast approaching.

All children attending camp need to be at school between 8.30am – 8.45am. They will need to go to directly to their classrooms.


If you have identified your child as needing medication please bring this medication to Ms Kingsley (Room 42) or Ms Huntly (Room 37).

Student Clothing and Camp Items

Below is a list of items that you should bring to camp. Please put your name on everything and make sure that you have adequate rain gear. Camp activities can continue in the sunshine and the rain. Older, warm, comfortable clothes are preferable to fashionable ones.


  • Sleeping bag
  • Pillow


  • Waterproof raincoat is essential (nylon jackets, sweatshirts, and fleeces are NOT waterproof)
  • Warm Jacket
  • 5 x Shirts (including long sleeves)
  • 3 x Warm Jumpers/Windcheaters
  • 3 x Long Pants (Tracksuit pants, Cargo Pants etc.)
  • 6 x Pairs of Socks
  • 6 x changes of underwear
  • 1 pair of pyjamas
  • 1 pair of runners
  • 1 pair of boots – such as gum boots (suitable for wet weather)
  • 1 pair of thongs (for showers only)
  • Beanie
  • Gloves (optional)
  • Scarf (optional)


  • Plastic Refillable Water Bottle
  • Bath towel
  • Personal toiletries (toothbrush, toothpaste, soap, shampoo, hair brush)
  • Tissues or handkerchiefs
  • Torch
  • 4 x plastic bags for dirty clothes


  • Money
  • Mobile phones, iPads and iPods or computer games

Student Camp Program

If you have any further questions please see your child’s teacher.


Year 3/4 Team


Term 2 Health and PE

Hi all,

In Health and PE this term, we have been focussing our learning on soccer skills. In soccer, we are learning the correct kicking techniques when passing to our team members and scoring goals. It’s so much fun to learn new skills and games we like to play at break times. I can’t wait to see what sport we’re learning next! Watch this space!


Mr Muscari and Ms Abbas


UN Sustainable Development Goals

The sustainable development of our world must meet the needs of the present without compromising the survival of future generations to meet their own needs.

We are challenged to ‘Transform our world’ after investigating the UN sustainable development goals.

How can you make a difference?

Exporing our community

Can we please ask that all students who bring their own iPad to school download the free Apple Apps Keynote, Pages and Numbers as we will be using these to enhance our learning.

4A Welcome Back To Term 2

We have enjoyed our first week back in term 2 learning about Anzac day. We have been exploring our provocations about survival nd the United Nations Sustainable Development Goals. We will be continuing to work on this through out term 2.

Listen to some of our classmates describing what Anzac Day means for them.
4A Anzac Day

On Thursday at assembly, Isabella laid a wreath, on behalf of our classes to pay our respects to the Anzacs.

Commemorating Anzac Day

ACPS held a whole school assembly to commemorate Anzac Day on Thursday 20 April. It was led by the Student Leadership Group who presented information on Anzac Day as well as personal poems and family stories relating to this day.

All classes created a wreath and these were presented by a class representative during the assembly. The school also paused to listen to the Ode, the Last Post and reflected during a one minute silence before ending the assembly by singing our national anthem.

Thank you to all the parents who attended this assembly. It was fantastic to see so many in the audience to support the student leaders and the school with the commemoration.

The students all did an amazing job of being respectful and calm during this important assembly of remembrance. Congratulations to them and our teachers as well for supporting our students.

How do you commemorate Anzac Day?

4A’s Amazing Learning

In 4A we have been learning lots of new things. Our big idea this term has been identities are continually changing and are influenced by place, space and time.

In Maths, we have learning about place value, recording numbers in various ways and renaming numbers. On Fridays we chanllenge ourselves with automatic recall of multiplication and division facts. We are improving each week.

In Reading, we have been learning about read and respond. Read and respond is when you read, think and respond. We have also been learning about questions to ask while reading. Questions about the text, authors purpose, monitoring yourself, inferring, summarising and main idea and connections to the text.

In Writing, we have been learning about the different types of texts, narratives and poems. sizzling starts. They help us with free writing sessions and Write On Time. We have also been learning about the writing process and giving feedback.

In CBL, our challenge has been to celebrate identity and culture. We are planning a multicultural day with our prep buddies as our solution.

In Buddies, we have been positive role models by working in teams, using our imaginations and supporting our buddies to do well at school.


It has been a fantastic beginning to the school year with many happy and excited faces eager to join in and participate in PE. During Term 1 students at Aitken Creek Primary School in years 3 and 4 participated in a weekly one hour tennis program directed by the Hume Tennis Centre in Craigieburn.

Through the participation of the program students learnt about gameplay, the rules of tennis and the different hitting technique they use being the forearm and backhand. They have done a great job and demonstrated our school values of respect, achievement, teamwork and responsibility  whilst out of school grounds.                                                                   


Well done grade 3 and 4!

CBL Experiments

As part of CBL, many students were interested in learning about the theory of evolution and how animals change and adapt to their environment. To further understand this concept, we participated in two experiments which looked at the idea of ‘survival of the fittest’.

In our first experiment, we were put into groups and given a different ‘beak’ to use to try and pick up seeds. One of the beaks was a knife, one was a fork, one was a spoon, another was our hand without our thumb, and the last one was our whole hand. We were given 2 minutes to pick up as many seeds as we could with our ‘beak’. At the end of the 2 minutes we counted up our seeds and the group with the least seeds ‘died’ because they did not have enough to eat (the weak species). We kept doing this until only one, fittest, species survived. Can you guess which one that was?



One of the experiments was very tasty when students had to pretend they were birds looking for different coloured insects (M&Ms) in different coloured environments (plates of skittles). Through this experiment we learnt that if animals can camouflage into their environment they have a better chance of surviving and helping their species to continue, whereas the other animals will be found and eaten. At the end of the experiment we got to eat our M&Ms and Skittles…but not until it was the end of the day so we weren’t bouncing off the classroom walls!


‘I’ Messages

When we met with our Buddies recently, we looked at ‘cool’ ways to tell someone what we are feeling when we are upset.

Not sure what we mean by ‘cool’? Well, as part of ‘Stop, Think, Do’ we have learnt that when problems occur in our lives we can choose to act in a cool, weak or aggro way. You can see what each one means by looking at the picture below.


In order to act in a cool way when we are upset, we should use ‘I’ messages and tell someone what we are feeling and what we need to make us feel better. When we do this, we avoid blaming people and begin to offer suggestions for how problems could be solved instead.

With our buddies, we were given different situations that might happen in our lives where we could use ‘I’ messages and respond in a ‘cool’ way.






Visualising and Mapping a Setting

When we started reading the BFG for the Global Read Aloud, we listened to the story and took notes when we heard Roald Dahl describe the village Sophie came from and the landscape she travelled across with the Big Friendly Giant.

He used lovely descriptive language such as ‘They were in a country of thick forests and rushing rivers’,’…hills as bare as concrete’ and ‘dead trees stood everywhere like skeletons.’

Using the notes we took, we visualised how the setting might have looked and drew our mental image down onto paper. We then put this image onto graph paper to turn it into a map. When creating our map, we needed to add some key features:
– a scale
– a compass
– grid references for the x-axis and y-axis

Below are some samples of our work.