Prep | Year 5 News

Coming Up in Year 5

Central Idea: Human response to change shapes society


Weeks 4&5: Where we are in place and time

  • Collaborative research and presentations

Week 6: Who we are

  • Strategies that enhance health, safety & wellbeing (causation)


Week 4-6: Problem solving; Time



Weeks 4-6: Imaginative Texts: Historical Narratives


Weeks 4-6: Jackie French author study

How does setting help shape a narrative? 

How does the author’s choice of different plot structures impact the story?

Parent Expertise and Contribution

We are fortunate at Trinity Prep to have parents that work in a wide variety of industries and professions. In the past, Units of Inquiry have been enriched by having parents come in to speak to the boys or provide learning experiences that relate to their area of expertise. 

If you are interested in adding your name to a list for the Pre-Kindergarten to Year 6 teachers to access during the planning phase of each unit, and contact you to see if you’re available to share your expertise with the boys, please complete this form.

Thank you for your continued support in enriching the learning opportunities for our students.

Mrs K Hitz-Morton | Director of Early Learning and Primary Curriculum

Bathurst Overnight Excursion

By Nicholas, Elijah and Aaron

In Term 1, Year 5 was sent on an overnight excursion to Bathurst. Although the weather wasn’t exactly what we’d hoped for, it didn’t stop us from learning new things and having a great time. On the way to Bathurst, we stopped for a short break at Echo Point Lookout in The Blue Mountains. Unfortunately, we had to imagine the beautiful, blue sky that overlooked the three sisters, as it was too foggy that morning to see anything at all. It gave us all a bit of a laugh.

We then stayed on to explore Katoomba where Scenic World is located. We went there to go on three rides. The first one was The Scenic Cableway where we headed down through different levels of the bush and rainforest. The next ride was The Scenic Railway, the world’s steepest railway. It was almost like we were going straight down. It went so fast that we were screaming and shouting. Last but not least was The Scenic Skyway, another cable car but with views of the valley and waterfalls. Following the heavy rainfall of previous weeks, Katoomba Falls was raging! It was amazing.

After this big day of adventure, we finally arrived at Heritage Park Bathurst, which would be our home base for our trip. Year 5 boys eagerly unloaded their luggage and were told their cabin groups: the most anticipated moment of our overnight experience. We had the best time bonding with other students at night, two nights in a row. During our time at Heritage Park, we did many fun activities like learning the Wiradjuri Aboriginal Language and Culture, Whip Cracking and having our meals.

On our second day, we visited the historic town of Hill End. We all had a chance to try our luck at gold panning. We stood by a river with a pan and filled the pan with dirt. We washed all the dirt away to see if there were any specks of gold. The instructor taught us that we had to swirl and shift the rocks and dirt for the gold to sink so it could be visible for us to keep. Only a few of us found gold, but we all had fun and got nice and muddy. When we went to the Bald Hill Mine, the man at the front told us that gold was usually in quartz veins. Despite great effort in digging through all of the quartz, this mine had no gold even though the mine right next to it was rich in gold.

This trip was definitely one to remember for Year 5. Personally, it gave us time to take risks, develop our friendships and work on our independence. It also gave us a first-hand look at the impact colonisation, exploration and mining has had on our society’s development, its people and the environment. But most importantly, we had a great time.

Despite the weather, the Year 5 boys enjoyed a great adventure in the Blue Mountains and Bathurst region

Unit of Inquiry: Where we are in place and time

The students in Year 5 have continued their inquiry into significant people and events. By exploring the concepts of causation, perspective and change we have been considering how the human response to significant events has shaped societies. We have collaboratively explored and compared how our individual and shared values, perspectives and mindsets shape our decisions and actions, particularly through Covid-19 and the Spanish Flu, and the Australian Gold Rush. By engaging with primary sources through interviews and research, historical literature and by using research skills, the boys have identified and analysed different perspectives and lived experiences, and reflected on how we view events of the past through evolved values and beliefs. The boys then applied this research format to share how other significant events of their choice have shaped societies. These included World Wars, the invention of computers, Women’s Suffrage, and the Industrial Revolution. We look forward to their presentations next week. 

In STEAM we have inquired through the PYP Concept of ‘Function’ to investigate how binary (0 & 1) is used in computer science to represent numbers and letters. This has helped students reflect on how the development of binary has led to the computers we use today. Some of the Year 5’s chose to use their research skills to find out more about significant individuals who have shaped our society.


When you think of a character in a book, how often do you think of the setting? Unbeknownst to most readers, many authors reveal personalities and feelings to characterise their settings. Year 5 have been exploring how the author Jackie French uses literary devices to characterise the settings in her books. We have identified how she uses similes, metaphors and personification to make her settings linger with the reader and bring depth to her stories. Our next step is to model our writing off these mentor texts to characterise the settings in our own stories. Year 5 will also be working on how we develop ideas and plot structures in the planning process. Students will collaboratively construct multiple storylines from a single writing prompt before deciding the best story to continue writing. We will also utilise our understanding from our previous UOI to write our own historical fiction texts. Watch this space for updates on how our authors are coming along on their writing journey. 


In Mathematics over the last few weeks, the boys have been inquiring into different strategies for the four operations of multiplication, division, addition and subtraction. They have also undertaken a longer project which focussed on the practical application of these strategies in real life contexts. Many of the boys were quite surprised at the level of thought that needed to go into planning the ultimate four-day long weekend. The boys have worked hard to be able to adjust their plans to fit a budget, making decisions that are both practical, enjoyable, and affordable. To make the project fit with our current context, they were limited to staying at locations within Australia. This could be a really valuable conversation to have with your son prior to going on your next holiday. Talk to them about what the planned budget is and the different things that you need to include. Many of the boys were particularly shocked at how the cost of food can add up very quickly. We will be further exploring these concepts in the coming weeks as well as beginning a more in depth look at time. 


In the first week of Term 2, all boys reflected on their Term 1 Mandarin goals and established their Term 2 goals involving Learning Profiles and Approach to Learning Skills.

This term’s unit is a collaborative unit linking to the UOI: How We Express Ourselves. Boys will be inquiring into various forms of expressions in Chinese culture, including painting, martial arts, and Tai Chi movements etc. What’s more, boys will enrich their cultural understanding and expressions in other specialist lessons including Arts, PE and perhaps Music, to make this unit a real transdisciplinary unit.

To start the unit, boys compared Eastern culture and Western culture using German and Chinese as an example. They analysed a range of cultural expression infographics and shared their point of views. It was good to see the boys learning from each other and others’ perspectives, which is a valuable trait of being a global citizen. Boys then chose two cultures and created their own infographics and captions to show the comparisons. Here they used Thinking Skills and Research Skills.

Canvas activities and SeeSaw posts have been used by students to reflect and share their learning. They think about the learning they have inquired into or discovered, as well as the Learning Profiles and Approach to Learning Skills they have applied in Mandarin lessons.


The boys in Year Five have been playing movement games to improve their ability to aurally recognise melodic structure. They have thoroughly enjoyed these activities and have also experimented with playing melodies on xylophones. As an extension, the boys have tried to sequence melodies up and down on their tuned percussion instruments. Sequencing is a popular musical tool which can be found in all forms of music, including both classical and contemporary. Students have learnt to write the melodies on manuscript paper. 

During all these lessons we have practised our thinking skills by discussing listening repertoire. We have also developed our communication skills by using musical symbols to portray our ideas. I have been very impressed by the boys’ ability to support and help each other with their learning. 

Nicole Smeulders | Music Teacher

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