smithfield west public school - smithfielw-p.schools.nsw

NSW Department of Education

education.nsw.gov.au

Smithfield West Public School Stage 2 Remote Learning Plan – Term 3 Week 8, 2021

● Hi Stage 2 students and family members. Welcome to Week 8 of

Remote learning. The term is moving along quite quickly. You should

have received your pack last week

● Remember to post pictures of your work in the appropriate manner

and correct location in Google classroom. This is under the

assignment your teacher has created for the day which you can find under CLASSWORK.

● All work should be completed online as devices went out to those needing them. Unless instructed to

complete work in a workbook, PLEASE submit all work online

● You are welcome to use your class Stream on Google Classroom to communicate with your teacher

and friends, however, remember that what you write can be seen by all and must only be positive and

polite. Your teacher will post a message to your class on Google Classroom for you to reply to so we

can check your internet connection. Please read what you teacher writes very carefully

● Please ask your parents to call the school office on 0459 861 534 and leave a message if they need to

speak to your teacher and we will call them back from our homes

● DO THE BEST YOU CAN AND KEEP CHECKING GOOGLE CLASSROOM FOR MESSAGES FROM YOUR

TEACHER

● Take care, Mrs Papadatos, Miss Chand, Mrs Cahill, Mr Kirby, Miss Ida, Mrs Gee, Ms Palmer,

Miss Reddy and Miss Novak

© NSW Department of Education, Jul-212

Additional activities for the week

Please complete these activities when you complete all your work before 3 pm. Remember though, you must complete all your work to a high standard and during school hours before attempting these activities.

● StudyLadder ● Read a book for 20 minutes each day ● Practise your multiplication facts each day ● Use your problem solving skills to complete Mission Motherboard https://pbskids.org/cyberchase/games/quest-

1-mission-motherboard

● Work with an adult to prepare yourself a healthy lunch and describe what it is, how you made it and also draw a picture of it. Upload a picture to the Classroom STREAM

● Write a letter to your teacher about what you are missing most about school ● Test your thinking and visuo-spatial skills and complete an interactive boggle game

https://wordshake.com/boggle (If you’re working from a pack find worksheet titled ‘Boggle game’)

https://pbskids.org/cyberchase/games/quest-1-mission-motherboard

https://pbskids.org/cyberchase/games/quest-1-mission-motherboard

https://wordshake.com/boggle

Monday

Remember to log on to Google classroom and type ‘I’m here’ under your classroom teacher’s comment at 9am.

Ms Palmer will be online today in the STEAM classroom. Classroom teachers will be offline during these times.

4C 10:00 am 11:00 am

4K 11:20 am – 12:20 pm

3F and 3N 2:00 pm – 3:00 pm

Reading

Learning intention: Experiment with punctuation to engage the reader and achieve purpose eg exclamation mark, hyphen and parentheses Last week for reading we focused on different punctuation markers that were used throughout a text and we were able to explain how this particular punctuation has helped the reader. So just to recap, punctuation markers help the reader in understanding the writer's intended message. Sometimes the use of punctuation makes it easier to read and comprehend the writer's ideas. Depending


on where they are placed or if they are used at all, commas, apostrophes, and other marks affect a sentence's message. Above is an image showing different punctuation markers we can use and examples on how it may look in a text. Today we are going to be focusing on ‘parentheses’ ( ) . This punctuation marker is used to set off extra information that further explains or clarifies an idea. They are used similarly to commas and hyphens when they also come in pairs.

An example of parentheses: Crustaceans - Around 1 300 species, including a number that are

commercially important (for example, some species of crabs and prawns).

On a keyboard these are the buttons needed to be pressed to reach the parenthese buttons on a keyboard. Activity:

1. Your task today is to complete the Parentheses cloze passage. You will need to insert a pair of parentheses in the following sentences.

2. Read a paragraph titled ‘Oceans’, then highlight punctuation marks by colour

coding them according to a grid. ----------------------------------------------------------->

If you’re working from a pack/Google classroom, your activity is titled ‘Stage 2 Monday Reading Week 8’

For further assistance please watch the instructional video provided on Google classroom

Writing

Learning intention: Write a paragraph incorporating pronouns, conjunctions and connectives

Read the presentation slides if you are not online. It revises clauses and how to join them using conjunctions. Complete the practise sentences contained in the slide presentation. If you are online watch the instructional video.


BREAK – 30 minutes

Spelling

Year 3 words Year 4 words

whom

who

then

when

why

close

bar

contact

read

foot

Theme words independent dependent clause quotation relative Additional words cumbersome rotund triumphantly fumbling

soar sore saw sale sail page stage image usage forage

advantage encourage heritage manage newsagency heated cooled melt freeze frozen


lead

minute

match

live

second

unsheathed croaked consequently prisoner

● Practise saying aloud each of the words

● Copy your words down on a piece of paper

● Alphabetical Order Activity for your Year Group

Mathematics - Year 3

Learning Intention: Place halves, quarters, thirds and eighths on number lines between 0 and 1 and beyond 1


Important vocabulary to remember: whole, part, equal parts, half, quarter, eighth, third, fifth, one-third, one-fifth, fractions, whole number, fractional part, number line, proper fraction, improper fraction, mixed numeral

Problem of the day: If Sally has ⅖ less of her chocolate bar than David who has 1 whole chocolate bar, how much does Sally have?

● We have been looking at fractions and where they are placed on a number line ● We know that if the numerator is smaller than the denominator the fraction is less than 1 (these

fractions are called proper fractions). If the numerator is larger than the denominator these fractions are called improper fractions)

0 1 This fraction is ⅘ - notice how it is less than 1

0

2 This fraction is 7/5 or 1 ⅖ - notice how it is more than 1

Task Your task is to complete the worksheet titled, ‘Year 3 Fractions Monday lesson - Week 8 ’ and colour in the corresponding fractions to match each


BREAK – 45 minutes Mathematics - Year 4

Learning Intention: Apply knowledge of decimals to record measurements (link back to length). Model, compare and represent decimals of up to two decimal places. State the place value of digits in decimal numbers of up to two decimal places

Problem of the day

Meera is 153cm tall. Write her height in metres using decimal notation.

Decimal Place Value

Watch the following video which explains the place value of decimal numbers. Our main focus is tenths and hundredths but you can

watch all the way through to also learn about thousandths. https://www.khanacademy.org/math/cc-fifth-grade-math/imp-place-value-

and-decimals/imp-decimal-place-value-intro/v/place-value-with-decimals

The following image highlights the place value columns we are examining today

https://www.khanacademy.org/math/cc-fifth-grade-math/imp-place-value-and-decimals/imp-decimal-place-value-intro/v/place-value-with-decimals

https://www.khanacademy.org/math/cc-fifth-grade-math/imp-place-value-and-decimals/imp-decimal-place-value-intro/v/place-value-with-decimals


Your task

Your job is to take the following numbers and write them out in expanded notation. An example has been completed for you based on

the above number 3 528.74. To write this number out in expanded notation (the sum of its parts), we write the following;

- 3000 + 500 + 20 + 8 + 7/10 + 4/100

The extension of your learning is to just include the decimal numbers as a fraction.

Write out the following numbers in expanded notation

1. 2.56 = 2. 12.4 = 3. 0.6 = 4. 0.05 = 5. 78.65 =

6. 312.06 = 7. 405.9 = 8. 2009.63 = 9. 3.213 = 10. 0.012 =

We use decimal numbers all the time in measurement. This allows us to accurately measure objects. If we are measuring in

centimetres (cm), not all objects will be exactly a whole number when measured in cm. We use millimetres (mm) for space in between

a whole cm. We can just as accurately measure objects using centimetres if we use decimal notation. 1 cm = 10 mm. This means that

each mm is 1/10 of a cm. We know from above that in dealing with tenths, this is our first decimal place. Thus, 12 mm will be equal to 1

whole cm and 2/10 of a cm. Written as decimal, this will be 1.2cm. (This will be explained in ZOOM if this is confusing for you)

Convert the following measurements from mm to cm.

1. 23mm = 2. 14mm = 3. 8mm = 4. 60mm = 5. 78mm =

6. 112mm = 7. 306mm = 8. 423mm = 9. 140mm = 10. 6.7mm =

Challenge

Find 5 objects from around your house that have a length of less than 30cm (the size of most rulers). If you have a ruler at home,

measure the object and record its length in both cm and mm. Include your findings below:

1.

2.

3.

4.

5.


Tuesday

No need to log on today!

Have a wonderful day and we

can’t wait to see the one

photo you will be uploading

tomorrow on the STREAM.

Wednesday


Reading

Learning intentions: Skim a text for overall message and scan for particular information eg headings, keywords Identify the features of online texts that enhance navigation Identify features of online texts that enhance readability including text, navigation, links, graphics and layout Identify and analyse the different organisational patterns and features to engage their audience Informative texts educate the reader about a specific topic.

Yesterday we revised the following terms: hyperlink, pop up, side bar, audio, view 360 tour and url. We also identified features of online texts that enhance navigation, for example: audio, drop down bars, interactive quizzes, videos etc. Even though we visited online sites to gather information, how do we know we can trust the information we read through research? Today’s lesson, you will look at reliable and unreliable websites. Reliable sources have links to verifiable, current evidence, unreliable sources do not. Reputable news articles usually link their sources within the paragraphs and the links should take the reader to the main source of information, which itself is also a reliable source.

Activity: 1. Comparing different websites, you will need to fill in the table discussing how they are different and how they are

the same? Which is more reliable and which isn't?


If you’re working from a pack/ Google classroom your activity for

today is titled, ‘Stage 2 Wednesday Week 8 Reading’.

For further assistance please watch the instructional

video provided on Google classroom.

Writing Learning intention: Write a paragraph incorporating pronouns, conjunctions, and connectives

View the lesson Presentation Video / read the presentation slides in your mailed pack

Task 1: complete the sentences using conjunctions found in the presentation slides

Task 2: Write a one paragraph summary of ‘The Cow tripped over the moon’ by by Tony Wilson and Laura Wood (If you are not online then you can use a short story you have read recently)

•Use your knowledge of conjunctions and how they can be selected to elaborate (adding detail to your sentences)

•Your summary must include at least 4 conjunctions

•There must be 1 example of a coordinating conjunction (FANBOYS) and 1 example of a coordinating conjunction (see slide for examples and when to use).

•Read and edit your writing to check for conjunction use and punctuation.

You can write your summary on the next slide or on a piece of paper.



Mathematics

Year 3

Learning intention: Place halves, quarters, thirds and eighths on number lines between 0 and 1 and beyond 1

Recognise and explain the relationship between the value of a unit fraction and its denominator

Important vocabulary to remember: whole, part, equal parts, half, quarter, eighth, third, fifth, one-third, one-fifth, fractions, whole number, fractional part, number line, proper fraction, improper fraction, mixed numeral


Problem of the day:

● Count by fifths until you get to the number 5 ● Look at the Powerpoint slide titled, ‘Wednesday Year 3 fractions’ and follow the instructions ● Remember to ‘turn in’ the Powerpoint if working online, otherwise complete the sheets

For further assistance please watch the instructional video provided on Google classroom Year 4

Learning intention: Use place value to partition decimals of up to two decimal places

Problem of the Day

If 58 out of 100 students in a school are boys, then write a decimal for the part of the school that consists of boys.

Partitioning Decimals

Just like whole numbers, we can partition decimal numbers in non-standard ways. For example, the decimal 0.43. In expanded form, this

would be represented as 0.43 = 4/10 + 3/100. We can however partition the values differently and represent this whole decimal as 43/100.

The trick in doing this is to look at the place value column a decimal number goes up to. We can then write this decimal number as a fraction

with a denominator that matches the place value column that our decimal number goes up to. (A little confusing and we will explain this on

ZOOM but look at the example below.)

The decimal 0.56 can be expanded to 5/10 + 6/100. If I was to put these together, my decimal number finishes at the hundredths column, so

my total fraction must be a number over a hundred = 56/100

Complete this table for the following decimal numbers (the first 3 have been completed as examples for you)

Decimal Number Expanded notation Decimal as a total fraction

0.85 8/10 + 5/100 85/100

1.36 1 + 3/10 + 6/100 1 36/100

0.247 2/10 + 4/100 + 7/1000 247/1000

0.6

0.27

0.64

14.02

63.68

0.235

0.204

1.023


Spelling - Copy out each of your words

- Write out your list of words from least number of letters to most amount of letters

- Complete the Crack the Code activity for your year group



Creative Arts – Dance The Elements of Dance

In dance the body is our primary instrument. How it moves in space is in the dance artist's way of communicating emotions, ideas and stories. In dance, movement can be broken into elements; - Space

- Time - Dynamics (Energy)

- Relationships (Body & Action)

Space: Where? This element is about how the dancer uses the space in various ways.

● levels ● direction ● pathways ● size ● self space and general space ● shape ● elevation ● distance

Time: When? Time is the rhythmic use of the body either to music, sound or voice.

● tempo - fast to slow, accelerate, decelerate ● rhythms ● accent - single movement, multiple movements, on

beat ● stillness ● duration - how long

Dynamics: How? Sometimes referred to as energy, dynamics is how the dancer moves in their space.

● tension - tight to loose ● flow - smooth to jagged ● force - strong to gentle ● weight - heavy to light

Relationship: Who? This is how we move by ourselves but also in relation to other dancers, performers and objects. Including how we connect body parts with ourselves and others, and proximity to others things and people in space.

● groupings - solo, group formation ● spatial - over, under, through, around, beside, in front

of, near, far ● interaction - mirror, meeting, parting, lead, follow ● connecting - body parts with self or others or objects

Your task: Watch the following dance clips and identify 5 things that you can identify within the performance that relate to the elements of dance. For example:


● grouping (how many people are performing), ● elevation (the different heights of performers throughout the dance), ● spatial (how the dance is spaced out on the stage), ● tempo (how fast or slow each movement is) ● interaction (how the dancers in the performance interact with each other) ● levels (different dancers at different heights throughout the performance) ● stillness (do the dancers stand still at any time)

Clip 1 - https://www.youtube.com/watch?v=HvzE4KsR1zE Clip 2 - https://www.youtube.com/watch?v=PJXdJAJ1OPc

https://www.youtube.com/watch?v=HvzE4KsR1zE

https://www.youtube.com/watch?v=PJXdJAJ1OPc

Thursday


Reading

Learning intention: Use comprehension strategies when reading texts Year 3

You will need the magazine titled, Countdown August 2021 (the text will be uploaded or included in your pack)

Text: Miss Tulip and the Forty-two Gnomes pages, 26-29

Answer the following comprehension questions. There is no need to post your answers on the CLASSROOM STREAM.

1. Where did Miss Tulip live and why was she famous? 2. What would Miss Tulip do while she was gardening? 3. Who was Mr Greenstone and why was he special? 4. What did Miss Tulip decide to do when she found out Mr Greenstone was missing? 5. Why did Mr Greenstone go missing? 6. What happened when Miss Tulip woke up the next morning? 7. What did Mrs Boston and Mr Slate say to Miss Tulip? 8. What happened to him in the year he was missing? 9. How did he return to Miss Tulip? 10. Where did Jade come from?


11. Why were there two gnomes in Miss Tulip’s garden?

There is no need to post your answers on the CLASSROOM STREAM.

Year 4 You will need the magazine titled, Blast Off August 2021, issue no.7 (the text will be uploaded or included in your pack)

Text: Alien Art Attack pages, 26-30 Answer the following comprehension questions. There is no need to post your answers on the CLASSROOM STREAM.

1. What landed behind the bike sheds? 2. What was the guide's name? 3. What tour did Heis, Treis and Duo go on and where did they visit? 4. How did the tours make Alpha feel and why? 5. What did Treis put under her tunic? 6. What was out of bounds during the day? 7. On page 27 it said… ‘They scuttled past the bike sheds’, what does the word scuttled mean? 8. What was the purpose of the Altcam? 9. Why was Alpha not impressed with the use of Altcam? 10. Why did David, Rona and Kylie help Ms Fraser clean up the classroom? 11. Why do you think Heis, Tries and Duo change the colour used in the artworks?

Writing

Learning intention:

incorporate pronouns, conjunctions, and connectives when writing a paragraph

This term, you have been learning to identify text connectives and to understand how they make a text cohesive (so

all the parts work together) and help the reader understand the writer’s meaning.

Text connectives provide signposts that indicate how the story or text is developing. Connectives link the parts of a

text to make it ‘a whole’

Connectives form links

· between sentences

· between paragraphs

· are usually found at the start of a sentence

Text connectives

How connectives

work

Examples Connectives used in

sentences


can provide

links through

time

Then, next, afterwards,

before that, finally,

meanwhile, previously, in an

instant

Then the drought

breaking rain started to

fall.

Meanwhile, mum was

wondering where the

cat had gone.

show cause

and effect

Then, therefore, for that

reason, consequently, as a

result

Therefore, I needed to

climb up the ladder to

reach my balcony.

can clarify

an idea or

concept

In other words, for example,

that is,

For example, my cat

only eats fresh fish.

Today’s task is to complete the cloze passage using an appropriate text connective to link ideas across sentences and

paragraphs. You will find the

worksheet in your package.

Year 3: Task 2: Write a short paragraph about the adventures of a pig that

escaped.

YEAR 4: Task 2 -Write a short paragraph about the adventures of a helium balloon

that escaped.

•Use your knowledge of conjunctions and how they can be selected to

elaborate (adding detail to your sentences)

•Yourstory must include at least 4 conjunctions •There must be 1 example of a coordinating conjunction (FANBOYS)

and 1 example of a coordinating conjunction (see slide for examples and when to

use).

•Read and edit your writing to check for conjunction use and

punctuation

You can write your story on the

Year 3 or Year 4 slide that follows or on a piece of paper.

For further assistance please watch the instructional video provided on Google classroom / read the presentation



The Mathematics

Year 3

Learning intentions: Use hefting to identify objects that have a mass of ‘more than’, ‘less than’ and ‘about the same as’ one kilogram discuss strategies used to estimate mass, eg referring to a known mass Important vocabulary to remember: mass, balance, measure, estimate, kilogram, gram, morethan, less than

● Last week we introduced kilograms (kg) and grams (g). Before you start this activity, go to your fridge or cupboard and take out some items measured in kilograms and grams. Feel the weight in the palms of your hands to familiarise yourself with how they feel in terms of their weight. It would be of great benefit if you can find something which weighs 1 kilogram

Hint: anything that is a liquid eg soft drink, milk, juice etc can not be measured in kilograms and grams, these items are measured in millilitres and litres

● Today we are looking at hefting. Hefting is basically estimating when we lift or hold something to determine which of the two items is heavier or what weight we think the item is.

● Complete the ‘hefting at home’ worksheet

For further assistance please watch the instructional video provided on Google classroom Year 4

Learning intention: Record masses using the abbreviation for grams (g) Compare two or more objects by mass measured in kilograms and grams, using a set of scales

We introduced kilograms (kg) and grams (g) last week. These measures are used to measure the mass or how heavy an object is. Like last week, if you have access to kitchen or bathroom scales, this will help you undertake this activity. Find 5 items around your house that you think weigh less than 1 kg or 1 000g. Place them in order from lightest to heaviest based on your own estimates. Check that you are correct by using the kitchen scales. Fill out the table below for your 5 items.

Item Estimate of mass in grams Actual Weight in grams

If you do not have kitchen scales, search on the Internet to see if they have an estimated weight of your object.



Spelling

● Practise saying aloud each of the words

● Write the number of syllables in each of your spelling words.

● Complete the Sentences task for

your Year Group

Join us on ZOOM at 2:20 pm for some fun activities!


PDHPE

Time to get active!

● Fundamental Movement Skills Lesson – Throwing and Catching - Juggling (Levels 1 and 2) https://youtu.be/j0OYAvxJCxg

● Fundamental Movement Skills Lesson – Throwing and Catching - Juggling (Level 3 to 6) https://youtu.be/lYby9w-3vpY

● Scavenger Hunt Home Fitness (perform each exercise following the directions listed. Once completed, tick it off. (Take photos and upload them into your google classroom.

Exercise Tick column

Do 10 push ups next to your bed

Hold a tree pose of 10 seconds while looking out a window

Do 20 ladder climbers while looking into a mirror

Hold a warrior pose for 10 seconds outside

Do 10 sit-ups in your living room

Hold a namaste pose of 10 seconds sitting on your bed

Do 20 arm curls in your living room

https://youtu.be/j0OYAvxJCxg

https://youtu.be/lYby9w-3vpY


Do 30 star jumps outside

Friday


WASP writing

Learning Intention: Use adverbs in your writing to tell how something was done.

You will find the stimulus for this writing task in your mailed pack/ in your Google Classwork Assignments

PDHPE (nutrition content)

Learning intention: Describe strategies to make home and school healthy, safe and physically active spaces

Brainstorm some ways you can be more physically active at home and at school (imagine we are not in lockdown). Put some dot points below. Some examples have been added for you.

Home School

- Help with chores around the house - Make sure you walk around playground at recess and lunch

Read the following website or watch the following videos. See if you can add to your list above. You can also conduct some of your own research.

- https://www.youtube.com/watch?v=8hxIFno8FiI - https://kidshealth.org/en/parents/active-kids.html - https://www.geelongaustralia.com.au/healthygeelong/schools/article/item/8d1a21a692481a2.aspx - https://www.sport.nsw.gov.au/sector-covid-19-resources-library/get-active-at-home/school-camp-at-home - https://www.medstarhealth.org/medstar-blog/why-active-kids-are-healthier-kids-especially-while-stuck-at-

home/


Mathematics

Year 3 Learning intention: Record masses using the abbreviation for kilograms (kg)

Important vocabulary to remember: mass, more than, less than, about the same as (level), balance, measure, estimate, kilogram, gram

https://www.youtube.com/watch?v=8hxIFno8FiI

https://kidshealth.org/en/parents/active-kids.html

https://www.geelongaustralia.com.au/healthygeelong/schools/article/item/8d1a21a692481a2.aspx

https://www.sport.nsw.gov.au/sector-covid-19-resources-library/get-active-at-home/school-camp-at-home

https://www.medstarhealth.org/medstar-blog/why-active-kids-are-healthier-kids-especially-while-stuck-at-home/

https://www.medstarhealth.org/medstar-blog/why-active-kids-are-healthier-kids-especially-while-stuck-at-home/


Problem of the day:

How much does this weigh?

● Yesterday you compared the weight of different items and noticed that some were measured in kilograms whilst others were measured in grams ● Today we are looking at kilograms and the abbreviation used for this ● Refer to the PowerPoint titled, ‘Friday Mathematics Week 8’ ● Carefully read through each of the slides and complete the activities on the slide or on the attached worksheet if working on paper ● Remember to ‘turn in’ your work, if working online


Year 4

L Learning intention: Interpret statements, and discuss the use of kilograms and grams, on commercial packaging

Yesterday you tried to find objects from around the house that weighed less than 1kg. Today, repeat the same activity except this time you are trying to find items that weigh over 1kg. As per yesterday, try and find 5 items around your house that you think weigh more than 1kg (make sure you are safe and do not use objects that are too heavy for you to lift). Estimate the weight of each object and place them into ascending order. If you have scales at home, measure the weight of each object. If you do not have scales, use the internet to find an accurate measurement of the weight of the object.

Item Estimated Mass Actual Mass in kg & g

Challenge If you have scales at home, find some items in your fridge or pantry that have a grams or kilograms measurement on them. Check the accuracy of the measurement of these items using your scales. Include a summary of your findings below.

Science and Technology Learning intentions: Investigate the effects of water erosion on the landscape through the use of models

Discuss how water erosion could affect landscapes

Watch the Studyladder presentation on weathering and erosion - log in to Studyladder before clicking on the link

Weathering & Erosion (studyladder.com.au)

Write 3 important facts you remember about weathering and erosion

Complete the ‘My Pet Rock’ worksheet - skill describing rocks.

PAGE 33 of Primary Connections

https://static.studyladder.com.au/cdn/course/30/19bbef378425/Studyladder+-+Weathering+and+Erosion+%2815_slides%29.pdf



PDHPE

Time to get active

Grab a laundry basket and stopwatch (you can use your chromebook, Ipad etc for the stopwatch)

Round 1

Find objects around the house starting with the following letters and place them in your laundry basket. T, S, J, K, B, N, D, L

Don’t forget to time yourself.

Once you find each item, you need to time yourself returning them. Work out the difference in time.

Round 2

Find objects around the house starting with the following letters and place them in your laundry basket.

A, E, I, O, U, C, M, P

Don’t forget to time yourself. Once you find each item, you need to time yourself returning them. Work out the difference in time.

Round 3

Find objects around the house starting with the following letters and place them in your laundry basket.

Y, F, G, V, W, F

Don’t forget to time yourself. Once you find each item, you need to time yourself returning them. Work out the difference in time.

Something fun to watch

Have a look at what these elderly people did with washing baskets

https://www.youtube.com/watch?v=eqe_LMju6nQ

https://www.youtube.com/watch?v=eqe_LMju6nQ

smithfield west public school - smithfielw-p.schools.nsw

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