FOUNDATION:

In Term 2, Foundation students will continue to explore organisational processes in Art and how to work safely with various equipment and materials. They will draw connections between art and the natural world throughout the term, using found materials in nature to create crayon rubbing artworks that reveal nature’s intricate details and line work. The students will also learn about the important role sharks play in keeping our oceans healthy, blending watercolour paint to create an ocean background before adding a collage shark on top. Lastly, the students will continue to develop their fine motor skills by threading beads and recycled materials onto wire and practising the concepts of symmetry and balance to create their own balancing sculptures.

GRADE 1:

In Term 2, Grade 1 students will continue to learn how to safely engage in a range of activities, using a variety of tools in the art room. Throughout the term, the students will explore the impact of plastic on our world’s animals, both on land and in our oceans. Using commonly disposed plastic waste such as bottle caps and pen lids, they will create underwater creature artworks with an ocean background made from painted paper collage. Then, the students will experiment with sculptural forms, creating a clay pinch pot that will be fired before a glaze topcoat is applied. They will also be introduced to the fun and engaging process of wet felting to create a wet-felted pet rock, using agitation and layering to interlock the wool fibres.

GRADE 2:

In Term 2, Grade 2 students will explore the important role that bees play in our world. They will create hand-built clay beehives, utilising the skills of coiling and joining using the ‘score and slip’ method. Once the clay beehives have been fired, they will use underglaze to add colour to their pieces before applying a gloss top glaze. The students will also create a mixed media bee artwork, including the processes of collage, printmaking and drawing. During the term, they will also develop their skills in mixing their own colours to create a colour wheel, using primary colours to create secondary and tertiary colours.

GRADE 3:

In Term 2, Grade 3 students will learn basic sewing techniques to create a textile artwork on a piece of hessian. They will combine painting with a basic running stitch and overstitch to add interest to their pieces. The students will also complete an artwork that showcases the process of paper collage, layering pieces of tissue and patterned paper on top of one another to create a bright and colourful background. They will then use scientific drawings of bugs and beetles to trace onto a piece of acetate, forming a detailed overlay for their finished pieces. Lastly, the students will develop their skills in mixing their own colours to create a colour wheel, focusing on analogous colours.

GRADE 4:

In Term 2, Grade 4 students will complete a lengthy unit on clay inspired by the mushroom artworks of Yayoi Kusama. They will explore many techniques, such as rolling, to create a cylindrical structure from a slab-rolled piece of clay. The students will revisit how to create a pinch pot to form the top of their mushroom and will understand the importance of using the score, slip and smooth method to securely connect the two clay pieces together. The students will paint their clay mushrooms with glow paints to use in this year’s glow gallery for the Art Show. Finally, they will study Aboriginal aerial map artworks and use bird’s-eye photos of Melbourne and surrounding areas to create their own aerial map artworks, utilising colour, pattern and symbols to express their ideas about local places.

GRADE 5:

In Term 2, Grade 5 students will create artworks in recognition of Sorry Day and Reconciliation Week, working in small groups to collectively create thought-provoking pieces that explore this year’s theme, “All In�. The students will create a clay sculpture, using slab rolling, shaping and etching processes to form a textured fish. They will hole-punch their pieces to allow string embellished with recycled plastics to be attached once they have been glazed and fired, demonstrating their understanding of the impact of plastic on our ocean’s fish. The students will then participate in a unit of work that explores a connection to nature by creating brushes from foraged materials, which they will use during the mark-making process. They will then use oil pastels to draw magpies on top of their ink backgrounds.

GRADE 6:

In Term 2, Grade 6 students will use their knowledge of the environmental impacts of bushfires from their Term 1 novel study of the text 47 Degrees to create a powerful dichotomous artwork. They will develop their skills in using materials including graphite pencil, chalk pastel and charcoal to create two separate artworks showcasing the before and after effects of bushfires. The artworks will then be cut into strips and reconstructed to form a concertina structure, changing in appearance depending on the direction from which they are viewed. Finally, the students will use their skills with a range of materials such as watercolour, fineliner and sewing techniques to embellish their painted artworks.

Foundation:

In Term Two, Foundation students will explore different objects and the materials they are made of. They will use their senses to observe and describe the form and function of different materials and recognise similarities and differences. They will discuss which materials are best to use outdoors and investigate what happens to different materials when they get wet. They will use this knowledge to decide which materials are most suitable for a particular purpose. For example, wood is strong, so it is used when building homes, or plastic is waterproof, so it is used to make toys.

Grade 1/2:

During Term Two, our theme will be Spot the Difference. During this unit of study, students will focus on the key understanding that everyday materials can be physically changed in a variety of ways. Students will observe and compare changes in materials, in particular food; explore the use of materials before and after changes; predict how heating and cooling can change foods; and explore how the transfer of energy in the form of heat affects different materials and potentially changes their properties.

Grade 3/4:

In Term Two, students will explore an exciting unit titled Melting Moments. Throughout this unit, they will develop an understanding of how materials change state through the addition or removal of heat (e.g. how solids can turn into liquids, and liquids into solids).Students will investigate and describe the properties of solids, liquids, and gases, identifying similarities and differences across a variety of materials. They will also explore how these properties influence the ways materials are used in everyday life.As part of their learning, students will examine how different materials melt and freeze at different temperatures, building their understanding through observation and hands-on experiences.

Grade 5/6:

During Term Two, our theme will be Change Detectives. During this unit, the main focus will centre on the key understanding that changes to materials can be reversible, such as melting, freezing, and evaporating, or irreversible, such as burning or rusting. Students will investigate and classify physical and chemical changes to materials. They will explore the usefulness of materials in relation to their state, for example, a solid or a liquid at room temperature. They will also explore how heating or cooling causes changes to many materials and will identify reversible and irreversible changes through hands-on activities

FOUNDATION

Foundation students will continue to develop fundamental motor skills and play basic group games. They will focus on displaying good sportsmanship and the importance of following rules. Kicking and striking skills will be practised individually at first, and as the term progresses, these skills will be used in pairs or small groups.

GRADE ONE

Grade 1 students will focus on various striking and kicking skills throughout the term. These skills will be used in modified games based on soccer, football, and tee-ball. They will also continue to include movement activities and ball skills in their active warm-ups.

GRADE TWO

Grade 2 students will focus on various striking and kicking skills throughout the term. These skills will be used in modified games based on soccer, football, and tee-ball. They will also continue to include movement activities and ball skills in their active warm-ups.

GRADE THREE

Grade 3 students will focus on netball, football, soccer, and athletics. Students will learn about different positions on the court or field and have the opportunity to experience them in a game situation. They will look forward to House Athletics in Term 3 and work on the basic skills required to enjoy both track and field events.

GRADE FOUR

Grade 4 students will focus on netball, football, soccer, and athletics. Students will learn about different positions on the court or field and have the opportunity to experience them in a game situation. They will look forward to House Athletics in Term 3 and work on the basic skills required to enjoy both track and field events.

GRADE 5/6

Grade 5/6 students will focus on netball, football, soccer, and athletics. Students will learn about different positions and rules across these sports and have the opportunity to experience them in game scenarios. They will look forward to House Athletics in Term 3 and work on the basic skills required to improve performance in both track and field events.

FOUNDATION:

In Performing Arts lessons throughout Term Two, Foundation students will be introduced to the topic of Dance. They will explore why we dance, with a focus on the importance of dance for health and fitness. Students will also learn about different dance cultures and practices, including Aboriginal and Torres Strait Islander dance and its role in community. They will discover a range of dance styles and types by exploring what they like about different types of dances and why. Students will focus on animals found on farms, creating dance moves and routines based on their chosen animals, and perform to express ideas with music.

GRADE 1 & 2:

In Performing Arts lessons throughout Term Two, Year 1 and Year 2 students will focus on the topic of Music. They will explore the elements of music and develop a strong understanding of singing and songs. This will include exploring different genres of music and songs from around the world, including Aboriginal and Torres Strait Islander music. They will explore how to play instruments and will be assessed on listening and creating steady beats.

GRADE 3 & 4:

In Performing Arts lessons throughout Term Two, Year 3 and Year 4 students will focus on the topic of Music. They will further develop their skills with instruments and create sounds and beats. Students will explore their knowledge and understanding of different eras of music, as well as the importance of storytelling in music. This will be linked with Aboriginal and Torres Strait Islander ways of creating music and sounds, connecting them to story creation. Students will be placed into groups and create a 4-beat rhythm using body percussion and instruments.

GRADE 5:

In Term 4, Year 5 students will learn about the Performing Arts subject of Media Arts. They will develop and explore their understanding of the diversity of Media Arts. Through this, they will plan and pitch creative and unique podcast ideas. Throughout the term, they will produce their own podcasts about a chosen subject and record them. They will also explore what makes effective collaboration through planning and pitching ideas to each other.

GRADE 6:

Year 6:
This term, Year 6 students will develop their knowledge of the Performing Arts subject of Media Arts. They will learn about the breadth and importance of Media Arts and how to use it for persuasion and promotion. From this, they will create a persuasive promotional video explaining why children their age should attend Â鶹¹û¶³ Primary School. This will provide opportunities to learn about the editing process, camera angles, and filming techniques.

FOUNDATION:

During Term 2, Foundation students will begin by exploring how to ask and respond to questions about their feelings, using the phrase “Come stai?� (How are you?). Students will be supported through teacher modelling, visual prompts, and engaging songs to help them learn appropriate responses. The focus will then shift to the topic “Mia Famiglia� (My Family). Students will listen to the story “Il Pappagallo� (The Parrot), which introduces the names of family members in Italian. Through a combination of songs, games, and interactive activities, students will build their vocabulary and confidence in naming family members. Looking forward to a fantastico Term 2!

GRADE 1:

In Term 2, Grade 1 students will explore the topic Succhi di Frutta (Fruit Juices). They will learn the Italian names for different fruits and begin using simple Italian to talk about what they like and don’t like. Learning will be fun and interactive, with songs, games, and class discussions helping students build confidence with new words and phrases. Students will also listen to an engaging story about animals ordering juice, using clues to help them understand what is happening. To consolidate their learning, students will create their own juice menu, choosing and labelling fruit juice flavours using the Italian vocabulary they have learnt. Looking forward to a fantastico Term 2!

GRADE 2:

During Term 2, Grade 2 students will explore the topic A scuola (At school) in Italian. They will learn and practise language commonly used in the classroom, building confidence in communicating with their peers during lessons. Students will learn the Italian names for items in their pencil case and around the classroom, and will be encouraged to use simple phrases in context, such as “Posso avere la colla, per favore?� (Can I please have the glue stick?). Students will also investigate school life in Italy, comparing similarities and differences with their own experiences at WPS. This supports both their language development and their understanding of Italian culture. Looking forward to a fantastico Term 2!

GRADE 3:

During Term 2, Grade 3 students will focus on the topic A scuola (At school) in Italian. They will explore and practise language commonly used in the classroom, building confidence in communicating with their peers during lessons. Students will learn the Italian names for items in their pencil case and around the classroom, and will be encouraged to use simple phrases in context, such as “Posso avere la colla, per favore?� (Can I please have the glue stick?). Students will also investigate school life in Italy, comparing similarities and differences with their own experiences at WPS. This supports both their language development and their understanding of Italian culture. Looking forward to a fantastico Term 2!

GRADE 4:

During Term 2, Grade 4 students will focus on the topic A scuola (At school) in Italian. They will explore and practise language commonly used in the classroom, building confidence in communicating with their peers during lessons. Students will learn the Italian names for items in their pencil case and around the classroom, and will be encouraged to use simple phrases in context, such as “Posso avere la colla, per favore?� (Can I please have the glue stick?). Students will also investigate school life in Italy, comparing similarities and differences with their own experiences at WPS. This supports both their language development and their understanding of Italian culture. Looking forward to a fantastico Term 2!

GRADE 5:

During Term 2, Grade 5 students will learn about famous Italians who have made a difference in areas such as art, science, and culture. Students will explore figures such as Leonardo da Vinci and Michelangelo while also building simple Italian language skills to describe people and their achievements. As part of their learning, students will choose a famous Italian of their own interest and create a PowerPoint or poster. They will include key facts and a few sentences in Italian and present their work to the class. This unit encourages curiosity, creativity, and an appreciation of Italian culture. Looking forward to a fantastico Term 2!

GRADE 6:

During Term 2, Grade 6 students will learn about famous Italians who have made a difference in areas such as art, science, and culture. Students will explore figures such as Leonardo da Vinci and Michelangelo while also building simple Italian language skills to describe people and their achievements. As part of their learning, students will choose a famous Italian of their own interest and create a PowerPoint or poster. They will include key facts and a few sentences in Italian and present their work to the class. This unit encourages curiosity, creativity, and an appreciation of Italian culture. Looking forward to a fantastico Term 2!

In Literacy students will be:

• Iinvestigating Latin etymology (the study of where words come from).
• identifying the meaning of morphemes in words (e.g., con = with/together, form = shape/appearance; therefore, conform means to appear together).
• applying spelling rules to a range of vocabulary (e.g., the 2-1-1 rule).
• completing a novel study on the book Once by Morris Gleitzman, demonstrating their comprehension skills through literal and inferential text responses.
• developing note-taking skills using abbreviations and symbols.
• using note-taking skills and Single Paragraph Outlines (SPO’s) to plan a text.
• generating responses to complete because, but, so sentences.
• creating paragraphs for informative texts to include an introduction, body paragraphs and conclusion.
• constructing an information report linked to the book Once, with a connection to Geography.
• understanding how to add relative clauses to sentences.
• exploring the use of subordinating conjunctions to create complex sentences.
• identifying and adding appositives to sentences.
• creating sentence summaries of a short text.

In Mathematics students will be:

• identifying, representing, and comparing fractions, and exploring equivalent fractions.
• calculating the start time and end time of an event to the minute, as well as calculating elapsed time.
• reading and using timetables for events and journeys.
• interpreting itineraries and timetables to solve problems.
• using the four operations to solve problems involving decimals.
• identifying, creating, and describing geometric patterns.
• investigating and describing right prisms.
• creating number patterns using digital tools.
• designing algorithms to generate number sets.
• comparing number sets generated from algorithms.
• describing and estimating probabilities on numerical scales.
• applying probabilities to real-life situations.
• ordering, adding, and subtracting fractions with unrelated denominators.
• identifying and comparing expected and actual results of chance experiments.

In Inquiry students will be:

• unpacking goods, services, needs, and wants in relation to business and economics.
• identifying the different types of resources and how they are important for the effective running of businesses.
• exploring opportunity cost and consumer choices.
• recognising and describing entrepreneurial behaviours and how to apply these behaviours to successfully manage a business.
• budgeting for a profitable business that meets the needs and wants of consumers.

Wellbeing

In Term 2, we will continue using the Respectful Relationships program to focus on positive coping strategies and personal and cultural strengths. We will continue to begin each day positively with a Morning Meeting designed to develop a sense of togetherness and safety within the classroom, as well as provide announcements of key dates and notes.

During our weekly Wellbeing sessions, students will be:

• identifying a range of coping strategies to help manage intense emotions.
• exploring the impact of self-talk on their actions and emotions.
• devising strategies and plans to assist in completing challenging tasks, making decisions, or resolving problems.
• identifying factors that influence decision-making.
• investigating causes and effects of conflict and practising different strategies to resolve problems.
• developing respect for rights, culture, and heritage.
• understanding personal and cultural strengths.
• understanding how to use strengths in everyday life.

There will be a continued focus on our SWPBS expectations as outlined in our whole-school matrix.

In Literacy students will be:

• investigating Latin and Greek etymology (the study of where words come from).
• generating compound sentences using coordinating conjunctions (for, and, nor, but, or, yet, and so).
• identifying independent and dependent clauses within complex sentences.
• completing sentence stems.
• exploring the use of brackets (for abbreviations, acronyms, and including additional information).
• using appositives correctly (nouns or phrases that add extra information).
• creating an information text with correct structure (title, headings, sub-headings, diagrams, and captions).
• using a Single Paragraph Outline (SPO) to plan a paragraph of writing about a chosen topic.
• using a Multiple Paragraph Outline (MPO) to plan multiple paragraphs on a chosen topic.
• reading and learning about different world lakes and deserts.
• investigating economics and people’s needs and wants.
• answering literal and inferential comprehension questions about our Knowledge Units.
• identifying key vocabulary and the meanings of these words.
• presenting key understandings through class discussions and project work.

In Mathematics students will be:

• extending their knowledge of the perimeter and area of shapes.
• identifying, representing, and comparing fractions, and exploring equivalent fractions.
• using decimals accurately and understanding their purpose.
• exploring 2D and 3D shapes and their relationship (2D faces used for 3D nets).
• identifying the probability of events occurring and conducting and testing chance experiments.
• comparing and selecting appropriate units of measurement for length.
• rounding decimal numbers and writing standard and non-standard expanded form of decimals up to three decimal places.
• adding and subtracting fractions with the same and related denominators.
• measuring and drawing different types of angles.
• identifying and plotting coordinates on a Cartesian plane (first quadrant).
• interpreting and calculating elapsed time.

In Inquiry students will be:

• investigating the different types of lakes around the world.
• deepening their understanding of how lakes are used for a variety of purposes (hydroelectric power, food, travel routes, and recreation).
• understanding that lakes are one of Earth’s most important water resources.
• investigating the different life found in lakes.
• exploring different deserts found around the world.
• reviewing climate zones and imaginary lines and boundaries (Arctic Circle and Antarctic Circle).
• exploring the difference between needs and wants in everyday life.
• identifying the difference between goods and services.
• exploring economic choices such as budgeting and personal values.
• understanding how the marketplace works.
• examining examples of economies and economic choices.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping strategies, problem-solving tools, gender norms and stereotypes, and personal and cultural strengths.

Students will engage in lessons looking at:

• incorporating weekly morning circles to begin each day with positivity and develop a sense of togetherness and safety within the classroom.
• identifying a range of coping strategies to help manage intense emotions.
• exploring the impact of self-talk on their actions and emotions.
• devising strategies and plans to assist in completing challenging tasks, making decisions, or resolving problems.
• identifying factors that influence decision-making.
• investigating causes and effects of conflict and practising different strategies to resolve problems.
• developing respect for rights, culture, and heritage.
• understanding their personal and cultural strengths.
• understanding how to use strengths in everyday life.
• incorporating Smiling Mind lessons that include meditation.
• analysing the impact of peer and adult actions in maintaining or changing contemporary gender norms.
• developing an awareness of the impact of gender norms on the attitudes and behaviours of those entering adolescence.
• identifying the standards and associated actions that underpin respectful gender relations.

There will be a continued focus on our SWPBS expectations as outlined in our whole-school matrix.

In Literacy, students will:

• explore ancient Chinese history, including the Terracotta Army and the first female Emperor.
• investigate the different dynasties that ruled China throughout history.
• develop research skills while learning about key historical figures and events.
• explore mountains around the world and how they have evolved over time.
• continue to create descriptive narratives using vivid adjectives and adverbs.
• learn how to write information reports using note-taking skills and planning strategies.
• be explicitly taught how to write a paragraph that includes a topic sentence, supporting details, and a concluding sentence.
• practise Victorian Cursive handwriting to improve writing fluency and presentation.
• explore the etymology of Latin word parts to understand their origins and meanings to spell and read.
• practise editing and revising written work to improve clarity and detail.
• develop reading fluency to support comprehension and expression.

In Mathematics students will be:

• explore number sequences for multiples of 3, 4, 5, 6, 7, 8, and 9.
• measure area using informal units and metric units.
• represent and write tenths and hundredths in decimal format and place these on number lines.
• classify two-dimensional shapes.
• multiply and divide by powers of 10.
• learn strategies to double and halve for multiplication.
• write and order numbers to two decimal places.
• rename tenths and hundredths.
• create symmetrical shapes and patterns.
• use fact families to solve addition and subtraction problems.
• identify line and rotational symmetry.
• compare graphical representations of data and answer questions about data displays.
  

In Inquiry students will be:

Students will explore how health information is shared through different types of media and how it can influence their choices. Throughout the lessons, they will learn to identify healthy habits, evaluate reliable and unreliable sources, and understand how advertisements, celebrities, and social media can shape their decisions. They will practise important skills such as reading food labels, recognising misleading messages, and thinking critically about what they see and hear. Students will also engage in creative activities such as designing posters, analysing advertisements, role-playing scenarios, and creating their own health campaigns. By the end of the unit, they will be better equipped to make informed, healthy decisions in their everyday lives.

Wellbeing

We will be using the Respectful Relationships program to focus on emotional literacy.

Students begin by learning expected behaviours, engagement norms, and participating in circle time to build a positive classroom environment. They then explore emotional literacy by identifying what emotions look like, understanding emotional triggers, and recognising how feelings can change throughout the school day. The focus then shifts to personal and cultural strengths, where students learn how to use their strengths, show respect for people and Country, and value diversity. Through a range of activities, they develop skills in respect and inclusion and learn how to apply their strengths in different situations.

In Literacy, students will be:

• developing their understanding of key spelling patterns and rules, including suffix changes (Silent Final E + suffix), vowel and consonant patterns (o = u like in love), and spelling choices such as ie vs ei to support accurate decoding and spelling.
• learning to recognise and use homophones across a range of word sets, building knowledge of word meanings and spelling differences to improve reading fluency, spelling accuracy, and vocabulary understanding.
• engaging in daily fluency reading to improve their expression, rate, accuracy and comprehension of texts.
• identify and use mental verbs (e.g. think, feel, believe) in sentences.
• expand sentences using adverbs of manner (how), place (where), and time (when).
• use -ing sentence starters to add detail and variety (e.g. Sighing, the boy walked away).
• extend simple sentences by answering who, what, when, where, why, and how.
• learn the difference between fiction and nonfiction texts.
• exploring features of information texts, including structure and purpose.
• developing note-taking skills by using note-taking symbols and abbreviations.
• writing an information text about Ancient Rome.
• learning how to plan and write introductions, body paragraphs, and conclusions for information text writing. 
• using coordinating conjunctions (and, but, so, or) to form compound sentences. ÌýÌý

In Reading and Inquiry, students will be:

• listening and discussing non-fiction texts to build understanding through shared reading experiences.
• building their historical knowledge about Ancient Rome and the Vikings.
• answering literal, inferential, and evaluative questions to demonstrate their comprehension of texts.
• learning and using explicit, content-specific vocabulary related to the units studied.
• explore daily life in Ancient Rome and understand how Roman society was structured, including the roles of leaders, families, and citizens.
• investigating major Roman achievements in engineering, law, architecture, and government.
• understanding key historical figures and explain how and why the Roman Empire rose and eventually fell, including its lasting influence today.
• exploring Viking origins, daily life, beliefs, and social structure in their homelands.
• investigating how Vikings travelled, explored, traded, and settled across Europe using advanced seafaring skills.
• understanding the impact of Viking raids and settlements on other societies and how Viking culture continues to influence historical understanding today.

In Inquiry students will be:

In Inquiry this term, students will engage in lessons about cyber safety and cyberbullying. They will learn about how to stay safe online and how to recognise unsafe behaviours on online platforms. They will also investigate a geography unit ‘World Rivers’ where students will describe the natural characteristics of rivers and explain how they vary from their source to their mouth. They will investigate how rivers shape places and influence where people live and the activities they undertake. Students compare rivers in Australia and other parts of the world to identify similarities and differences in environmental and human characteristics of places.

In Mathematics, students will be::

learning to use multiplication and division symbols and understand what they mean.

building confidence with multiplication and division facts for numbers like 3, 4, 5 and 10.

exploring number patterns by following and creating simple step-by-step rules (algorithms).

learning to recognise and work with multiples of different numbers.

collecting and organise data, including creating surveys and using tables and graphs to show results.

using digital tools (like spreadsheets) to sort information and perform simple calculations.

learning about fractions, including halves, thirds, quarters, fifths and tenths, using shapes and groups.

practising combining fractions and understanding how parts make a whole.

developing strategies for adding and subtracting larger numbers, including checking answers using inverse operations.

exploring basic geometry concepts, such as recognising angles and identifying right angles

In Wellbeing, students will be:

Students will continue to engage in the Respectful Relationships program with a focus on SWPBS behaviour expectations, emotional literacy, and engagement norms. They will develop positive coping strategies, including recognising emotions, managing anger, practising friendship skills, and using mindfulness activities. Students will also build problem-solving skills by learning how to resolve conflicts, use the “wheel of choice,� and respond appropriately to real-life scenarios. In addition, they will explore stress management and help-seeking strategies to support wellbeing and knowing when and how to ask for help. This learning will be supported by a continued focus on our SWPBS expectations as outlined in the whole school matrix.

Important Dates:

• Curriculum day: Friday 15^th May
• King’s Birthday: Monday, June 8^th (Public Holiday)
• Term 2 End: Friday 26^th June

In Decoding and Spelling, students will be:

• explicitly taught spelling generalisations for words following rules such as the FSZL rule (also known as the Floss or Fizzle rule, where the letters f, s, z and l are doubled at the end of a one-syllable word after a short vowel sound) and the silent final e rule.
• reviewing reading words with silent letters and long vowel sounds.
• learning how to make reasonable choices when spelling words that include these sounds by identifying different spelling patterns within the English language.
• improving fluency by reading decodable passages connected to the sounds that have been taught.
• participating in daily review to strengthen prior knowledge and enhance recall of spelling rules learned (including topics from Terms 1 and 2 of this year).

In Reading, students will be:

developing their vocabulary and comprehension skills and their understanding of the features of information texts through the following knowledge units:

The Geography of Australia

• discussing how the continent of Australia formed and who lived there
• learning about the states and territories of Australia
• exploring key natural landmarks in Australia
• discovering a range of man-made landmarks in Australia
• learning about the different climates experienced in Australia
• studying the different seasons in Australia

Ancient Greece

• exploring ancient Greece, a civilisation shaped by the Mediterranean and Aegean seas, including the island of Crete
• learning about the city-states of Sparta, known for its military power, and Athens, where democracy began
• analysing key historical events such as the Persian Wars (including the battles of Marathon and Thermopylae), along with the origins of the Olympic Games
• discovering how the Greeks worshipped gods and goddesses
• learning about great philosophers such as Socrates, Plato and Aristotle
• studying Alexander the Great and how he spread Greek culture across the world

Greek Myths

• building on the ancient Greek civilisation domain
• exploring several well-known Greek myths and mythical characters, including Prometheus and Pandora, Demeter and Persephone, Arachne the Weaver, Oedipus and the Sphinx, Theseus and the Minotaur, and others
• learning about common characteristics of myths and examining story elements within the myths

In Writing students will be:

• identifying, defining and explaining adverbs in a sentence.
• expanding simple sentences with an adverb.
• formulating inquiry questions (who, what, where, when, how) from a provided text or image.
• exploring writing through the creation of information reports.
• planning and writing structured paragraphs.
• identifying and using topic sentences, supporting details and concluding sentences.
• completing sentences using a sentence stem.
• completing sentences using conjunctions such as before, after, if, when, even though and although.
• converting fragments into complete sentences.
• unscrambling sentences (statements, questions, commands and explanations) to ensure they make sense.
• practising letter formation in Victorian Modern Cursive font, with a focus on achieving legibility, appropriate size and fluency on 18mm dotted thirds

In Mathematics students will be:

• Place Value & Number Skills
• Identifying, reading, writing, and locating numbers to 1000.
• Comparing, ordering, and rounding numbers (to the nearest 10, 100, and 1,000).
• Applying place value to solve problems.
• Two-digit addition & subtraction using base-10 blocks and number lines (with and without regrouping).
• Mental addition & subtraction with place value partitioning.
• Addition & subtraction fact families and near doubles.
• Measurement (Length, Mass, and Capacity) skills
• Identifying suitable informal units for length, mass, and capacity
• Measuring lengths, mass, and capacity using informal units
• Comparing, ordering, and estimating length, mass, and capacity
• Predicting which object/container has greater mass or capacity and checking with informal units
• Solving measurement problems

In Inquiry students will be:

• applying their knowledge of the geography of Australia and the history of ancient Greece and Greek myths using a play-based approach to show case what they have learnt during knowledge units.

Wellbeing:

WeWe will be using the Respectful Relationships program to focus on a range of wellbeing tools, with topics including personal and cultural strengths, positive coping strategies, problem solving and stress management.

There will be a continued focus on our SWPBS Expectations as outlined in our whole school matrix. SWPBS Expectations as outlined in our whole school matrix and The Zones of Regulation.

Â鶹¹û¶³ Learning

In addition to supporting your child to complete the Expected Â鶹¹û¶³ Learning tasks each week, you may also like to encourage your child to select one or more of the following tasks:

• complete tasks from the suggested activities matrix.
• play games of choice outside.
• play card games.
• go for a walk and look for Maths in the real world (e.g. numbers on houses, shapes, discussing directions etc)
• research a topic of their choice and write a sentence to show what they have learnt.