In Literacy students will be:

• understanding the structure of a recount.
• creating simple recounts.
• understanding the structure of a procedural text.
• creating a procedural text.
• identifying sentence types as statements, questions, commands and exclamations.
• expanding simple sentences using an adverb to modify a verb e.g. ‘The little girl crept carefully’
• using conjunctives to combine two sentences. (e.g. and, but, so, because.)
• learning to use boundary punction correctly when forming sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.

In Mathematics students will be:

• using ordinal numbers to identify position
• writing suitable questions to gather data
• collecting data to answer questions
• interpreting data represented in a picture graph.
• creating a picture graph to represent data.
• following and giving directions to move from one place to another using directional language.
• describing the path from one location to another using directional language.
• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10?)
• adding and subtracting numbers up to 100 using a variety of strategies. (e.g. number bonds, partitioning and bridging.)
• using a number line to recognise, order, and represent numbers to 100.
• counting forwards and backwards by 1’s and skip counting by 2’s, 5’s and 10’s starting at 0.
• using number lines to count on and back.
• Name the seven days of the week and the 12 months of the year.
• State the number of days in a year and in a month.
• Identify features of an analogue clock
• Telling time to the hour on an analogue clock

In Inquiry students will be:

Student will engage in the following units through a play-based approach, investigations and crafts;

• Animals and Habitats
• Fairytales
• The Culture of Indonesia

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Extend their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions.
• Explain how being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations.
• Describe ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour.
• Listen to others’ ideas, and recognise that others may see things differently.

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

In Literacy students will be:

• Identifying and defining proper and common nouns.
• Identifying and defining adverbs.
• Using adverbs correctly when forming sentences. (e.g. measure carefully, smile cheerfully).
• Defining pronouns and using them correctly within a sentence. (e.g. I, you, she, they, it, we, him, her, it, us.)
• Using conjunctives to combine two sentences. (e.g. and, but, so, because.)
• Learning to use boundary punctuation correctly when forming sentences.
• Identifying fragments and converting them into complete sentences.
• Participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• Engaging in daily activities that involve manipulating sounds and forming words.
• Learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• Building fluency by reading decodable passages connected to the sounds we have learnt.
• Developing their abilities to comprehend different types of Fiction and Non-Fiction texts.
• Understanding the structure of an information text.
• Developing simple information texts about a chosen topic.

In Mathematics students will be:

• Sharing collections into equal groups.
• Sharing collections into 2 groups and finding half.
• Learning to use sharing to solve problems.
• Identifying how many groups in a collection and skip counting to find the total.
• Skip counting by 2s, 5s and 10s.
• Creating skip counting patterns in 2s, 5s and 10s.
• Making multiple groups of the same amount.
• Recognising, and continuing three-part repeating patterns.
• Creating repeating patterns using shapes.
• Using suitable informal units of measurement for length of objects.
• Predict, check and compare the length of objects and shapes using informal units of measurement.

In Inquiry students will be:

Engaging in the following units through a play-based approach, investigations and crafts:

• Ancient Egypt.
• The Human Body.
• Changing Families.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relatiWe will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Practicing techniques to deal with negative feelings such as fear and anger.
• Reflecting on their identity such as likes, dislikes and strengths.
• Identifying respectful gender friendly behaviours.

We will continue use the Smiling Mind program to promote mindfulness and wellbeing in the classroom setting.

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

In Literacy students will be:

• explicitly taught to read and spell words that contain long vowel sounds (ai, ay, ee, ea, igh, ough, oa, oe).
• explicitly taught to read and spell words that contain more than 1 syllable and the ‘ed’ suffix. 
• identifying nouns, adjectives, verbs and adverbs and using them accurately when forming sentences.
• learning to use boundary punction correctly when forming sentences.
• developing questions using who, what, where and when.
• using conjunctions such as before, after, if and when accurately.
• identifying fragments and converting them into complete sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts based on inquiry units.
• taught a range of content specific vocabulary during their knowledge units to expand their vocabulary knowledge.
• understanding the structure of an information text.
• developing simple information texts about a chosen topic.

In Mathematics students will be:

• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10?)
• representing numbers to 100 using base ten blocks.
• adding and subtracting numbers up to 20 using a variety of strategies.
• recognising, ordering, comparing and representing numbers to 100.
• introduced to the addition, subtraction and equals symbols.
• measuring, comparing and ordering the length, mass and capacity of objects using informal units.
• sequence daily events and events over longer durations of time.
• compare the duration of events.

In Inquiry students will be:

Further developing their knowledge of the following units through a play-based approach, investigations and crafts.

• Countries, Continents and Maps
• Early Civilisations of Australia
• Early Explorers and Settlers in Australia.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Practicing techniques to deal with negative feelings such as fear and anger.
• Reflecting on their identity such as likes, dislikes and strengths.
• Identifying respectful gender friendly behaviours.

We will continue use the Smiling Mind program to promote mindfulness and wellbeing in the classroom setting.

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

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:

• Read aloud to assist them with fluency and expression.
• Respond to questions about what they are reading to ensure comprehension of the text.
• Play a variety of board or card games (e.g. snakes and ladders) which involves subitising on a die, adding or subtracting.
• Practise Number Knowledge facts up to 10 focussing on before and after numbers, combinations and how many more to 10.

In Literacy students will be:

• listening to fables and discussing the characters, plot, setting and moral.
• identifying nouns, pronouns and verbs and using them accurately when forming sentences.
• learning to use boundary punction correctly when forming sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.

In Mathematics students will be:

• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10)
• representing numbers using base ten blocks (MAB).
• recognising, ordering, and representing numbers to 120.
• partitioning two-digit numbers and writing number bonds
• representing two-digit numbers with materials
• partitioning numbers to ten into two and three parts
• subitising to identify parts of numbers to ten
• recording data with tally marks
• identifying categories for gathering data
• interpreting data (tally marks)
• collecting, recording and reporting data with picture graphs

In Inquiry students will be:

• further developing their knowledge of Fables and stories through a play-based approach
• further developing their knowledge of Mesopotamia through a play-based approach
• identifying what personal information is and understanding the importance of keeping this information private online.
• developing an understanding of the purpose of the internet and other information and communications-based technologies.

Wellbeing

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

Students will engage in lessons looking at:

• recognising and identifying their own emotions.
• responding appropriately to the emotions of others.
• using smiling minds as a tool to support students in understanding and connecting with their emotions.
• regulating their emotional responses when expressing opinions, values, and choices.

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

In Literacy students will be:

• understanding the structure of a recount.
• creating simple recounts.
• understanding the structure of a procedural text.
• creating a procedural text.
• identifying sentence types as statements, questions, commands and exclamations.
• expanding simple sentences using an adverb to modify a verb e.g. ‘The little girl crept carefully’.
• using conjunctions to combine two sentences. (e.g. and, but, so, because).
• learning to use boundary punction correctly when forming sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building reading fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.

In Mathematics students will be:

• counting small collections of Australian money.
• identifying Australian coins and notes.
• exploring division by sharing a collection into a given number of groups.
• following and giving directions to move from one place to another using directional language.
• describing the path from one location to another using directional language.
• interpreting data represented in a picture graph.
• creating a picture graph to represent data.
• identifying halves, quarters and eighths of a shape or collection.
• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10?)
• representing numbers to 100 using base ten blocks.
• adding and subtracting numbers up to 100 using a variety of strategies. (e.g. number bonds, partitioning and bridging.)
• using a number line to recognise, order, and represent numbers to 100.
• counting forwards and backwards by 1’s and skip counting by 2’s, 5’s and 10’s starting at 0.
• using number lines to count on and back.
• representing times tables equations using concrete materials and skip counting to find the total.

In Inquiry students will be:

Student will engage in the following units through a play-based approach, investigations and crafts;

• Animals and Habitats
• Fairytales
• The Culture of Indonesia

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Extending their vocabulary through which to recognise and describe emotions and when, how and with whom it is appropriate to share emotions.
• How being prepared to try new things can help identify strategies when faced with unfamiliar or challenging situations.
• Ways of making and keeping friends, including how actions and words can help or hurt others, and the effects of modifying their behaviour.
• Listen to others’ ideas and recognise that others may see things differently.

We will continue use the Smiling Mind program to promote mindfulness and wellbeing in the classroom setting.

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

In Literacy students will be:

• identifying and defining proper and common nouns.
• identifying and defining adverbs. Using adverbs correctly when forming sentences. (e.g. measure carefully, smile cheerfully).
• defining pronouns and using them correctly within a sentence. (e.g. I, you, she, they, it, we, him, her, it, us.)
• using conjunctives to combine two sentences. (e.g. and, but, so, because.)
• learning to use boundary punction correctly when forming sentences.
• identifying fragments and converting them into complete sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.
• understanding the structure of an information text.
• developing simple information texts about a chosen topic.

In Mathematics students will be:

• using a calendar to find the day of a particular date.
• partitioning a 2-digit number into tens and ones and creating number bonds.
• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10?)
• representing numbers to 100 using base ten blocks.
• adding and subtracting numbers up to 20 using a variety of strategies. (e.g. number bonds, partitioning and bridging.)
• adding and subtracting multiples of 10 with and without base ten blocks. (e.g. 40-20.)
• recognising, ordering, and representing numbers to 100.
• counting forwards and backwards by 1’s and skip counting by 2’s, 5’s and 10’s starting at 0.
• recognising and continuing number and shape patterns.
• using number lines to locate and compare numbers up to 100.
• using number lines to count on and back.
• measuring and comparing the capacity of containers using informal units by filling them with water or sand.
• representing two- times tables equations using concrete materials and skip counting to find the total.
• naming and describing 3D shapes (including cubes, cylinders, spheres and rectangular prisms) using the words ‘edge’, ‘vertex/vertices’ and ‘face’.

In Inquiry students will be:

Student will engage in the following units through a play-based approach, investigations and crafts;

• Ancient Egypt.
• The Human Body.
• Early Explorers and Settlers in Australia.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Practicing techniques to deal with negative feelings such as fear and anger.
• Reflecting on their identity such as likes, dislikes and strengths.
• Identifying respectful gender friendly behaviours.

We will continue use the Smiling Mind program to promote mindfulness and wellbeing in the classroom setting.

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

In Literacy students will be:

• identifying nouns, adjectives, verbs and adverbs and using them accurately when forming sentences.
• learning to use boundary punction correctly when forming sentences.
• developing questions using who, what, where and when.
• using conjunctions such as before, after, if and when accurately.
• identifying fragments and converting them into complete sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.
• understanding the structure of an information text.
• developing simple information texts about a chosen topic.

In Mathematics students will be:

• recognising and representing o’clock and half past times on an analogue clock.
• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10?)
• representing numbers using base ten blocks.
• adding and subtracting numbers up to 20 using a variety of strategies.
• recognising, ordering, and representing numbers to 100.
• counting forwards and backwards by 1’s and skip counting by 2’s, 5’s and 10’s starting at 0.
• recognising and continuing number and shape patterns.
• comparing numbers up to 100.
• using number lines to count on and back.
• posing questions, collecting data and creating picture graphs.
• measuring and comparing the length of objects using informal units.

In Inquiry students will be:

Further developing their knowledge of the following units through a play-based approach, investigations and crafts�

• Mesopotamia
• Countries, Continents and Maps
• Early Civilisations of Australia
• Early Explorers and Settlers in Australia.

Wellbeing

We will be using the Respectful Relationships program to focus on positive coping, gender identity and positive gender relations.

Students will engage in lessons looking at:

• Practicing techniques to deal with negative feelings such as fear and anger.
• Reflecting on their identity such as likes, dislikes and strengths.
• Identifying respectful gender friendly behaviours.

We will continue use the Smiling Mind program to promote mindfulness and wellbeing in the classroom setting.

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

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:

• Read their Little Learners Love Literacy book daily.
• Read aloud to assist them with fluency and expression.
• Respond to questions about what they are reading to ensure comprehension of the text.
• Play a variety of board or card games (e.g. snakes and ladders) which involves subitising on a die, adding or subtracting.
• Practise Number Knowledge facts up to 10 focussing on before and after numbers, combinations and how many more to 10.

In Literacy students will be:

• listening to fables and discussing the characters, plot, setting and moral.
• identifying nouns and verbs and using them accurately when forming sentences.
• learning to use boundary punction correctly when forming sentences.
• participating in daily formal handwriting sessions learning how to form letters correctly and how to correctly hold a pencil.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter sound knowledge to blend the sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the sounds we have learnt.
• developing their abilities to comprehend different types of Fiction and Non-Fiction texts.

In Mathematics students will be:

• recognising and representing o’clock and half past times on an analogue clock.
• measuring and comparing the mass of objects using informal units.
• practising automatic recall of Number Knowledge up to 10. (combinations, numbers before and after and how many more to 10)
• representing numbers using base ten blocks.
• adding and subtracting numbers up to 20 using a variety of strategies.
• recognising, ordering, and representing numbers to 100.
• counting forwards and backwards by 1’s and skip counting by 2’s, 5’s and 10’s starting at 0.
• recognising and continuing number patterns.
• recognising simple 2D and 3D shapes and how these are represented in our world.

In Inquiry students will be:

• further developing their knowledge of Fables and stories through a play-based approach
• further developing their knowledge of Mesopotamia through a play-based approach
• identifying what personal information is and understanding the importance of keeping this information private online.
• developing an understanding of the purpose of the internet and other information and communications-based technologies.

Wellbeing

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

Students will engage in lessons looking at:

• recognising and identifying their own emotions.
• responding appropriately to the emotions of others.
• using smiling minds as a tool to support students in understanding and connecting with their emotions.
• regulating their emotional responses when expressing opinions, values, and choices.

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