Important Dates:

• Monday 6^th October – First day of Term 4
• Friday 31^st October – Pupil Free Day
• Monday 3^rd November – Curriculum Day – Report Writing Day
• Tuesday 4^th November – Melbourne Cup Public Holiday (No school)
• Friday 19^th December – End of Term 4 (12:30pm dismissal)

In Reading and Phonics students will be:

• Explicitly taught clear spelling rules to help them understand why words are spelled the way they are. These are some of the key spelling patterns that they will be covering in their learning:  
  • i and o: when i and o make a long vowel sound like in wild and most.
  • c and g: c = /s/ and g = /j/ before e, i, y; otherwise hard sounds.
  • Rabbit Pattern: Double consonants after short vowels (e.g., rabbit)
  • Open Syllables: Open syllables end in a vowel with a long sound.
  • Open vs Rabbit: Open = long vowel, Rabbit = short vowel + double consonant.
  • ors Pattern: Words that contain the ‘ors’ spelling pattern (e.g., horse).
  • i not at the end: Learning that English words don’t end in i, instead we use y at the end of words when we hear a long or short i sound.
• Learning how to make a reasonable choice for spelling words that include these sounds through identifying different spelling patterns within the English language.
• Exploring a range of Fiction and Non-Fiction texts and demonstrating their capacity to comprehend and learn new vocabulary.
• Improving their fluency by using reading decodable passages connected to the sounds we have learnt.
• Participating in a daily review to help strengthen their previous knowledge and enhancing recall of the spelling rules they have learnt (topics learnt in Terms 1-3 of this year).

In Core Knowledge students will be:

Developing their vocabulary and comprehension skills through understanding the text elements of informative texts.

The Human Body

• Learn about the main body systems such as the skeletal, muscular, circulatory, and digestive systems.
• Understand the roles of organs like the heart, lungs, stomach, and brain.
• Explore how the body works together to stay healthy, including the importance of nutrition, exercise, and hygiene.

The Great Inventions

• Explore important inventions that changed the way people live and work (e.g., the wheel, printing press, electricity, telephone).
• Learn about inventors and how their ideas shaped the modern world.
• Understand how inventions solved problems and made life easier over time.

Across the Seas

• Discover the history of exploration and the journeys made across seas and oceans.
• Learn about famous explorers and the lands they reached.
• Understand how sea travel connected different parts of the world and impacted trade, culture, and ideas.

In Writing students will be:

• Define subjects and predicates, and identify them within clauses.
• Complete sentences using sentence stems with conjunctions such as since, whenever, although.
• Use different levels of modality in sentences:
  • Low (could, would, might)
  • Medium (will, should, need to)
  • High (must, ought, has to)
• Identify and use regular and irregular past tense verbs in sentences.
• Identify and use regular and irregular plural nouns in sentences (e.g., sheep).
• Exploring persuasive devices and texts.
• Students will be create a single paragraph outline (SPO) to help them plan their paragraph/s.
• Showcasing their understanding from Core Knowledge by writing a persuasive text.
• Practising their letter formations in Victorian Modern Cursive font with a focus on achieving desired legibility, size and fluency on 18mm dotted thirds

In Mathematics students will be:

Fractions

• Identify halves, quarters, and eighths of collections, shapes, lengths, time, mass, and capacity.
• Solve problems involving halves, quarters, and eighths.
• Identify the whole from a half of a collection.
• Compare and recognise fractions that are equal in value.

Data

• Make observations to inform data collection planning.
• Collect data multiple times to improve results.
• Evaluate the effectiveness of data collection.
• Display data in tables, picture graphs, and column graphs.
• Interpret and compare different representations of data.

Location

• Create and interpret maps of familiar places.
• Identify and describe the position of key features on a map.
• Follow and give directions between locations on a map.
• Create maps from models.
• Move around a grid using directional instructions.
• Solve map and grid problems using directional instructions.

Patterns

• Identify, continue, and create increasing and decreasing patterns using one-digit numbers, 10, and 100.
• Identify and create additive patterns with materials.
• Identify additive patterns in natural and built environments.
• Create additive patterns and use them to solve problems.

In Inquiry students will be:

• Using a play-based approach to show case what they have learnt within the Core Knowledge units.

Wellbeing:

We will be using the Respectful Relationships program.

Students will engage in lessons looking at Positive Gender Relations and Stress Management.

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:

• Encourage your child to read aloud to you to assist them with fluency and expression and ask questions about what they are reading to ensure
• comprehension of the text.
• Keep a holiday diary/journal to write about the weekend, events or special days during the term. Focus on using boundary punctuation, conjunctions, adverbs, adjectives, correct letter formation and finger spaces.
• Play Mathematics games (cards/dice) to revise counting, addition, and subtraction skills.
• Use cooking as an opportunity to discuss measurement, fractions, and time.
• Support your child to continue to use a growth mindset when faced with challenges or new experiences.

Important Dates:

• Swimming: Tuesday 12th – Friday 22nd August
• Italian day: Thursday 28^th August
• Father’s Day stall: Thursday 4th September
• Curriculum day: Friday 5^th September

In Reading and Phonics students will be:

• explicitly taught spelling generalisations for words following rules such as ‘fszl’ (The “FSZL rule,” also known as the “Floss rule” or “fizzle rule,” is a spelling rule in English where the letters f, s, z, and l are doubled at the end of a one-syllable word after a short vowel sound), ‘silent and final e’, and ‘ar vs a’.
• reviewing reading words with silent letters and long vowel sounds.
• learning how to make a reasonable choice for spelling words that include these sounds through identifying different spelling patterns within the English language.
• improving their fluency by reading decodable passages connected to the letter sounds we have learnt.
• participating in a daily review to help strengthen their previous knowledge and enhancing recall of the spelling rules they have learnt (topics learnt in both Term 1 and Term 2 of this year).

In Core Knowledge students will be:

• expanding their vocabulary through daily instruction on content specific vocabulary related to knowledge units.
• understanding the text elements of informative texts.
• answering literal, inferential and evaluative questions of Fiction and Non-Fiction texts.
• building their background knowledge in the Culture of Japan, Ancient China and connection to our country.
• The Culture of Japan
• Describing the geography of the country of Japan.
• Describing what life is like living in modern Japan.
• Learning about some of the cultural traditions that are still practised in modern Japan.
• Identifying the main geographical features and staple foods of Japan.
• Identifying popular pastimes in Japan.
• Understanding the importance of nature in Japanese art and culture.
• Ancient China
• Learning about two of the country’s main rivers: Yellow (Huang He) and Yangtze (Chang Jiang).
• Learning about some traditions, such as the teachings of Confucius (for example, honour your ancestors).
• Exploring some special places, such as the Great Wall of China.
• Discovering the invention of paper, the importance of silk.
• Learning about special days such as Chinese New Year.
• Investigating how ancestors were honoured in ancient China.
• Analysing Chinese inventions and discussing which inventions are most useful.
• Connection to Country
• Discussion of Country/Place used by Aboriginal and Torres Strait Islander peoples.
• Reading Dreaming Stories.
• Discussing how First Nations peoples have a strong connection with the land.
• Learning about the cultural significance and history of Uluru.
• Exploring why Kakadu is an important place in Australia.
• Exploring local places that are important to First Nations Peoples.
• Learning about respecting and protecting sacred sites.

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 civilization 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 like the Persian Wars (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 like Socrates, Plato, and Aristotle
• Studying Alexander, the Great and how he spread Greek culture across the world

Greek Myths

• Building on the Ancient Greek Civilization 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 in the myths

In Writing students will be:

• Identifying and inserting subject and object pronouns within a sentence.
• Identifying and inserting possessive adjectives within a sentence.
• Identifying and inserting possessive pronouns within a sentence.
• Combining 2-3 short declarative sentences (using pronouns and conjunctions). E.g. Tim likes broccoli. Tim Likes beans. Tim does not like peas. -> Tim likes broccoli and beans, but he does not like peas.
• Expanding a simple sentence with a fronted adverbial phrase/adverb. E.g. Without a sound, Joe tiptoed to the kitchen. Carefully and nervously, Beth climbed the ladder of the Faraway tree.
• Separating words in a list using commas.
• Developing sentences: statement, question, command, exclamation – based on a picture or story.
• Practising their letter formations in Victorian Modern Cursive font with a focus on achieving desired legibility, size and fluency on 18mm dotted thirds.

In Mathematics students will be:

Addition & Subtraction

• Doubling and halving numbers with related equations.
• Solving addition and subtraction problems using bar models.

Multiplication & Division

• Skip counting, making arrays, and writing repeated addition.
• Using bar models and mathematical modelling for multiplication.
• Identifying units in multiplicative problems.

Sharing & Grouping

• Exploring the difference between sharing and grouping.
• Representing grouping with arrays and repeated subtraction.
• Modelling remainders and solving division problems in various ways.

2D Shapes, Polygons and 3D objects

• Identifying, describing, and using two-dimensional shapes.
• Combining, splitting, rotating, and problem-solving with shapes.
• Recognising and sorting regular and irregular polygons and features like parallel lines.
• Identifying, describing, and sorting three-dimensional objects and their features.

In Inquiry students will be:

• Using a play-based approach to show case what they have learnt within the Core Knowledge units.

Wellbeing:

We will be using the Respectful Relationships program.

Students will engage in lessons looking at Help Seeking strategies and Positive Gender Relations.

Smiling Minds is a tool that will be used alongside the Respectful Relationships program to further develop skills to support their social and emotional wellbeing.

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:

• Encourage your child to read aloud to you to assist them with fluency and expression and ask questions about what they are reading to ensure comprehension of the text.
• Keep a holiday diary/journal to write about the weekend, events or special days during the term. Focus on using boundary punctuation, conjunctions, adverbs, adjectives, correct letter formation and finger spaces.
• Play Mathematics games (cards/dice) to revise counting, addition, and subtraction skills.
• Use cooking as an opportunity to discuss measurement, fractions, and time.
• Support your child to continue to use a growth mindset when faced with challenges or new experiences.

Important Dates:

• Curriculum day: Friday 6^th June
• King’s Birthday: Monday, June 9th (Public Holiday)
• Term 2 End: Friday 4^TH July

In Decoding and Spelling students will be:

• explicitly taught spelling generalisations for words following rules such as ‘fszl’ (The “FSZL rule,” also known as the “Floss rule” or “fizzle rule,” is a spelling rule in English where the letters f, s, z, and l are doubled at the end of a one-syllable word after a short vowel sound), ‘silent and final e’, and ‘ar vs a’.
• reviewing reading words with silent letters and long vowel sounds.
• learning how to make a reasonable choice for spelling words that include these sounds through identifying different spelling patterns within the English language.
• improving their fluency by reading decodable passages connected to the letter sounds we have learnt.
• participating in a daily review to help strengthen their previous knowledge and enhancing recall of the spelling rules they have learnt (topics learnt in both Term 1 and Term 2 of this year).

In Reading students will be:

• expanding their vocabulary through daily instruction on content specific vocabulary related to knowledge units.
• understanding the text elements of informative texts.
• answering literal, inferential and evaluative questions of Fiction and Non-Fiction texts.
• building their background knowledge in Australian geography, ancient Greece, and Greek Myths.

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 civilization 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 like the Persian Wars (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 like Socrates, Plato, and Aristotle
• Studying Alexander, the Great and how he spread Greek culture across the world

Greek Myths

• Building on the Ancient Greek Civilization 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 in the myths

In Writing students will be:

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

In Mathematics students will be:

Place Value & Number Skills

• Regrouping collections to 1,000 for efficient counting
• Identifying, reading, writing, and locating four-digit numbers
• 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:

• Using a play-based approach to show case what they have learnt within Knowledge units.

Wellbeing:

We willWe will be using the Respectful Relationships program to focus on Students will engage in lessons looking at Personal and Cultural Strengths.

• Positive coping strategies.
• Using smiling minds as a tool to support students in understanding and connecting with their emotions.
• Understanding how to solve problems in a positive way and who to ask for help.

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:

• 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.

In Reading and Phonics students will be:

• Explicitly taught spelling generalisations for words containing ‘ie’ vs ‘ei’, other long vowels, ‘qu’, ‘ck’ vs ‘k’, and ‘dge’ vs ‘ge’.
• Learning how to make a reasonable choice for spelling words that include these sounds through identifying different spelling patterns within the English language.
• Developing their abilities to comprehend different types of Fiction and Non-Fiction texts.
• Building their fluency by using reading decodable passages connected to the sounds we have learnt.
• Participating in a daily review to help strengthen their previous knowledge and enhancing recall of the spelling rules they have learnt.

In Core Knowledge students will be:

• Developing their vocabulary and comprehension skills
• Understanding of the text elements in a Fairy Tale and Tall Tales, and how to construct their own stories.
• Exploring a range of different Fairy Tales and Tall Tales including:
  • The Fisherman and his Wife
  • The Emperor’s New Clothes
  • Beauty and the Beast
  • Paul Bunyon
  • Pecos Bill
  • John Henry
  • Casey Jones
• Learning about the children’s classic story of Charlotte’s Web

In Writing students will be:

• Identifying sentence types: statements, questions, commands, exclamations.
• Identifying and defining proper and common nouns and capitalising proper nouns.
• Editing sentences for boundary punctuation (full stops, question marks, exclamation marks, capital for proper nouns & at the beginning of sentences).
• Completing sentences when provided with ‘but’, ‘because’, ‘so’ sentence stems.
• Expanding simple sentences (by including details such as; who/what? when? where? why?).
• Identifying and defining adjectives.
• Expanding simple sentences with an adjective.
• Exploring the ‘narrative’ genre of writing.
• Practising their letter formations in Victorian Modern Cursive font with a focus on achieving desired legibility, size and fluency on 18mm dotted thirds.

In Mathematics students will be:

• Comparing, ordering, counting, making, naming and recording numbers to 3-digits, using materials such as place value charts and base ten blocks.
• Recognising and reading the time represented on an analog clock to the hour, half-hour and quarter hour.
• Using a calendar to determine how many days there are until a particular event.
• Stating the number of days in a year and in each month.
• Participating in a daily review to help strengthen their previous knowledge and enhancing recall of their number knowledge.

In Inquiry students will be:

• Engaging 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.
• Using a play-based approach to show case what they have learnt within the Core Knowledge units.

Wellbeing

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

Students will engage in lessons looking at:

• Building their knowledge around emotions and how to express and understand how others are feeling.
• Their own personal strengths and how each students’ strengths and weaknesses.
• Using smiling minds as a tool to support students in understanding and connecting with their emotions.

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