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 one syllable and the ‘-ed’ suffix.
• identifying nouns, adjectives, verbs and adverbs and using them accurately when forming sentences.
• learning to use boundary punctuation correctly when forming sentences.
• developing questions about an image or prompt 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 hold a pencil correctly.
• engaging in daily activities that involve manipulating sounds and forming words.
• learning to use their letter–sound knowledge to blend sounds together to read words and sentences.
• building fluency by reading decodable passages connected to the letter-sounds that have been taught.
• developing their ability to comprehend a range of non-fiction texts based on Australian history units.
• being taught a range of content-specific vocabulary during knowledge units to expand their vocabulary and understanding of texts.
• 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 120 using base ten blocks.
• adding and subtracting numbers up to 20 using a variety of strategies.
• recognising, ordering, comparing and representing numbers to 120.
• 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:

Students will further develop their geography and history knowledge by investigating 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

In Wellbeing students will be:

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.
• revising consonant digraphs (ch, sh, th, ng, wh, ck) and blending words that contain  5- 6 sounds.
• 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.
• locating numbers to 100 on a chart and a number line.

In Inquiry students will be:

• further developing their knowledge of Fables and stories through a play-based approach.
• further developing their knowledge of Ancient Mesopotamia and comprehension of Non-Fiction texts.
• 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.

In Wellbeing students will be:

WeWe 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.