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.

Important Dates:

• Tuesday 17^th and Wednesday 18^th February – Meet the Teacher
• Monday 9^th March – Labour Day Holiday
• Wednesday 11^th March – School Photos
• Thursday 2^nd April – Term 1 concludes (2:30pm dismissal)

In Reading and Spelling students will be:

• Explicitly taught when to use the following spelling choices: ‘qu’, ‘ck vs k’, ‘dge vs ge’ and ‘tch vs ch’.
• Learning how to make a reasonable choice for spelling words that include these sounds through identifying different spelling patterns and rules within the English language.
• Developing their abilities to comprehend different types of Fiction and Non-Fiction texts.
• Building their fluency by 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 Reading Comprehension students will be:

• Developing their vocabulary and comprehension skills through knowledge units and novel studies.
• 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 using story grammar.
• 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 of 3 and 4-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 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.

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