English

Initial Lit

During Term One, all students will experience our evidence-based approach to teaching English through the InitiaLit-F program. Key concepts covered this term include phonological awareness, oral language and phonemic awareness.

Students will explore the following letters and sounds in sequence: m, s, t, a, p, i, f, r.

Key Vocabulary: sound, letter, segment, blend, syllable

How can you support your child’s English learning at home?

Read books with your child and clap out the syllables in words.
Play rhyming word games (e.g. “What word rhymes with tap?” — made-up words are welcome!).
Explore sounds in words orally (e.g. “What sounds can you hear in the word dog? /d/ /o/ /g/”).

Writing

All students will be introduced to the mechanics of writing through the InitiaLit-F program. This term, students will focus on identifying dominant sounds in words as they begin writing their own texts.

During explicit lessons, students will learn to identify letters and the sounds they make to form words. Students will also begin learning Victorian Modern Cursive handwriting at school. A range of learning tasks will support the development of fine motor skills, including play-dough, threading and tracing activities.

Key Vocabulary: pencil grip, letter formation, finger spaces, direction (left to right)

How can you support your child’s English learning at home?

Practise drawing or writing using correct pencil grip.
Support correct letter formation in Home Learning Tasks.
Encourage your child to read their writing aloud or describe their drawings.

Mathematics

In Prep this term, students will explore the following four units:

Pattern

Patterns involve a unit repeating over and over. For example: blue, red, blue, red or hand, hand, foot, foot.

Measurement – Time

Attributes can be measured using commonly agreed units, such as days of the week or times of the day.

Counting and Place Value

The base-ten number system records numbers using digits 0–9, groups of ten, and place value.

Location

Objects have a position in 2D space that can be described and changed (e.g. “The couch is next to the table”).

Key Vocabulary: pattern, unit of repeat, weekdays, weekend, morning, lunchtime, afternoon, night-time, sequence, first, next, last

How can you support your child’s Mathematics learning at home?

Create patterns using everyday objects and identify the repeating unit.
Talk about your daily schedule and mark off days on a calendar together.

Inquiry

Inquiry Question: How do we welcome and feel welcomed?

Global Goal: Good Health and Wellbeing

This term, students will explore the inquiry question “How do we welcome and feel welcomed?” through the Global Goal lens of Good Health and Wellbeing. Learning centres around the theme of Welcome.

Students will begin by exploring what it means to feel welcome and how to create welcoming environments. They will develop an understanding of cultural diversity by learning greetings in different languages.

As the unit progresses, students will consider how to make others feel welcome, practise hospitality in “Special Places,” and reflect on perspectives when entering another person’s special space. To conclude the unit, students will create symbolic artefacts that represent welcome, with opportunities for parent involvement.

Key Vocabulary: welcome, special place, greeting, inclusive, developmental play

How can you support your child’s Inquiry learning at home?

Ask your child what makes them feel welcome (e.g. “How would you like to be welcomed into someone’s special space?”).
Discuss how you welcome people into your home or special place.
Talk about what a “special place” means, drawing on family stories and experiences.

Wellbeing

The Resilience Project

Glen Waverley Primary School implements The Resilience Project schools program, which has been evaluated by the University of Melbourne and shown to contribute to improved mental health and wellbeing.

Through presentations, student lessons, teacher resources and digital content, the program supports wellbeing across the classroom, staffroom and family home. We are committed to explicitly teaching positive mental health strategies to build resilience and support students in managing challenges. You can explore The Resilience Project at Home Hub here.

The program focuses on the key pillars of Gratitude, Empathy, Mindfulness and Emotional Literacy (GEM).

Gratitude

Noticing and appreciating what we have, rather than focusing on what we don’t.

Empathy

Understanding and sharing the feelings of others by showing kindness and compassion.

Mindfulness

Being calm and present in the moment by slowing down and focusing attention.

Emotional Literacy

Recognising and naming emotions to better manage feelings and build wellbeing.

Students will receive GEM certificates throughout the year in class and at school assemblies.

Cyber Safety Project

In Term One, Prep students will begin a Cyber Safety unit with a focus on Responsibility. This learning supports students to develop early digital literacy skills and think critically about their actions and wellbeing in online environments.

Students will explore how to use the internet safely and responsibly, recognise when something does not feel right, and know what to do in those situations. A strong emphasis will be placed on making smart choices online, understanding privacy, and seeking support from trusted adults.

This program aims to empower students to navigate the digital world with confidence, care and responsibility, both online and offline.

Tips for Home

Encourage your child to pack and unpack their bag independently.
Ask “What went well today?” at the end of the school day.
Talk about friendships and respectful play.
Discuss strategies your child is learning to cooperate and get along with others.
Model positive self-talk when facing challenges or making mistakes.

Key Vocabulary: independence, friendships, strategies, cooperation, getting along, positive self-talk, challenges, making mistakes

Glen Waverley Primary School Prep Newsletter

DREAM. BELIEVE. ACHIEVE. SUCCEED

Issue 1 · 13 Feb 2026

In this issue