Curriculum News
English
During this term we will continue to learn new sounds each week and revise all the sounds we have learnt so far. Each literacy lesson includes teaching new content, one activity based on the weekly focus, and an activity focusing on previous work to support students in remembering all sounds and building fluency to read these within a text. Activities are adapted so that any gaps in student learning are identified, and students can revise and focus on the sounds that they most need to practise.
We will continue to focus on forming all letters correctly and constructing simple sentences. Students will begin using new workbooks that require them to write on dotted thirds rather than a single line - this is to support their understanding of forming letters of consistent sizes. Writing will include a combination of guided writing sessions and dictation, which includes using sounds they have learnt, as well as book study sessions and free creative writing, where students are encouraged to use writing to share their ideas and memories. It may involve students attempting to work out words they are not familiar with. In this case, spelling corrections are focussed on the sounds they have learnt, and new sounds are introduced where appropriate to support students extending their own learning.
We will explore text genres and writing through picture storybooks. In Term 4 our books will be The Gruffalo and My Two Blankets for our imaginative text focus, and Are We There Yet and Somebody’s Land for our informative text focus.
Oral Language underpins many parts of Literacy and the students will complete activities that focus on improving their oral language skills. During our whole class reading, we focus on identifying punctuation and reading with appropriate expression. We will complete our final rotations with The Hungry Caterpillar and The Magic Box. Students are encouraged to continue sharing special events from their evenings and weekends. Students will have opportunities to share their own writing in small groups and to the whole class.
Mathematics
We will complete our final maths units, introducing some new concepts such as Data and Time, as well as building on what we have learnt in Counting and Place Value, Location, and Measurement.
Data - Students will progress from basic sorting skills to more complex concepts. This includes sorting collections and comparing quantity with terms like "more" and "less", emphasising equal spacing for accurate comparisons. The unit introduces data collection, using yes/no questions. Visual aids like ticks and crosses simplify abstract concepts, fostering comprehension. Though not yet introduced to formal picture graphs, students learn to answer questions with full sentences, connecting responses to the original inquiry.
Location - Students will expand understanding of spatial concepts by describing object positions and moving a specified number of squares on a grid. A key focus is on developing their ability to follow and give verbal directions for object movement, building on prior knowledge of positional language. They are supported in this skill by using visuals, symbols, and concrete materials to enhance comprehension.
Counting and Place Value - Over 4 weeks, students are introduced to ordinal numbers, numbers beyond 20 and Australian coins. A key focus of this topic is counting and the representation of two-digit numbers in tens and ones. Students use ten-frames, bundling and base-10 blocks before moving to counting to 100 on a hundred chart. Students are involved in an in-depth exploration of Australian coins, including identifying, matching and sorting. They are supported in this skill by using plastic coins and role-play items.
Measurement (Length, Mass, Capacity, Time) - We will introduce time duration and apply their previously learned skills in length, mass and capacity to solve problems. Students will use a number of concrete materials, such as balance scales and containers with water, to assist with measurements. The focus is on direct comparison of measurement.
Humanities
Country and Place
This unit looks at the importance of Country/Place to First Nations peoples. Students explore the Country/Place on which the school is located. They will identify and use the name of the local First Nations peoples language group or groups. Students will explore how places are identified and named, including by Aboriginal and Torres Strait Islander peoples, while identifying local places of significance for First Nations peoples. Students will identify the importance of and differences between a Welcome to Country and an Acknowledgement of Country. Students will identify ways local First Nations peoples connect to Country by engaging with Aboriginal Dreaming Stories, objects and Oral Histories. They will engage with Aboriginal Dreaming Stories and Languages to describe natural features of land, water and sky Country. They will look at cultural objects and explore how they can use these objects to learn about the past in the present.
Map Skills
In this unit students will learn about maps by examining a world map and a map of Australia. They will recognise that maps, globes and images can show earth in different ways. They will practice locating land, water and Australia using world maps, globes and images. Students will recognise that there are different types of maps. They will learn how to describe natural and human made features of Australian coastal and inland places.
Science
Chemical Science - Material Features
In this unit, students will observe and manipulate objects to identify the materials they are made of. They will sort and group materials based on observed properties such as colour, hardness, texture and flexibility, or the material they are made of. They will compare the properties of materials in the same object, and suggest why different parts of everyday objects, such as saucepans and clothing, are made from different materials.
Religion
In our religion unit, students will deepen their understanding of prayer, and explore the different ways we can pray - through song, dance, stories, quiet reflection, or formal prayers. Towards the end of the term, we will learn about Advent with a specific focus on the Jesse Tree, where we will explore the key members of Jesus’ Family in preparation for the birth of Jesus.
Wellbeing
Our Wellbeing focus for Term 4 is Problem Solving. We will continue to develop resilience and communication skills by participating in challenging tasks that require students to think outside the box and work with partners or teams to find creative solutions, for example building the tallest tower they can with playdoh and spaghetti. As well as using role play scenarios to develop skills for problems students may face in their everyday lives.