From the 1/2 Classrooms

Welcome back to Term 3! We hope you all had a relaxing and enjoyable break and are ready for an exciting Term 3. Last week students would have recieved a paper copy of our Term 3 newsletter with important dates and information for the term, this was also emailed to parents and carers. 

During Week 1 the Year 1 and 2's completed our Start Up program, revisiting our Zones of Regulation, rights and responsibilities at school, an immersion into our new integrated studies topic 'A Culture of Respect', e-safety and our learning assests. 

Zones of Regulation:

Students discussed different times we may be in each of the Zones some examples are;

Red Zone:

Leia- when my brother is annoying and makes me mad 

Elise- when I play outside with my friends and get over excited

Ruby- when my siblings shush me when I'm trying to talk to them

Heidi- when my brother throws me on his bed, I get over excited

Alex- I feel angry when my brother doesn't give me back my toys 

Blue Zone:

Ali- when an airplane takes off I feel sick 

Karan- when people blow party kazoos and the noise makes me feel sad

Jacqueline- when people smoke it makes me sad 

Bella- when I feel bored or tired 

Rosha- when I am lonely, I feel sad 

Yellow Zone:

Salote- when I get my flu shot, I feel scared

Eliza- when my brother and I play Roblox, I feel silly 

Yining- when I read Dog Man, I felt silly 

Xu Dong- at lunchtime when I get excited 

Envie- when I buy from the canteen, I feel excited 

Green Zone:

Belinda- when I do my favourite things

Athena- when I don't have to do homework 

Myra- when my siblings play with me 

Jamie- when I play outside, I feel happy 

Dakota- when I play with my friends and family, I feel happy 

Celina- when I am doing writing, I feel happy

Matilda- when I am doing PE, I feel happ

Rights and Responsibilities:

At BPPS we all have the right to;

• feel safe 
• learn 
• be treated with respect 

It is our responsibility to;

• ensure others feel salfe, physically and emotionally 
• try our best and have a psoitive impact on the learning of others 
• ensure that others are treated fairly and with respect

Students worked in small groups to brainstorm some pictures of one of the rights and responsibilities. 

Integrated studies- A Culture of Respect:

To begin our new integrated studies topic we discussed the different between fair an equal. 8 scenarios were discussed relating to an injury where students might have broken an arm, recieved a paper cut, got concussed or even falled off the playground. Everyone was given a bandaid and then asked if this treatment was fair and/or equal. 

We learnt that this was equal because everyone was given the same treatement, however it was not fair because not everyone's needs were met. To be fair, someone needed an ice pack, someone needed to see a doctor, not everyone needed a bandaid. We then made some posters to explain the difference between fair and equal.

E-safety:

Do you know how to stay safe when visiting a website or app? Our Year 1 and 2's now do! We loooked at using an internet traffic light system to remember what to do if we come across a website or app which isn't appropriate for us.

Red- Means stop, ask if it's ok.

Yellow- Means slow, being safe is a must.

Green- Means go, for sites we trust and know are safe.

Trust your gut to go the right way!

Learning assets:

In Week 1 we looked at 2 of our learning assets, communicator and self Manager. Being a communicator means being able to communicate ideas confidently in different ways and for different purposes. Being a good self-manager involves learning independently and making wise decisions about our learning and behaviour. We brainstormed what each of these learning assets looks, feels and sounds like and worked with a partner to record these on a Y chart.

Numeracy:

Year 1 and 2 have been looking at mulciplicative thinking, we have begun investigating this with arrays. 

Students were shown the above images and asked to count the total number of objects in each image and to write the answer. We discussed that Image 1 is showing 'groups of' and this makes it harder to skip count. Skip counting makes counting faster and more efficient. Whereas Image 2 is an example of an array which can be counted by skip counting.

An array must have rows and columns with the same amount. We can use arrays to solve multiplication problems. Image 2 shows a multiplication problem of 3x5- 3 rows of 5.

Students then had a go of making their own arrays, they rolled a dice and used that number to identify how many rows were needed and drew the array. 

At home this can be practised, students can roll a dice twice (once for rows and once for columns) and draw up an array. Or a target can be given eg; 25 and students have to draw as many arrays as they can to make that target such as 1x25, 5x5 etc

Thank you for reading,

From the Year 1 and 2 teachers