Hello from 1/2J
Respect, Responsibility and Kindness
Literacy – Sam and Dave Dug a Hole
This week in Initial Lit, our students have been exploring the humorous and thought-provoking story Sam and Dave Dug a Hole. Although our swimming program has meant a shorter literacy block each day, we have continued to work with purpose and enthusiasm, focusing on one quality Initial Lit session each morning.
- Session 1 – Reading the Book: Students listened to the story together, noticing the clever illustrations and the hidden treasures Sam and Dave “almost” discovered. Afterwards, they completed a Persuasive Pet activity, where they practised persuasive language to convince others about which pet would be best to own. This task built vocabulary and speaking skills while encouraging students to express their opinions clearly.
- Session 2 – Checking for Understanding: We revisited the text and discussed the key events, identifying the beginning, middle and end. Students learnt how stories are structured, and why recognising this pattern helps them to understand and retell stories more effectively.
- Session 3 – Word Work: Vocabulary from the story was used for spelling and phonics practice. Students reviewed tricky words, explored sound patterns, and made connections between the words in the story and words they encounter in their daily reading and writing.
- Session 4 – Beyond the Book: We created word webs to expand our understanding of key words. For example, the word “hole” was linked to related words like “tunnel,” “dig,” and “underground.” This activity developed both word knowledge and critical thinking.
Session 5 – Imaginative Writing: Inspired by the adventures of Sam and Dave, students wrote their own imaginative pieces, such as “What would I discover if I dug a hole?” This task allowed students to use creativity, descriptive language, and sequencing skills to bring their ideas to life.
Mathematics
In Mathematics this week, our focus has been on developing both number fluency and measurement skills through hands-on exploration and structured tasks. Students have worked across four key areas:
- Counting and Representing Numbers: Students practised counting forwards and backwards, skip-counting in 2s, 5s and 10s, and representing numbers in multiple ways. Using unifix blocks, tens frames, number cards and drawings, students explored how a single number can be shown through physical materials, symbols, and pictures. This built stronger connections between abstract numerals and concrete representations.
- Comparing and Ordering Numbers: Children learnt strategies to compare numbers by looking at place value. For example, when comparing 347 and 382, students identified the hundreds digit first before looking at tens and ones. Grade 1 students worked with numbers up to 120, while Grade 2 students extended their knowledge to numbers up to 1000. Activities included ordering sets of numbers on number lines, creating human “number lines” with classmates, and playing partner games to practise “greater than” and “less than.”
- Patterns in the Number Chart: Students explored the hundreds chart to identify patterns. They discovered how numbers in each column increase by 10, noticed diagonal patterns when skip-counting, and observed the repeating structure of odd and even numbers. Activities included colouring in multiples of different numbers, predicting which number comes next in a sequence, and designing their own number patterns to challenge a friend. This encouraged students to look for structure and apply reasoning.
Measuring and Comparing Lengths: Using informal uniform units, such as unifix blocks, paper clips, and icy pole sticks, students measured and compared the lengths of everyday objects in the classroom. They learnt that measurements are more accurate when the same unit is used consistently, and when units are placed end-to-end without gaps or overlaps. Students recorded results, compared their findings with peers, and discussed which objects were longer or shorter, helping them use mathematical language like “longer than,” “shorter than,” and “the same length as.”
SWPBS – Respect
Our School Wide Positive Behaviour Support (SWPBS) focus this week has been Respect. Students have explored what respect looks like in different areas of our school. In the classroom, respect means listening to others, following instructions, and taking care of resources. In the playground, it means using kind words, including others in games, and resolving problems calmly. At swimming, respect means encouraging peers, listening carefully to instructors, and waiting safely for turns. Teachers have been celebrating and rewarding respectful behaviour, helping students understand that respect is the foundation for a positive and safe learning environment.
Investigation Time
Investigation Time has been buzzing with creativity and problem-solving. Students were challenged to make home-made connections inspired by The New York Times, encouraging them to think about their own lives, families, and communities in new ways. They also planned and designed structures using unifix blocks, Lego, and magnets. These building activities promoted teamwork, problem-solving, and persistence when things didn’t go to plan straight away. We finished with imaginative writing, where students translated their designs and ideas into creative stories, blending hands-on design with literacy skills.
Swimming
A highlight of the week has been our swimming program at The Eaglehawk Swimming Pool. Students have been working hard to improve their swimming strokes, water confidence, and safety awareness. Many students have been proud to share their progress — from floating independently to mastering freestyle kicks. Swimming has also given our students the chance to show persistence, encouragement of peers, and resilience when practising new skills. It has been a wonderful way to finish each school day and will continue to support the development of lifelong water safety habits.