Prep 

INFORMATION

🌈 100 Days Brighter! Celebration Day

Please note: We are aware that this is the Grade 3-6 Athletics Day, however Preps are not involved in this event.

🎨 Specialist timetable - updated for Term 3

**Please note - Prep A and Prep C have new library days

CURRICULUM

📚 Phonemic awareness: reading and phonics

We will start the term by reviewing the short vowel sounds A and I. Vowel sounds can often be the trickiest part of learning to read and spell!

We’ll focus on:

• Revising the phonemes (the sounds the letters make)

• Practising the graphemes (how we write the letters with correct formation)

• Using the matching cued articulation actions to support sound recognition.

Students will apply these skills as they read and write CVC (consonant-vowel-consonant) and CVCC/CCVC words (like snap, sand, hint, twig).

We’ll also revise the Heart Words: the, I, a, said, to, do, of and see.

What can you do at home?

• Help your child read the take-home book, decodable passages, CVC words and Heart Words from their book pocket. Aim for fluency by the second day of reading. 

As your child reads, encourage them to recognise familiar words instantly and only sound out unfamiliar ones.

• Enjoy bedtime stories together to build vocabulary, comprehension, and a love of reading.

• If you're interested in learning more about Cued Articulation, you can watch this helpful video by Jane Passey (the founder), where she explains and demonstrates each sound: Cued Articulation with Jane Passey

• Work through the optional UFLI home practice pages if you’d like some extra phonics practise at home.

📝 Literature: reading responses and writing 

Our Mentor Text is Somebody's Land by Adam Goodes. Through this text, students will be introduced to key vocabulary and begin to build an understanding of Aboriginal history. They will create a simple timeline using familiar language such as 'First, Next, Then, and Last' to sequence important events. Students will also identify and sort nouns and verbs from the text, and begin to explore the idea of non-fiction by writing some facts they have learned. This learning will support students to develop their comprehension skills, build cultural awareness and deepen their understanding of how texts can teach us about the world.

In Writing, students will create independently formed sentences using picture prompts and integrate writing tasks into our mentor text lessons. They will also be introduced to Colourful Semantics, a visual and interactive tool designed to help students understand the structure and parts of a sentence in an engaging way.

We will continue to revise all previously taught letter formations, with a focus on A and I. Handwriting is a vital foundation for writing development, so we aim to provide students with regular, consistent opportunities to practise and consolidate correct letter formation.

What can you do at home?

• Encourage your child to talk about what they see in a picture and then have a go at saying a full sentence aloud before writing it down.

• Practise writing simple sentences together using sounds your child knows (e.g. I can see a big cat or The dog can run.)

• Draw a quick picture together and ask your child to write a sentence about it. Help your child sound out simple words if they need it, reminding them to use the letter sounds they’ve learned and put a finger space between words.

• Practise letter formation for A and I using pencils, whiteboards, chalk, or even in sand or shaving cream for a fun sensory experience.

•  Practise writing the Heart Words, taking care to notice the tricky 'heart' parts in the word.

🔢  Maths 

Students will explore the big ideas of addition and subtraction. They will begin by counting pictorial addition number stories up to 10, using images to help them visualise and solve simple problems. Students will practise representing these number stories using pictures, drawings and hands-on materials such as counters and blocks. They will also have the opportunity to create their own addition number stories to deepen their understanding of how numbers can be combined. As the week progresses, students will learn to represent addition stories on a ten-frame. Finally, they will apply these skills to subtraction, using pictures to help them count and solve subtraction number stories up to 10. 

What can you do at home?

• Use everyday objects (like toys, buttons or snacks) to make simple addition and subtraction stories together. For example, “I have 3 apples and you give me 2 more - how many do I have now?”

• Draw quick picture stories (e.g. 4 stars and 3 more stars) and ask your child to count how many altogether or how many are left if some are crossed out.

• Practise counting collections of small objects up to 10, adding more or taking some away as you go.

• Use a ten-frame at home (draw one on paper or use an egg carton with 10 spaces) to help your child show numbers, add to 10 or work out how many more are needed to make 10.

• Play simple dice or card games that involve counting, adding, or taking away to build number fluency in a fun, relaxed way.

🌏 CBL - Change

We have an exciting and meaningful term of learning ahead in CBL. Our big idea this term is Change, which ties in perfectly with our school celebrating its 130th birthday! Throughout the term, students will explore the history of Wonga Park and Wonga Park Primary School, thinking about how people, places and school life have changed over time. To guide our inquiry, we’ll be asking Guiding Questions such as “Before our school was here, what was the Wonga Park area like?” and “What was Wonga Park Primary School like before I was here?” Students will also consider the Essential Question, “What big changes have happened in Wonga Park, and how did they make life different?” As part of this learning, students will take on a special Challenge called ‘Back in my day…’ where they will contribute to a journey back in time, helping to tell the story of how Wonga Park and our school have changed and grown through the years. It promises to be a wonderful opportunity for students to connect with their community, develop their inquiry skills and reflect on the changes that have shaped the place they call home.

🫶🏼 Respectful Relationships

Students will explore the concept of positive coping. Through games, activities and guided discussions, they will learn to reflect on how they can manage strong emotional responses in healthy and appropriate ways. Students will be supported to discuss strategies for taking responsibility for their actions when experiencing big emotions and will practise simple techniques to help them cope with feelings such as fear and anger. These lessons aim to build emotional awareness and resilience in a safe, age-appropriate way.

 💛 School Wide Positive Behaviour (SWPBS)

As we begin the new term, we will be reviewing our SWPBS expectations: Be Kind, Be Safe, Be a Learner. These expectations are at the heart of our school culture and help create a positive and supportive environment for all students. It’s an important time for students to get reacquainted with school routines and expectations, ensuring they feel confident and prepared for the term ahead. By reinforcing these values, we encourage students to engage with each other respectfully, follow safety guidelines and strive to be the best learners they can be.