Glen Waverley Primary School Prep Newsletter

Learning in Term Three 2025

English 

 

Initial Lit – (Reading and Viewing, Speaking and Listening)

 

This term, students will continue with a systematic synthetic phonics approach to literacy. Letters will be explored in the following sequence: w, ck, ll, ff, ss, sh, qu, ee, z/zz, ch, v, x and y. Students will build their understanding of key concepts of reading such as phonological awareness, oral language, and phonemic awareness as they continue to explore the different sounds and blend them together to make words.  Additionally, students will be introduced to the concepts of a digraph and read and write words and sentences using the graphemes taught. They will also read and write tricky words to build their reading fluency.

 

As part of our weekly Storybook lessons, students will begin to analyse, interpret, and evaluate literature. They will use comprehension strategies such as visualising, predicting, connecting, summarising, and questioning to understand and discuss texts. These strategies will help students deepen their understanding and enhance their engagement with literature.

 

Key Vocabulary: 

Sound, digraph, blend, stretch, vowel

 

Writing 

This term, students will continue to explore letters and identify the different sounds they produce to form words. Through the InitiaLit program, they will practice correct letter formation and spelling to construct sentences. A key focus will be on using graphemes taught through a synthetic phonics approach to read and write words and sentences effectively. Students will work on reading and writing tricky words to better express their own ideas. This will help students build a strong foundation in literacy, enabling them to convey their thoughts clearly and accurately in written form.

 

Key Vocabulary: 

Capital letter, punctuation, noun, adjective

 

How can you support your child’s English learning at home?   3-4

  • Continue to consolidate the letter sounds and tricky words taught in Semester One. Link to video: https://www.youtube.com/watch?v=Bd91JKentjk&t=4s
  • Discuss the story with your child to promote comprehension with questions such as “What happened at the beginning, middle and the end of the story?”, “I wonder why did the character decide to...”, “What would you do if you were (the character)? Why?” 
  • Read with your child every night and record this in their diary. Allow your child to stretch and blend the words in their decodable reading books, as well as practice identifying the Tricky Words regularly to improve fluency.
  • Ensure correct writing posture and the use of correct pencil grip. Focus on correct letter formation in Home Learning Tasks by paying attention to the size, proportion and placement of letters on the dotted thirds. 
  • Meaningful tasks that involve writing, such as encouraging your child to make a list for groceries, writing a letter to a family member or a note of reminder, etc.

 

Mathematics

 

This term in Maths, Prep students will continue to build their understanding of numbers through our Addition and Subtraction unit. They will explore how quantities can be combined and separated to make new amounts, focusing on numbers up to 10. Students will use hands-on tools such as ten frames, number tracks, and drawings to represent their thinking. They will also develop mental strategies such as counting on, taking away, and counting backward, without the use of formal symbols or equations.

In our Measurement unit, students will investigate the attributes of length, mass, and capacity using everyday language such as ‘longer,’ ‘shorter,’ ‘heavier,’ and ‘fuller.’ They will take part in practical activities to compare and order objects, helping them to understand measurement through direct, hands-on experiences rather than standard units.

In our Sharing and Grouping unit students will learn to recognise and create equal groups and shares through practical tasks. This learning will help lay the groundwork for future learning in multiplication and division by developing an understanding of fairness and equality in group settings.

 

Key Vocabulary:

 

Addition and subtraction: Addition, subtraction, tens frame, number tracks, length, mass, capacity

 

Measurement: height, length, long, short, tall, length, longer than, shorter than, the same as

 

Sharing and Grouping: sharing, equal, equal shares, left over, grouping, equal groups, subitise

 

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

 

To support your child’s learning, you could;

  • Use everyday objects (toys, buttons) to make and count groups
  • Play dice or card games that involve adding numbers together
  • Practice simple word problems example- You pick 3 apples then pick 2 more. How many apples do you have altogether?
  • Count on from the bigger number when adding
  • Use objects to “take away”, see what is left
  • Practice counting forwards and backwards from 10 and 20
  • Compare objects (longer and shorter)
  • Talk about height while in the garden, cooking or looking at buildings
  • Use kitchen scales to weigh items or weigh fruit/vegetables while at the supermarket
  • Compare heavier/lighter items
  • Fill jugs or containers with pantry items such as rice/pasta and see how many cups can fill up to the top
  • Use toys or snacks to share, such as- share 12 grapes amongst 2 people
  • Group objects into 2, 5, 10

Inquiry

 

Question: How do we create and share our stories?

 

In Inquiry, Prep students will explore the question, ‘How do we create and share our stories?’ They will learn about different ways we can communicate, such as through pictures, symbols, writing, talking, gestures, movement, and dance. Using storytelling as a focus, students will explore how these different forms of communication help us share our ideas and experiences with others. This learning will also connect with the school production, where students will think about how we can tell stories using dance and body language.

 

Towards the end of the unit, students will create a media artwork called “A Day in the Life as a Learner at GWPS.” They will use a mix of pictures, sounds, and movement to show what school is like for them. As part of this, students will also look at media artworks and Indigenous art to support their understanding of different ways stories can be told. Through this learning, students will practise sharing their own stories in creative and meaningful ways.

 

Key Vocabulary:

 

communicate, communication, message, visual, gestures, verbal, non-verbal, send, receive, talk-moves, dance, performance, multi-modal, story

 

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

  • Talk to your child about how your family communicates, shares and passes on stories from your culture.
  • Engage with different storytelling. For example, reading a book, viewing movies, looking at drawings and art together.
  • Model active listening by asking questions or rephrasing what your child has said and encourage your child to do the same.

 

Wellbeing 

 

Cyber Safety 

 

This term, our Foundation students are continuing their learning journey about cyber safety and wellbeing through our engaging Cyber Safety Project and The Resilience Project. Together, we are exploring how to be safe, responsible and respectful digital citizens.

 

Students will learn about the safe use of devices and the internet, understanding why it is important to make positive choices when using technology. We are discussing the importance of taking regular breaks from screens to help keep our minds and bodies healthy. Children will have opportunities to describe both active breaks, such as stretching or playing outside, and restful activities, like reading a book or doing a quiet puzzle, to support a balanced lifestyle.

 

Another key focus is self-regulation and recognising our emotions. We will explore different feelings we may experience when we are online and practise strategies to help us manage them. This includes learning to notice the warning signs our bodies might give us—like a sore tummy, fast heartbeat or tired eyes—and what actions we can take to look after ourselves.

 

Importantly, we will also talk about empathy and kindness in digital spaces. Students will learn how to recognise the feelings of others and show care and understanding in their interactions.

 

Finally, we are introducing the concept of being an upstander—someone who takes safe and positive action to support themselves or others online. We will practise ways to be an upstander, such as telling a trusted adult, reporting unsafe behaviour and supporting friends in a respectful way.

 

We are excited to help our Foundation students build the skills and confidence they need to stay safe, balanced and kind in their use of technology. While also being supervised and supported by a trusted adult such as their classroom teacher and their parents/carers.

 

Key Vocabulary:

Digital citizens, self-regulation, emotions, upstander

 

The Resilience Project

 

As we continue to explore The Resilience Project, we will focus on empathy, emotional intensity and literacy, mindfulness, gratitude, and the importance of sharing both empathy and kindness towards others.

 

Empathy and Kindness

 

We will learn what empathy means, imagining how someone else might feel and showing kindness through our words and actions. Through role plays, stories, and discussions, students will practice how to:

  • Recognise feelings in themselves and others.
  • Offer help or comforting words.
  • Celebrate and respect the differences that make each of us unique.

 Respecting and Celebrating Differences

 

In our classroom, everyone is valued and unique. We are learning that people have different cultures, abilities, likes and dislikes, and that these differences should be respected and celebrated. Practising empathy helps us become better friends and community members.

 

Exploring Emotional Intensity and Mindfulness

 

Sometimes, feelings can feel big, like when we are excited, worried, or upset. Students are developing their emotional literacy by:

  • Naming and describing feelings.
  • Using mindfulness strategies like deep breathing and mindful thoughts to help calm their bodies.
  • Recognising when it’s time to ask a safe and trusted adult for help.

 Friendship Stew

 

One of our favourite activities this term will delve into making Friendship Stew! Each student will contribute an idea about what makes a good friend, like sharing, listening, or smiling and we will stir all the ideas together into a big “recipe” for friendship.

 

 Gratitude in Nature

 

To help us practise gratitude and connect with the world around us, we will go on a special nature walk. We will spend time looking carefully at plants, insects, and other wonders of nature, collecting small items like leaves and petals. Back in the classroom, together we will create a beautiful gratitude collage to remind us to be thankful for the natural world.

 

Gratitude and Reflection

 

Throughout this term, students are encouraged to share moments of gratitude, whether for a friend who helped them, a fun activity, or something special in nature. Practising gratitude helps us feel happier and more connected.

 

Key Vocabulary:

 

Empathy, emotional intensity and emotional literacy, mindfulness, gratitude

 

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

 

There are many ways you can incorporate your child’s wellbeing at home with a focus on empathy and gratitude. One way is to keep a gratitude journal which the family can contribute to at the end of the day or at the end of the school/working week. This is called gratitude journaling and is a great way for families to connect. After your family eat dinner together, they can choose to contribute to a Family Journal by drawing and writing about what they are grateful for today or this week. This will bring up discussions and a chance to share, possible problem solving or guidance. There may also be an opportunity for families to discuss empathy and how they have shown this.

 

At GWPS, we recognise and value parents and carers being an important part of the school community; by including and bringing them along on the journey this strengthens the learnings of TRP for the students/learners.

 

As a family discuss what it means to be empathetic.

  • identify others’ feelings and emotions
  • identify your own feelings and emotions
  • identify acts of empathy kindness you have shown or show

As a family design an ‘empathy superhero.’ Label your superhero with the different characteristics it needs to be empathetic. Create a name and motto for your superhero.

Perceptual Motor Program (PMP)

This term, the Prep children will continue with the weekly movement-based program for the remainder of term three. Each Thursday after lunch play, they will develop their hand/eye and eye/foot coordination, balance, locomotion, eye-tracking skills and general fitness. 

 

We are also looking for any parents/grandparents or carers with a Working with Children Check that can assist with supervising a station for PMP. Please speak to your classroom teacher if you can volunteer. Any time you can give is greatly appreciated.