EARLY STAGE 1

KB - Mrs Bolin
KT - Mrs Toon
Stage Supervisor: Mrs Shearer

Welcome to Term 2

Literacy

Phonics

Kindergarten teachers will distribute scope and sequence for this term to parents.

Quality Texts- The following texts will be read in class;

Weeks 1/2 'The Book With No Pictures'

Weeks 3/4 'No! Never!'

Weeks 5/6

Weeks 7/8

Syllabus focus areas:

Oral language and communication
Vocabulary
Reading comprehension
Creating written texts
Understanding and responding to literature

Library Program

A library program in Kindergarten is important because it helps children learn to read, speak, and listen. By coming to the library and hearing stories, students find out about new words and ideas. They talk with others and learn how to share books. Library activities make reading fun, which helps children enjoy learning. The library also teaches children how to look after books and find information. This helps them with school routines and makes them feel confident about reading and learning. The library program this term will also have a grammar focus.

Noun: A word for a person, place, or thing.Examples: cat, school, apple, teacher
Adjective: A word that describes a noun.Examples: big, red, happy, soft(A big apple, a red cat)
Verb: A word that shows an action or something happening.Examples: run, eat, jump, sing

So, in the sentence “The big cat runs,”

“cat” is a noun,
“big” is an adjective,
“runs” is a verb.

Numeracy

Weeks 1/2 - Equal means equivalent

This two-week unit develops student knowledge, understanding and skills of equivalence and how it is represented in mass and whole numbers. Students are provided opportunities to:

develop an understanding of equal as equivalence through exploring mass
explore and reason about number relations
use number relations in combining and separating numbers.

Weeks 3/4- Data helps describe and wonder about the world

This two-week unit introduces students to methods of displaying and interpreting sorted data, measuring the duration of time and reading and representing hour time.

Students are provided opportunities to:

collect, sort and organise data into displays
interpret data through posing and responding to questions
compare the duration of time and sequence events
read hour time on analog and digital clocks.
Weeks 5/6

History-Continues in Term 2

Personal and Family Histories

By the end of Early Stage 1, students communicate stories of their own family heritage and the heritage of others. They identify similarities and differences between families and recognise how important family events are commemorated.

What is my history and how do I know?
What stories do other people tell about the past ?
How can stories of the past be told and shared?

Excursion- Week 6 - Tuesday 26th May 2026

Kinship and families

Our Sydney Zoo Aboriginal guides will explain the complexities within family and kinship systems. Students will learn that families are varied and different, while also learning the importance of place to communities.

At school: students will examine the features of Australia, communicate stories of their own family heritage and the heritage of Australian Aboriginal and Torres Strait Islander people. At Sydney Zoo: students will investigate the connections between people and places and how places can be cared for from an Aboriginal perspective.

Children will need appropriate clothing for weather conditions. This could include a raincoat, hat, and sun protection.