Junior School News

News from Prep  

In Prep we are settling into the Term very well and enjoying our learning. The Prep students are continuing to become familiar with routines and structures of the school day. 

English -  The Preps are enjoying participating in phonics and letter and sound recognition songs and activities that support their learning.  It has been wonderful to see their progress in this area. We are learning to use initial sounds and familiar sight words to support our writing and we are learning about the features of a book, including the front and back cover, the author and illustrator and the purpose of punctuation. 

Maths - Preps are continuing to build on their knowledge of number recognition and practising correct formation of numbers from 0 to 10. They are learning to count collections using one to one correspondence and have been excited to learn about 2D shapes. They created shape pictures and were able to describe the shapes used for their pictures, which were amazing!

InquiRE (Inquiry including RE)- Preps are understanding the importance of laws and rules within different environments in our community and can explain why we need them to be safe. They are learning about God’s family, while making connections with their own family. They have learnt about the significance of prayer and the people they can pray for.

SEL (Social & Emotional Learning) -  A highlight in Prep has been learning to socially and emotionally connect with each other, which is proving very successful through developmental play. It was fantastic to see the students dress up, use puppets and engage in imaginative play, have fun and socialise with each other. This is a main focus throughout the semester, to build and establish positive relationships. 

Kind regards

Belinda Jackson Prep J  

News from Year 1/2

Inquiry Learning in Year 1/2

This term, the Year One/Two students have been exploring lessons that explore the importance of rules, fairness, and leadership within different systems. The primary focus has been on investigating rules in systems. In this unit of inquiry, students reflected on their experiences with games and systems that function with or without rules. They were provoked to think about what happens when there are no rules, followed by discussions on the necessity of rules in various systems, such as classrooms, sports games, and communities. Students explored scenarios like running in the hallways or interrupting others, and discussed how such actions might disrupt the smooth functioning of the day. Through these conversations, the class identified key rules for our own classroom environment, emphasising the importance of respect, safety, and fairness. 

Another key focus over the past few weeks has been exploring fairness in systems. The students were asked to consider what fairness means, sharing their personal experiences of fairness and unfairness. Through real-life examples, such as whether it’s fair for one student to always pick the game or for siblings to take turns with chores, they examined how fairness impacts different systems at school, home, and in the community. By working through fairness scenarios, students discussed how unfair situations can lead to feelings of upset, while fairness promotes equality and cooperation.

The students also explored the concept of leadership in systems, investigating what makes a leader effective and how decisions are made in different systems. They learned that good leaders listen, show respect, and make decisions that are fair for everyone. Together, the class created a ‘leader profile,’ highlighting the qualities of good leaders, such as fairness, respect, and decision-making skills. They connected these qualities to school values, discussing how they can also be leaders in their own classrooms and communities. Reflecting on times when they’ve made decisions, whether at school or at home, the students shared insights into what makes a decision ‘right’ or ‘wrong,’ and how such choices impact fairness and order.

These lessons have provided the students with a deeper understanding of how systems work and how rules, fairness, and leadership contribute to the smooth operation of a community. They have been encouraged to think critically about their roles in creating positive environments, both in and out of school.

We look forward to continuing our inquiry into various community systems as the term progresses! 

Erica Cremer, 1/2 EC   ecreamer@olgcdeepdene.catholic.edu.au

Fiona Clifford, 1/2FC fclifford@olgcdeepdene.catholic.edu.au