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Glen Waverley Primary School Level 2 Newsletter
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Term 1 Learning Summary

English 

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

 

This year, Glen Waverley Primary School continues implementing a comprehensive, evidence informed approach to Reading, Spelling and Grammar with InitiaLit from Macquarie University. We are focused on improving fluency, comprehension and vocabulary in Reading along with grammar and spelling conventions in Writing. 

 

Reading and Discussion lessons- Students focus on comprehension and fluency with new vocabulary introduced and discussed every lesson. They complete a series of related learning experiences connected to the shared text on narrative and informative genres.

 

Storybook lessons- Students participate in a repeated reading of a rich, quality text, such as the Snail and the Whale, by Julia Donaldson and Pete the Sheep by Jackie French. With these texts, students discuss new vocabulary and sort words into nouns, verbs, adjectives and adverbs. Students participate in aligned task that unpack the characters within the text and the plot to build literal and inferred understandings.

 

Key Vocabulary: 

 

Reading: 

  • Narrative 
  • Information Report 
  • Imaginative 
  • Reading fluently (quickly and accurately, using correct expression)

 

Storybook: 

  • Nouns 
  • Adjectives 
  • Verbs 
  • Adverbs 
  • Literal 
  • Inferred

 

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

  • Ensure your child reads every day for 10-15 minutes from their school readers.
  • Ask your child what their “Tricky Words” are for the week and test them on spelling these orally.
  • Point out and discuss examples of nouns, pronouns and adjectives in books, signs and other reading materials.

 

Writing/Spelling/Grammar

 

This term, learners will develop their writing skills through the InitiaLit Storybook Writing lessons, using high-quality shared texts such as Willy the Wimp, The Snail and the Whale and Pete the Sheep as models for effective writing. Through close study of these storybooks, learners will explore imaginative and informative writing and learn how authors plan, structure and develop written texts. Teachers will explicitly model how ideas are organised and unfold across a text, how language choices are made to suit different purposes and how specific word types are used to convey meaning and add detail.

Learners will engage in oral rehearsal, shared writing, guided practice and independent writing tasks that are closely connected to the storybooks they are reading. Regular teacher modelling and writing conferences will support learners to receive targeted feedback and build confidence as developing writers.

 

Grammar- Students will be introduced to several grammatical concepts over the term. These include, identifying and appropriately using noun (proper and common nouns), pronouns and adjectives. Students will be encouraged to use them in their writing and speaking tasks.

 

Spelling- Students will continue to build their phonemic knowledge on sounds this term. They will explore spelling rules for digraphs, long vowels and learn "Tricky words” that do not follow regular spelling rules. Student’ will be encouraged to articulate the sounds and apply them to words within each lesson.

Key Vocabulary: 

 

Writing:

  • Time connective (beginning, middle, end, first, next, then etc.)
  • Adjectives (shy, clever, grey etc.)
  • Verbs (nibbling, jumping, strutted, roared etc.)
  • Text level language (character, setting, problem, solution)
  • 5W+H (Who, What, When, Where, Why + How)

 

Grammar: 

  • Proper nouns 
  • Common nouns 
  • Pronouns 
  • Adjectives 

 

Spelling: 

  • Digraph
  • Long vowel
  • Tricky Words

 

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

  • Ask how they felt about an experience and what made them feel that way.
  • When they have found an irregular spelling for the past tense verbs, encourage them to make a sentence with it through speaking and writing, for example go – went, eat – ate, etc. 
  • Encourage your child to retell an event or a story. You may use ‘first, then, last’ to help them order the events

 

Mathematics

This Term, we are thrilled to continue our new mathematics approach using Ochre Education resources across our school. This is structured approach to developing mathematical mastery, grounded in the Science of Learning and aligned with the Victorian Curriculum 2.0. The program emphasises problem-solving and critical thinking, aiming to build confident, numerate learners who can apply mathematical concepts to understand the world around them. 

 

Learners will consolidate their skills in a variety of concepts using hands on materials and investigation. Already, students have explored and deepened their understanding of data collection. Learners have honed their number line, skip counting and number pattern skills through concrete materials, multiple representations and game-based learning experiences. 

 

Throughout the rest of this term, learners will be exploring place value using partitioning (the process of breaking numbers down to look at the values of each digit). Then they will be transferring their knowledge of place value into Addition and Subtraction using various strategies and making links between each operation. 

 

To support your child’s learning at home, you could:   

  • Play Maths challenges with a family member, for example, generate an addition or subtraction equation. Race to solve the equation. 
  • Practice using the addition and subtraction strategies. Encourage your child to explain their chosen strategy.
  • Skip Count Walk – When walking, ask your child to skip count by 2s, 5s, 3s, 10s saying the next number each step they take. For an extra challenge, ask your child to start from an odd number.

 

Key Vocabulary: 

  • Skip count
  • Number pattern
  • Number line
  • Hundreds chart
  • Pattern
  • Digit
  • Concrete materials

 

Inquiry 

Question: How do we work with different ethical perspectives when collaborating?

 

Global Goal:

3. Good Health and Wellbeing 

3.4 Promote Mental Health

 

Summary of Learning:

In Term 1, students will investigate the notion of ethical perspectives when collaborating, discovering that it's an art through deep dives into sports, visual and media arts. Guided activities will teach conflict resolution and communication skills, preparing students for success beyond school. These skills foster a greater awareness of their ability to contribute to common goals. To solidify their understanding, students will craft a manual promoting collaboration, sharing the importance of working together with the entire school community. This project emphasises the value of teamwork and positive contributions towards shared objectives.

 

Key Vocabulary:

 

Collaboration, ethical, conflict, communication, resolution, teamwork

 

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

  • Playing board games
  • Have your child help with household chores (tidying, dishwasher etc.)
  • Playing sport/games with your child outside

 

 

Wellbeing

The Resilience Project

 

In Term 1, we will explore The Resilience Project, with a focus on developing Emotional Literacy. Emotional Literacy is the ability to recognise, understand and express our feelings, and it plays a vital role in building strong, positive relationships and developing resilience.

 

Students will engage in a range of activities that support them to identify their emotions and practise strategies for managing them. Through group discussions, collaborative learning and creative tasks, students will learn how to express their feelings using words, listen to others with empathy and develop a toolbox of strategies to help calm their minds during challenging times.

 

One of the key learning experiences will be “GEM Chat,” where students will focus on fostering positive connections and building emotional awareness. During these sessions, students will share moments of gratitude, practise understanding others’ feelings and engage in mindful reflection, helping to create a safe and inclusive classroom environment. Families can also explore The Resilience Project through the Home Hub.

 

We look forward to seeing the Grade 2 students continue to grow in their awareness of emotions and develop confidence in expressing themselves throughout the term.

 

 You can explore The Resilience Project at Home Hub here.

 

We look forward to seeing the Grade 2 students continue to grow in their awareness of emotions and develop confidence in expressing themselves throughout the term.

 

Key Vocabulary:

  • Empathy
  • Gratitude
  • Mindfulness

 

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

  • Showing Gratitude and being grateful for what we have.
  • Practicing Mindfulness at home like mindful breathing and colouring.
  • Showing Empathy such as being an active listener.

 

Cyber Safety Project

 

In Term One students will continue their Cyber Safety journey, with an emphasis on the theme of Responsibility. This program empowers young people with the skills and knowledge to independently manage their digital safety and wellbeing. The program will be taught via 16 lessons across the year, with four each term. The learning will centre around the four following values: responsibility, integrity, strength and empathy. 

 

Key Vocabulary:

  • Cyber safety
  • Technology
  • Digital
  •  

How can you support your child at home? 

  • Encourage your child to use their devices in communal living areas. 
  • Attend the parent sessions, more to come in Term 2.
  • Discuss with your child safe cyber practices.