Year 1 News 

Reading

Over the past two weeks in Reading, Year 1 students have been developing their comprehension skills by learning how to make meaningful connections with the books they read. They have explored how to make text-to-self connections by thinking about how a story relates to their own experiences, feelings and memories. They have also begun making text-to-text connections, noticing similarities and differences between books, characters and events across different stories. These connections are helping them deepen their understanding and engage more thoughtfully with what they read.

They have also been practising how to summarise stories by identifying the beginning, middle and end. They are learning to retell the key events in the correct order and focus on the most important parts of the story rather than every small detail. Through discussions, shared reading and independent tasks, they are building confidence in explaining their thinking and responding to texts in a clear and structured way.

“(Text-to-self connections) It reminds me of something about myself.”- Elysa 1A

“Summarising means getting the important parts.”- Amelia 1A

Writing

Year 1 students have been focusing on recounts. They have been learning about the structure of a recount, including how to introduce their experience, sequence events in the order they happened and finish with a closing sentence about their feelings. They have practised retelling personal experiences clearly so their reader can understand who was involved, what happened and where and when it took place. 

A strong emphasis has been placed on taking their time to carefully craft and improve their sentences. Students have been reminded to use capital letters at the beginning of each sentence and for proper nouns, and to finish their sentences with full stops. They are beginning to reread their work to check that it makes sense and that their punctuation is correct.

“Recounts need time connectives .”- Daniella 1A

“Recounts are writing about something that we did.”- Aiza 1A

Maths 

Over the past two weeks in Mathematics, Year 1 students have been introduced to the concept of place value. They have been learning that two-digit numbers are made up of tens and ones, and have explored this by making collections of tens using a range of materials such as counters, blocks and bundles of icy pole sticks. By physically grouping objects into tens, Students are developing a deeper understanding of how our number system works.

Students have also been practising counting by 10s, both forwards and backwards, to strengthen their understanding of number patterns and support their place value knowledge. A key focus has been learning to hear and understand the difference between “teen” numbers and “ty” numbers. For example, they have explored how 14 (fourteen) is one ten and four ones, while 40 (forty) is four tens and zero ones. This has helped them recognise that although the numbers may sound similar, their values are very different.

“3 tens equals 30.”- Jem 1A

“Digits make up a number. The digits 2 and 9 make 29.”- Zade 1A

Inquiry

Students have been learning about families and the many different ways they can be structured. They have explored how every family is unique and discussed the different people who may be part of a family, such as parents, carers, siblings, grandparents and extended relatives. They have also learnt that families can look different across cultures and communities, and that these differences are valued and respected.

Students have been encouraged to reflect on their own families by identifying family members and sharing special traditions, values and activities they enjoy doing together. Through discussions, drawings and shared tasks, they have compared similarities and differences between their own families and others, building an understanding that while families may not all look the same, they are all important and meaningful.

“Everybody’s families are different in our class.”- Japman 1A

Social and Emotional Learning

Year 1 students have been learning about the Zones of Regulation and how their feelings can fit into different coloured zones. They have explored what it looks and feels like to be in the Blue, Green, Yellow and Red Zones. Students discussed that all feelings are okay but it is important to manage them in safe and respectful ways. They have been practising identifying which zone they are in and learning simple strategies to help them return to the Green Zone when needed.

A strong focus has also been placed on taking responsibility for their own actions. Students have been reminded to keep their hands and feet to themselves and to think about how their choices affect others. Through role-play, discussions and classroom expectations, they are developing self-control, awareness and respect for their peers.

“If I am in the red zone, I will drink some water and take a break.”- Selim 1A

“If I am in the red zone, I will take deep breaths.”- Savannah 1A

AUSLAN

Year 1 students have been revising and strengthening the skills they began developing last year. They have revisited familiar signs such as greetings, introducing themselves and everyday classroom vocabulary, building confidence and fluency in their communication. Through games, songs and interactive activities, they have practised using clear handshapes, movement and facial expressions to help convey meaning accurately.

Students have also been reminded of the importance of eye contact, gaining attention respectfully and using their facial expressions to match their message. Revising these foundational skills has helped them reconnect with the language and feel more confident using Auslan in class.

“I remember some Auslan from last year.”- Archie 1A

Buddies

Year 1 students have enjoyed spending time with their Year 6 buddies. They have been building positive connections through a range of outdoor games, where they practised teamwork, cooperation and encouragement. It has been wonderful to see the older students supporting and guiding them while they joined in with enthusiasm and confidence.

They have also taken part in team-building exercises that required them to work together, listen carefully and share ideas. Through fun getting-to-know-you activities, students have learnt more about their buddy students’ interests, hobbies and favourite things. These sessions are helping them feel supported within the wider school community and strengthening their sense of belonging.

“I love our buddies.”- Alan 1A

“We had fun playing What’s the Time, Mr Wolf with them.”- Jenan 1A