Hello from Grade 1J

Dear Families,

It has been an extremely positive and productive start to the year in Grade 1J. Students have settled confidently into classroom routines and are developing independence, resilience and pride in their learning. It has been wonderful to see friendships strengthening and students demonstrating our school values each day. Below is a detailed overview of the learning that has taken place so far this term.

Literacy – InitiaLit 1

In InitiaLit 1, students have been consolidating and extending their foundational literacy skills. A strong focus has been placed on reviewing letter–sound correspondences to ensure automatic recall of all single-letter sounds. This fluency is essential, as it underpins students’ ability to decode unfamiliar words accurately and confidently.

Students are now reading and spelling increasingly complex word structures, including CCVC, CVCC and CCVCC words (for example: stop, jump, frog, milk). They are practising segmenting words into individual sounds for spelling and blending sounds together smoothly when reading. Accuracy, automaticity and correct sound production remain key priorities.

We have introduced Tricky Words Sets 1–3, with students working towards recognising these words instantly without needing to decode them. Regular review, repetition and application in decodable texts are supporting students to build reading fluency.

Students have also been explicitly taught simple digraphs including sh, ch, th, ng, ff, ll, ss and zz. They are learning to identify these as two letters representing one sound and are applying this knowledge when reading and spelling. We continue to reinforce correct terminology and encourage students to articulate their phonics knowledge clearly.

Our shared storybook studies have included Fang Fang’s Chinese New Year and Josephine Wants to Dance. Through these texts, students have developed comprehension skills such as identifying characters, retelling events, discussing vocabulary and making connections. These sessions also support oral language development and confidence in speaking.

Handwriting remains an important daily focus. Students are practising correct letter formation, consistent sizing, appropriate spacing and correct pencil grip. Developing neat, legible handwriting supports overall written expression and presentation.

SWPBS (School Wide Positive Behaviour Support)

This term we have prioritised establishing clear, consistent and high expectations for behaviour and learning. Students have been explicitly taught what it means to follow instructions the first time, transition calmly between activities and line up safely and respectfully.

We have practised modelling expected behaviours, discussing why they are important and reflecting on how they contribute to a positive classroom environment. Students are learning that strong routines create a calm and focused space where everyone can succeed.

There has been a strong emphasis on personal responsibility, respectful communication and demonstrating readiness to learn. It has been pleasing to see students responding positively to feedback and striving to meet these expectations consistently.

Zones of Regulation

Students have been developing their understanding of emotional awareness through the Zones of Regulation framework. We have explored what different zones look like, feel like and sound like, with particular focus on the Green Zone (calm and ready to learn) and the Red Zone (strong emotions such as anger or frustration).

Students are learning to identify their own emotional state and recognise physical cues in their bodies. We have explicitly taught strategies to move from the Red Zone back to the Green Zone, including deep breathing, taking space, positive self-talk and seeking help from a trusted adult.

We are also developing empathy by discussing how to recognise emotions in others and respond appropriately. Building this emotional literacy supports social relationships and contributes to a supportive classroom culture.

Mathematics

In Mathematics, our learning has centred on number sense and place value. Students have been strengthening their ability to count forwards and backwards confidently, including across decade changes.

We have explored representing numbers using physical materials such as bundles and groups of ten. Students are learning that ten ones can be traded for one ten and that grouping makes counting more efficient. This understanding forms the foundation for place value knowledge.

Students have been practising skip counting by 2s, 5s and 10s, recognising patterns and understanding how these sequences connect to grouping and multiplication concepts in future years.

A strong emphasis has also been placed on efficient counting strategies. Rather than counting by ones, students are encouraged to count on from the largest number, use known facts and recognise patterns to solve problems more effectively.

Overall, Term 1 has been a strong and encouraging start for Grade 1J. Students are building solid academic foundations while also developing independence, emotional awareness and positive learning behaviours. I am very proud of the growth I am seeing each day and appreciate your continued support at home.

Kind regards,

Mr Jack

Grade 1J