Welcome back to Term 4.
We were very impressed with the attitude and work ethic our students have shown during remote learning in Term 3.
We are excited to have our students back in the classroom and begin our face to face learning again. Our main focus this term is on Literacy and Mathematics with a strong emphasis on all our students’ wellbeing.
Please feel free to contact your child’s teacher to discuss any learning or wellbeing concerns you may have.
We look forward to a productive and fun term.
We will be revising all our reading and fluency strategies this term. We will begin by developing our reading stamina and exploring how to ‘real read’. There will be a focus on comprehension, exploring making connections and inferencing. We encourage all our students to continue nightly reading for a minimum of 10 minutes, as well as practising Sight Words if your child is still at this level.
We have two more sounds to cover from our sounds chart, then we will move on to learning about syllables. We will finish off the term with phoneme manipulation (making new words by adding/deleting/changing sounds) and we will revise the sounds we have covered this year.
Students will be revisiting how to write a complete sentence with a focus on using correct punctuation and writing a full idea. We will be exploring the structure and ideas of narratives and persuasive texts.
Our main learning intentions are:
I can identify parts of a simple sentence, such as what's happening, and who or what is involved.
I can recognise common letter-sound matches to read words (eg. short vowels such as /a/ in ant; long vowels such as /ai/ in snail).
I can read the first 100 high-frequency words.
I can show my 'within the text' understanding of simple texts by searching for information and summarising.
I can show my 'beyond the text' understanding of simple texts by predicting, making connections and inferring.
I can read texts with growing fluency and self-correcting skills.
I can describe the differences between fiction and non-fiction.
I can understand that compound sentences connect ideas.
I can understand how a suffix affects the meaning of a word (eg. adding -ed, -ing, -est).
I can recognise less common letter-sound matches to read words.
I can read known and unknown texts with fluency and self-correcting skills.
I can read the first 200 high-frequency words.
I can show my 'within the text' understanding of more challenging texts by searching for information and summarising.
I can show my 'beyond the text' understanding of more challenging texts by predicting, making connections and inferring.
Our main learning intentions are:
I can recognise and begin to correctly use capital letters, full stops, exclamation marks and question marks.
I can explore building on words to make new words (e.g. play, plays, played, playing and playground).
I can write one or more sentences for an imaginative purpose and begin to follow a simple structure.
I can write one or more sentences for an informative purpose and begin to follow a simple structure.
I can write most words neatly, using unjoined letters with consistent size and appropriate pencil grip.
I can use full stops correctly and capital letters for proper nouns and the beginning of sentences.
I can use sound-letter matches (eg. long vowels, digraphs and blends), knowledge of other words and syllables when attempting to spell words.
I can write simple and compound sentences.
I can create short imaginative texts using growing knowledge of text structures and features.
I can create short informative texts using growing knowledge of text structures and features.
We will be revising all concepts that we have covered this year to build, consolidate and extend their knowledge. Our focus will be on giving our students multiple exposures to the maths skills and develop their problem solving skills using their maths knowledge.
Our main learning intentions are:
NUMBER AND ALGEBRA
I can read, make, write and order numbers to at least 100 and find them on a number line.
I can group collections into tens and ones and count them.
I can solve addition and subtraction problems using different strategies such as counting on, counting back, doubles and near doubles.
I can solve division problems by sharing objects into equal groups.
I can recognise halves of shapes and collections.
I can read, model, represent and order numbers to at least 1000.
I can regroup and rename numbers to 1000 into hundreds, tens and ones.
I can show multiplication as repeated addition, groups of and arrays.
I can solve division problems by drawing or grouping objects into equal groups.
I can recognise halves, quarters and eighths of shapes and collections.
MEASUREMENT AND GEOMETRY
I can tell time to the half-hour on digital and analogue clocks.
I can name 2D shapes and identify their features (eg. edges and corners).
I can name 3D shapes and identify their features (eg. edges, faces and corners).
I can tell the time using 'quarter past' and 'quarter to' on an analogue clock.
I can draw and describe the features of 2D shapes (eg. the number of edges and corners).
I can describe the features of 3D shapes (eg. the number of faces, edges and corners).
STATISTICS AND PROBABILITY
I can show data using objects and drawings in a picture graph.
I can create and describe data in lists, tables and picture graphs.
Problem Solving will continue to be included in our fortnightly planner where children are exposed to different strategies to support them in solving mathematical problems. Our focus this term will be on Guess and Check, Make a Table and Draw a Picture / Diagram.
Guess and Check strategy is a process that requires students using logic to make educated guesses about problems and checking their answer. This process is repetetative with students improving their guesses each time getting closer to finding the answer.
Make a Table strategy is when a table is drawn up, the information often shows a pattern, or part of a solution, which can then be completed by the children.
It is our priority to ensure our students feel safe at school on their return. We will have a focus on building and fostering their peer to peer relationships and becoming more confident in the school setting, whilst also consolidating classroom rules and routines. This means encouraging and sustaining motivation for learning, re-engaging students where needed, and supporting the social and emotional learning of children alongside curriculum-based learning as outlined in the next section..
Rights, Responsibilities & Respectful Relationships
Topic 2 : Personal Strengths
This term the Junior School is focusing upon the Rights, Responsibilities and Respectful Relationships curriculum, Topic Two - Personal Strengths. Children need a vocabulary to help them recognise and understand strengths and positive qualities in themselves and others. We will be completing learning activities to build this vocabulary and to use it when discussing personal and social challenges. Social and emotional learning programs which use strength based approaches promote student wellbeing, positive behaviour and academic achievement.
From the Junior Team:
Hannah Wight J17
Felicity Dexter and Kellie Fillis J20
Trish Papettas J21
Kieron Quick J22
Sam Bond J23