Year One and Two

Grade 1

During semester one, the Grade 1 students spent time settling into their new classroom routines and expectations. We have focused on assisting the students with learning how to build strong relationships with teachers and classmates and to develop a classroom atmosphere of learning.

In literacy, students have practiced demonstrating active listening behaviours and responding to what others say in pair, group, and class discussions. In reading, we began the term with the Fountas & Pinnell ‘First 20 Days of Reading’ program. Students learnt how to choose appropriate books and build their reading stamina, how to make predictions from the cover, from illustrations and from parts of the text before reading on, and to recognise words that start with a given sound. Students also learnt their high frequency words and how to recognise them in a variety of shared and independently read texts.

In writing, students focused on writing recounts and on writing specific parts of narratives (setting, characters, problem, and solution), and linked their writing to personal experiences and to our integrated topics. Students were also encouraged to correctly use basic punctuation such as full stops and capital letters. In phonics, we have been revising our letters and sounds from Prep, while also exploring the H brothers and long vowels. In handwriting, students have been focussing on pencil grip, using lines, letter formation and correct posture, and have worked on developing their fine motor skills through a variety of activities and exercises.

In mathematics, students have developed confidence with number sequences to and from 100 by ones from any starting point, with skip counting by 2’s, 5’s and 10’s starting from 0, and with recognising, modelling, reading, writing and ordering numbers to at least 100 and locating these numbers on a number line. We have also explored different strategies to assist with adding and subtracting numbers to 100, and have focused on ordering events and comparing their duration.

In integrated studies, students have developed their knowledge and understanding of historical changes of family life over time. Students then focused on how they themselves have changed over time and then wrote about significant events in their lives and ordered them according to when they occurred. In our toy unit, the students looked at how toys have changed over time, specifically focusing on changes in technology, materials, and design. Students participated in our incursion ‘Toys Over Time’ and will be finishing off the term by designing and creating their own toys.

Grade 2

During Semester One in English, the Year 2 students are expressing their preferences for books and authors and listening to the opinions of others when discussing a story. They are using the vocabulary related to everyday experiences, personal interests and topics taught at school during conversations and discussions. Students are listening to, reciting and performing poems, chants, rhymes and songs.

Students are given a range of books and articles to read both in hard copy and digital formats i.e. Epic and online news articles. They are using picture cues and looking beyond the pictures to understand what the author is trying to convey. Students are reading the texts and displaying their comprehension by visualising the story in drawings and completing reading response activities such as Tic, Tac, Toe.

Students are given the opportunity to develop their skills in writing a Recount, a Narrative and an Information Report. They are writing their Recounts about their weekends and real-life events and are encouraged to include elements such as adjectives, nouns, sentence starters and conclusions. They are supported to extend their sentences with an opinion by using joining words such as “because”. Students are writing both creative and realistic narratives using the genre structure. During this time, they are playing a picture game to stimulate the right side of their brain so to think creatively. Using the structure of an Information Report, students are writing their own Information Report about a toy they made. Weekly Grammar lessons revisit sentence punctuation such as capital letters, full stops and question marks.

During Semester One in Mathematics, students are focussing on place value in Number and Algebra. They are developing confidence with number sequences and investigating those patterns that increase and decrease by twos, threes, fives and tens from any starting point. Students are learning how to recognise, model, represent and order numbers of different values. They are practicing grouping, partitioning and rearranging numbers using hundreds, tens and ones to assist them with more efficient counting. They are locating their number on a number line and explaining what numbers come before and after.

Students are developing addition and subtraction skills then solving problems using a range of efficient mental and written strategies, such as bridging to ten, moving along a number line, counting on or back to find a missing element as well as doubles and near double facts.

Students are counting and ordering small collections of Australian coins and notes according to their value.

In Measurement and Geometry, students are exploring key concepts in length and area. They are comparing objects based on these properties by arranging them and using comparative language such as ‘longer’ or ‘shorter’. Students are choosing appropriate formal and informal units to measure the length and area of a range of objects.

Students are developing their understanding to tell the time to the quarter-hour, using the language of ‘past’ and ‘to’. They are using a calendar to identify the date and determine the number of days in each month.

In Statistics and Probability, students are classifying a list of everyday events according to how likely they may happen, using the language of chance such as ‘likely’ or ‘unlikely’ and ‘certain’ or ‘impossible’, then explaining their thinking.

Within the Integrated Curriculum topics, students are exploring the concept of “History” by discussing their personal and family history and how their family life changed or remained the same over time. In addition, students are developing their understanding of Design Technology by visualizing, designing, making and evaluating a specialized “Pinball machine” toy.