1/2 Team – Term 3 Letter
Dear families,
Welcome to Term 3! We are looking forward to this term - the STEAM Festival, an excursion to Questacon and Learning Journeys are some of our big events on the calendar. These are shown on the calendar in the newsletter, and there is also a list at the bottom of this letter to show some of the main events for our 1/2 children. Our STEAM Festival in Week 5 is called ‘Tinkering Takes Time’, and explores problem solving, creating and use of materials. Linked to this, we will be focussing on chemical science as our main inquiry this term, and the Turner Learner assets: “I am a thinker” and “I am a researcher”.
Thank you for taking the opportunity to connect with your child’s teacher during the parent teacher interviews. If you are yet to see your child’s class teacher, please email them to find a time to chat about your child’s progress. Later this term, the students will be very excited to share their learning with you during the Learning Journeys.
Kayla Gifford and Jocelyn James will continue to run community singing with all the children from the 1/2 cohort. We are finding this a great time to focus on teamwork skills and connection, and the students are also starting to be able to sing short rounds in several parts. Music with Jocelyn and Indonesian with Rima continues with weekly lessons.
Library sessions, with a chance to borrow, will occur weekly. Your child’s class teacher will let you know the day.
If you would like to contact your child’s class teacher to discuss their progress, please email them directly or call Turner School on 6142 2430. Please also feel free to contact Jocelyn James (team leader) if you have any queries.
We welcome volunteers to support children with reading in the morning - please contact your child’s teacher if you are able to help. If you have science expertise related to our science inquiry or the ‘Tinkering Takes Time’ theme of the STEAM Festival, please get in touch with your child’s teacher if you would like to come in and share this with our students.
Learning Overview for Year 1/2
Please find below the Term 3 Overview (including Achievement Standards from the Australian Curriculum) that will frame your child’s learning experiences. Throughout the term, we will also be inquiring into the big question below;
“Why do we make choices about materials, based on their properties?”
Science | Chemical Science
| Science Content ● Identifies ways to change materials without changing their material composition Science Skills ● Describes situations where they use science in their daily lives and identifies examples of people making scientific predictions (Y1) ● Describes how people use science in their daily lives and how people use patterns to make scientific predictions (Y2) ● Poses questions to explore observations and makes predictions based on experiences (Y1) ● Poses questions to explore observed patterns or relationships and makes predictions based on experience (Y2) ● Uses everyday vocabulary to communicate observations, findings and ideas (Y1) ● Uses everyday and scientific vocabulary to communicate observations, findings and ideas (Y2) |
English | Writing, reading, spelling, speaking & listening
| Year 1 ● Shares ideas and retells or adapts familiar stories, recounts or reports on events or experiences, and expresses opinions using a small number of details from learnt topics, topics of interest or texts ● Reads, views and comprehends texts, monitoring meaning and making connections between the depiction of characters, settings and events, and to personal experiences ● Creates short written and/or multimodal texts including recounts of stories with events and characters ● Spells most one- and two-syllable words with common letter patterns and common grammatical morphemes, and an increasing number of high-frequency words ● Writes words using unjoined upper-case and lower-case letters Year 2 ● Shares ideas, topic knowledge and appreciation of texts when recounting, informing or expressing an opinion, including details from learnt topics, topics of interest or texts ● Reads, views and comprehends texts, identifying literal and inferred meaning, and how ideas are presented through characters and events ● Creates written and/or multimodal texts including stories to inform, express an opinion, adapt an idea or narrate for audiences ● Spells words with regular spelling patterns, and uses phonic and morphemic knowledge to attempt to spell words with less common patterns ● Writes words using consistently legible unjoined letters |
Learning Area | Focus | Australian Curriculum v9 Achievement Standards |
Mathematics |
| Year 1 ● Uses numbers, symbols and objects to create skip counting and repeating patterns, identifying the repeating unit ● Partitions collections into equal groups and skip counts in twos, fives or tens to quantify collections to at least 120 ● Connects number names, numerals and quantities, and orders numbers to at least 120 ● Demonstrates how one- and two-digit numbers can be partitioned in different ways and that two-digit numbers can be partitioned into tens and ones ● Solves problems involving addition and subtraction of numbers to 20 and uses mathematical modelling to solve practical problems involving addition, subtraction, equal sharing and grouping, using calculation strategies ● Makes, compares and classifies shapes and objects using obvious features Year 2 ● Describes and continues patterns that increase and decrease additively by a constant amount and identifies missing elements in the pattern ● Identifies and represents part-whole relationships of halves, quarters and eighths in measurement contexts ● Orders and represents numbers to at least 1000, applies knowledge of place value to partition, rearrange and rename two- and three-digit numbers in terms of their parts, and regroups partitioned numbers to assist in calculations ● Uses mathematical modelling to solve practical additive and multiplicative problems, representing the situation and choosing calculation strategies ● Compares and classifies shapes, describing features using formal spatial terms |
Physical Education and Health | Being a positive contributor
Fundamental Movement Skills
| Years 1 & 2 ● Explains why health information is important for making choices ● Describes factors that make physical activity beneficial ● Develops and applies rules while collaborating with others in a range of movement contexts ● Applies fundamental movement skills in different movement situations and explains how they move with objects and in space effectively |
The Arts | Music (with Jocelyn)
Visual arts (with class teachers)
| Years 1 & 2 ● Describes where, why and/or how people across cultures, communities and/or other contexts experience the arts ● Shares their work in informal settings ● Demonstrates arts practices and skills across arts subjects ● Creates arts works in a range of forms |
Indonesian (with Rima) | Language and Culture | Years 1 & 2 ● Use familiar words and modelled language to create texts. ● Locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. |
We are looking forward to another successful term!
Coming up in 1/2 this term…
Throughout the year there will be many whole-school and 1/2 specific activities. These dates will be included in the fortnightly newsletters. Here are some to add to your calendar…
Athletics Carnival - Thursday Week 3 (8/8)
Parent Information Session: Literacy at Turner - Friday Week 3 (9/8)
Questacon Excursion - Thursday Week 4 (15/8)
STEAM Festival - Week 5 (19/8 - 23/8)
1/2CE Assembly - Wednesday Week 6 (28/8)
Learning Journeys - Wednesday Week 9 (18/9)
End of term assembly - Wednesday Week 10 (25/9)
Regards,
The 1/2 Team
Adam, Anna, Felicity, Christine, Sarah, Tracey-Anne, Eleanor and Jocelyn