Montessori Term 3 Overview 2022
Term overview
Welcome to Term 3 Montessori families. There are lots of school wide events this term to be part of, so please keep yourselves informed via the school newsletter and Facebook Pages.
As many of you would know, our closest amenities block has been knocked down. This means P/1B now need to line up in a different position before school and when coming in from play. The closest toilets for both Montessori classes are now under the Junior Learning Centre. Please encourage your child to go to the toilet prior to the start of each school day.
Although it is only term 3, we wanted to let you know that we are attempting to plan an excursion to Cattana Wetlands (tentative date 25th October). For this excursion, we will need parent volunteers who are able to attend without bringing little ones with them. Please keep an eye out for further information, as we go through the process of planning this, as we will send out a request for volunteers to meet us there.
Please remember that your child needs a hat and water bottle each and every day and that they should carry spare clothes in their school bag each day.
Every day counts, please ensure your child comes to school every day ready to learn (had a healthy breakfast and have been to the toilet) with a lunchbox packed with every day foods.
Attendance
How to report an absence:
- Email attendance@trinitybeachss.eq.edu.au or
- Call the school's absence line on 4057 1444, then press #1 and don't forget to leave a reason why your child/children are away, or
- Send a note to the classroom teacher on their return
Our schools attendance target is 95%
Reading / Spelling
Our school is implementing a systematic synthetic phonics approach that has a teaching sequence for reading and spelling which goes across the entire school. Promoting Literacy Development or PLD for short, provides teachers with an innovative, evidence-based approach to literacy and advocates that children’s literacy and learning outcomes are maximized when the areas of literacy, oral language and movement & motor skills are simultaneously targeted. With this change, we will be working with decodable texts instead of predictable texts in the teaching of reading.
Due to this change, home reading will look different as well. Students may come home with games with high frequency words or sounds instead of home readers. This is reading practice. Please be assured that students will be getting a much higher level of reading mileage at school every day.
English
The English written work for both prep and year 1 extends over term 3 and 4.
Prep
This semester prep children will now learn how to write their own true story. These are personal recounts we practiced during oral language lessons in semester 1. This allows the children the opportunity to practice applying their letter sound knowledge to form simple texts. For example, on the weekend I went to the beach. As they progress they will be expected to expand on this into term 4 to write a true story containing who, when, where, what, why and how. Children also need to understand that sentences begin with capital letters, they require spaces between words and end a sentence with a full stop. Student will continue to participate in guided reading groups and literacy lessons at their level.
Year 1
This term we are writing a report. Students will be learning about the purpose and structure of a report. Students will write a report on a topic of their choice which includes factual information in an organised format (features, habitat, diet, life cycle).
Maths
Prep
This term we will continue to focus on building children’s understanding of numbers. However, assessment focuses on positional language e.g. under, beside, over, next to and also their ability to match events to days of the week and identify whether events take a long or short time compared to others.
Year 1
Students will engage in measurement using informal units to compare length and capacity. They will also learn to tell the time to the half hour and begin to use language to identify events that take minutes, hours, days, weeks or months. Although the following assessments will not be until term 4, we will begin working on and practicing addition and subtraction strategies. Students will explore the language of chance – impossible, possible, certain and uncertain. You could assist your child’s learning by providing them with opportunities to practice these math skills at home.
Science
Science
Learning for this curriculum area occurs over both term 3 and 4
Prep - Students use their senses to observe the needs of living things, both animals and plants. They begin to understand that observing is an important part of science and that scientists discuss and record their observations. Students learn that the survival of all living things is reliant on basic needs being met, and there are consequences when needs are not met. They analyse different types of environments and how each provides for the needs of living things. Students consider the impact of human activity and natural events on basic needs. They share ideas about how they can support and protect living things in the school grounds.
Year 1 - Students make links between external features of living things and the environments in which they live. They consider how the needs of living things are met in a variety of habitats (including changes in sky and landscape). They compare differences between healthy and unhealthy habitats, and suggest how changes to habitats can affect how the needs of living things are met. Students understand that science helps people care for environments and living things. They use science knowledge to recommend changes to improve habitats and care for the environment. They share observations using scientific and everyday language.
HASS
Learning for this curriculum area occurs across both term 2 and term 3.
Prep - Preps engage in activities that allow them to learn to identify the features of familiar places. They also learn what makes different places special and how to care for these places. They begin to understand that places can be represented in maps of models. Students reflect on their learning to suggest ways they could contribute to the caring for special places.
Year 1 - Year 1 will explore the features of local places, whether they are natural, constructed or managed and how these places change over time. They will work to recognise that people describe features of places differently and describe how places can be cared for. They will learn to represent the location of different places and their features on labelled maps.
HPE
Prep - In PE, students in Prep will develop and practise fundamental movement skills through active play and structured moment activities in a hot shot’s tennis unit. In Health, students will identify safe settings where they can move and play safely and identify actions that keep them safe in different settings. Students will also identify different emotions people experience in different situations.
Year 1 - In PE, students in year one will explore a range of dancers from around the world. In Health, students will identify personal hygiene habits and actions that help keep them healthy. Students will examine the 'Australian Guide to Healthy Eating' to make healthy food choices and will identify ways to keep their bodies physically active.
Music
Prep - In this unit, students will become aware of rhythm, pitch, dynamics and tempo. They will develop their singing voices, play percussion instruments and learn to listen as performers and as audience. Students will listen and analyse a variety of musical pieces from different cultures and times.
Year 1 - In this unit, students will learn to move and perform with beat and tempo. They will learn dances to develop body control and movements. Students will practice singing songs as well as listen and analyse music of different cultural back grounds. Also they will consolidate knowledge of solfa notes – C, E, G and A
Drama
Stories From The Past – Memories.
Term 3 & 4 will see Prep students respond to, devise and perform drama based on the theme of memories. They will create stories of family and friends as a stimulus and explore improvisation, process drama and dramatic play and then present the drama that communicates ideas about stories of family and friends to an audience, ensuring all students have opportunities to develop their higher-order thinking skills.
Assessment schedule
| Learning area | UNIT OUTLINE | TASK | DUE DATE |
MATHS | Prep - Days and time - students connect events and days of the week and explain the order and duration of events. Language of Location -students use appropriate language to describe location Year 1 - Measuring Using Informal Units Explaining Duration and Telling Time | Illustration and interview Interview with manipulatives. Written | Week 9-10 |
| SCIENCE | Prep - Students suggest how the environment impacts them and other living things. Year 1 - Students make links between external features of living tings and the environments in which they live. They suggest how changes can impact living things. | Illustration and interview | Term 4 |
HASS | Prep - To identify and describe features of familiar places and suggest ways to care for familiar places Year 1 - My Special Places - students identify features as natural, constructed or managed, represent these features on a labelled pictorial map, reflect on learning to suggest ways for caring for places and recognise why places are special to themselves and others. | Illustration and interview | Term 4 |
| ENGLISH | Prep - True stories – children will write a personal recount containing who, when and what. This term this is a monitoring task. Year 1 - Information reports – Children will write an information report with a labelled diagram. This term this is a monitoring task. Children will continue to engage in reading to build their knowledge for assessment in term 4 | Written personal recount with illustration. Reading Assessment Written Information report with illustration Reading Assessment | Week 9-10 Term 4 |
HPE | Prep - health - I Can Do !t PE - hot shots tennise | Written | Week 9 |
Year 1 - health - Good Choices, Healthy Me PE - Everybody now dance | Written | week 9 | |
| DRAMA | Devise and perform a short scene about a memory. | Practical | Week 5 |
MUSIC | Sing and play on glockenspiel the song ‘Rain, rain’ with lyrics and solfa. | Practical | Weeks 7-8 |
Contact information
Contact your childs teacher via email:
P1/A Jacqui Williams - jwill68@eq.edu.au
P1/B Gayle Kyle - gkyle4@eq.edu.au