Learning

Creative Arts

Creative arts is mandatory for students from Kindergarten to Year 6.

In creative arts, students discover a variety of art forms through a study of dance, drama, music and visual arts where they learn to appreciate, compose, listen, make and perform.

Each art form has its own unique knowledge and skills, elements or concepts as well as a capacity to inspire and enrich lives.

Kindergarten

During art lessons, students will make and appreciate various art works using different materials. In music, students will be exploring rhythm, beat and introducing percussion instruments. The students also participate in weekly whole grade singing and dancing lessons. Students will take on basic roles and create imagined situations within their own dramatic play and in drama initiated by the teacher. Improvisation, movement, mime and storytelling are all elements of drama that will be explored.

Year 1 and 2

Art

Students will explore different techniques used to create artworks.

Music

Read and perform 4 beat rhythms and echo clap patterns performed by the teacher.

Year 3

In Year 3 students participate in activities such as:

• Singing and moving to the beat of music, and identify changes in pitch, tempo, beat.

• Playing music using percussion instruments such as drums, triangles or maracas, as well as clapping, tapping of hands and feet.

• Following percussion charts to create a group musical performance.

• Role-playing characters from plays, working in groups as well as individual roles.

• Creating more detailed artwork by closely observing subject matter.

Year 4

In Year 4 students participate in activities such as:

• Singing and moving to the beat of music, and identify changes in pitch, tempo, beat.
• Playing music using percussion instruments such as drums, triangles or maracas, as well as clapping, tapping of hands and feet.
• Following percussion charts to create a group musical performance.
• Role-playing characters from plays, working in groups as well as individual roles.

Year 5

Art lessons based on class novel studies, history unit and special events including Operation Art.

English

The study of English is mandatory in NSW from Kindergarten to Year 12.

In English, students learn about the study and use of the English language in its various textual forms. These encompass spoken, written and visual texts through which meaning is shaped, conveyed, interpreted and reflected. Complexity increases as students progress through their schooling.

Developing proficiency in English enables students to take their place as confident communicators; critical and imaginative thinkers; lifelong learners; and informed, active participants in Australian society. Their understanding of English through knowledge and skills acquisition is essential to their intellectual, social and emotional development.

The study of English should develop a love of literature and learning and be challenging and enjoyable. It develops skills to enable students to experiment with ideas and expression, to become active, independent and lifelong learners, to work with each other and to reflect on their learning.

Kindergarten

Students:

• communicate appropriately and effectively within the classroom using agreed conventions, eg staying on topic, asking for and offering assistance
• give short talks and express ideas, eg tell news, describe a favourite toy, describe a science investigation
• begin developing reading and comprehension skills, eg recognise simple sight words, recognise most sounds of the alphabet, use illustrations and picture clues to make predictions about stories when reading
• recognise rhymes, syllables and sounds (phonemes) in spoken words n spell some common words accurately in their own writing n write simple sentences/stories for known audiences such as for self, class or parents, eg ‘Yesterday I played soccer.’
• understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences
• develop basic skills of writing, including correct pencil grip, good posture and handwriting movements to form lower-case and upper-case letters, eg a, A, b, B

Stage 1 | Year 1 and Year 2 examples

Students:

• engage in conversations and discussions using active listening behaviours, showing interest and contributing ideas, information and questions
• communicate simple information, eg give directions to the library, briefly retell a familiar story
• develop an increasing range of reading and comprehension skills on familiar topics, eg sound out unfamiliar words or break them down into syllables, respond to punctuation when reading aloud, express opinions about characters
• plan, write and review simple imaginative, informative and persuasive texts on a familiar topic
• spell common sight words, eg said, was, some, have
• listen attentively and share ideas, or give information in groups, class discussions or presentations to other classes and in assemblies, eg talk about familiar topics such as birthdays, sport, family, friends
• begin to read texts on less familiar topics
• make inferences, begin to summarise events and make predictions when reading stories to develop comprehension
• begin to organise ideas into paragraphs when writing and use basic grammatical features and punctuation conventions
• construct texts featuring print, visual and audio elements using software, including the use of digital technologies.

Stage 2 | Year 3 and Year 4 examples

Students:

• communicate for a range of purposes and audiences, eg conduct brief interviews to obtain information, give instructions for a visual arts project
• use a wider range of reading strategies to confirm predictions and locate information, eg skim read using headings and subheadings
• enrich writing through the use of adjectives, adverbs, phrases, conjunctions, pronouns, direct and indirect speech and action verbs using the correct tense for the story, eg present tense, past tense
• use a range of digital technologies to construct, edit and publish written text, and select, edit and place visual, print and audio elements
• understand how to use strategies for spelling words including spelling rules, knowledge of word families, spelling generalisations, and letter combinations including double letters
• employ various speaking skills to give confident presentations, eg gesture, facial expression, pause, emphasis, volume, humour, rhetorical questions, clarity
• read and engage with a wide variety of stories, poems and visual texts
• use comprehension strategies to build meaning to expand content knowledge, identify the writer’s point of view, describe and compare different interpretations, and identify stereotypes
• produce more complex pieces of writing, eg a persuasive text to develop a position on a new school rule
• use a variety of spelling strategies to spell high-frequency words correctly when composing imaginative and other texts
• respond to a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express thoughtful conclusions about those texts

Stage 3 | Year 5 and Year 6 examples

Students:

• communicate effectively for an increasing range of purposes, eg to entertain, inform and influence audiences
• use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts
• read, recognise and respond to themes and issues within texts and justify interpretations by referring to their own knowledge and experience
• use grammatical features, eg pronouns, conjunctions and connectives, to accurately link ideas and information to ensure meaning when composing texts
• use known word meanings and base words when spelling unknown words, eg sign … signature
• think critically about aspects of texts such as ideas and events
• respond to short films, documentaries and multimedia texts that express familiar and new aspects of the broader world
• read texts for specific purposes, applying appropriate text processing strategies, eg predicting and confirming, monitoring meaning, skimming and scanning
• use an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies
• plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes
• plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to the purpose and the audience
• investigate how the organisation of texts into chapters, headings, subheadings, home pages and subpages for online texts can be used to predict content and assist navigation
• think imaginatively when engaging with texts, using prediction, eg to imagine what happens to characters after the text.

Human society and its environment

In human society and its environment (HSIE), the subjects of history and geography are mandatory from Kindergarten to Year 10, where students study specific historical and geographical concepts and skills.

In HSIE, students explore varied subjects in human society and its environment to learn about history, geography, people, societies and culture.

Students also have an opportunity to learn more about people and the societies and environments in which they live.

A large number of individual subjects make up the key learning area of HSIE in which students:

• research, gather and analyse information
• question and make judgements
• write for a variety of purposes.

Human Society and Its Environment (HSIE) provides opportunities for students to explore the past and present to develop an understanding of their personal and community identity. They investigate the interactions between people, places and environments that shape their nation and world. They learn to participate in society as informed, responsible and active citizens.

Kindergarten

• tell stories of family, school and local events that are celebrated or observed at home
• talk about how families are similar or different, using stories and/or photographs
• discuss holidays and special events in Australia and other countries
• listen to stories from other cultural backgrounds, including Aboriginal and Torres Strait Islander Peoples
• talk about the importance of the places they live in and belong to
• show care for their home, classroom, school and/or the environment.

Year 1 and 2

• talk about families and identify various family traditions
• tell stories about events and important days using language such as ‘then and now’, ‘a long time ago’
• learn about the local community and how it has changed over time
• talk about historical sites in the local community
• use maps and globes to locate places and countries
• discuss and observe how technology has changed over time
• show an understanding of the relationships between environments and people and what they can do to help protect their environment
• identify roles and responsibilities in families, school and their community.

Year 3 and 4

• learn about the stories of Aboriginal and Torres Strait Islander Peoples and their relationship with Country/Place
• investigate the cultural diversity or background of the local area
• learn about celebrations and commemorations in Australia and the world, eg Anzac Day
• investigate British colonisation of Australia and its impact
• discuss why people value environments differently
• investigate the various ways to care for their local environment and what they can do at home and school to help protect the environment
• describe similarities and differences between communities in Australia and other places in the world, including religions, languages and cultures.

Year 5 and 6

• learn about people, groups and events in the past, eg convict life and the gold rushes
• explain events that led to Australia’s Federation
• describe experiences of Australian democracy and citizenship, including changing rights over time
• talk about stories of migration and learn what it means to be Australian
• examine different cultures and their contributions to Australian identities
• investigate how the natural environment influences people and places, eg bushfires
• investigate Australian and global connections and recognise global responsibilities.

Library

Our Library provides fantastic reading and research resources to our teachers and students and is an integral part of our childrens' education.

The Library's opening hours are:

Before School (from 8.30am) | Tuesday, Thursday and Friday.
Students in Years 3 to 6 may still return and borrow at lunchtimes on Monday, Wednesday and Friday.

Students can return and borrow books straight after school from 3.05pm - 3.15pm (unless there is a meeting).

The library is used for a variety of activities including evening Community Meetings, extra curricula educational activities such as author visits during Book Week and 'Special Day' organisations eg. Aboriginal visits.

The parent community is very supportive of the library, providing funds that are spent by the librarian in consultation with the staff and executive. Items purchased may include books, DVD's, kits and computer equipment. Updating of resources is essential for the total learning programmed of the school.

Mathematics

The study of mathematics is mandatory from Kindergarten to Year 10.

By studying mathematics, students learn to work mathematically – developing fluency, understanding, problem-solving, reasoning and communication skills.

The syllabus consists of the following strands:

• number and algebra
• measurement and geometry
• statistics and probability.

Personal development, health and physical education

Personal development, health and physical education (PDHPE) is mandatory from Kindergarten to Year 10.

According to the NSW Education Standards Authority (NESA), students are expected to participate in PDHPE for between 1.5 and 2.5 hours per week in Kindergarten to Year 6.

PDHPE provides students with opportunities to explore issues that are likely to impact on the health, safety and wellbeing of themselves and others – now and in the future. Students also participate in challenging and enjoyable physical activity, improving their capacity to move with skill and confidence.

Through Personal Development, Health and Physical Education (PDHPE) students develop self management, interpersonal and movement skills to help them become empowered, self-confident and socially responsible citizens. The learning experiences in PDHPE provide students with a foundation to actively contribute to, and advocate for the health, safety and wellbeing of themselves and others in the community and beyond school. Students are provided with opportunities to participate in physical activity to develop movement skills and recognise the impact of physical activity on health and wellbeing.

Kindergarten

• identify personal strengths and qualities and how people grow and change
• practise interpersonal skills to interact positively with others
• demonstrate a variety of movement skills and movement sequences
• participate in play that promotes engagement with outdoor settings and the natural environment
• describe how individuals help one another to stay healthy and safe
• practise interpersonal skills when participating in activities, for example assertiveness, persistence.

Year 1 and 2

• describe physical and social changes that occur as children grow older
• identify and practise physical and emotional responses that account for their own and others’ feelings
• create and participate in games with and without equipment
• identify rules and fair play when participating in physical activities
• explore health and safety influences that benefit Aboriginal
• and Torres Strait Islander cultures, for example recognise the benefits of bush tucker
• describe situations where they are required to make healthy and/or safe decisions.

Year 3 and 4

• describe and practise ways respect, empathy and valuing diversity can positively influence respectful relationships
• make positive contributions to group activities
• pose questions, test solutions and use problem-solving strategies to solve movement challenges, for example strategies and tactics in games
• participate in physical activities from their own and other cultures
• perform physical activities designed to enhance fitness and discuss the impact of regular participation on health and wellbeing
• analyse physical and emotional responses that indicate when they and others feel safe or empowered.

Year 5 and 6

• examine how identity and behaviour are influenced by people, places and the media
• practise skills to establish and manage relationships, for example select and practise appropriate ways to resolve conflict
• practise specialised movement skills and apply them in a variety of movement sequences and situations, for example bowl/pitch, shoulder pass, serve, punt, tag/touch
• participate positively in groups and teams by encouraging others and negotiating roles and responsibilities
• evaluate the reliability of health information and messages from different sources before making decisions
• investigate and adopt practices that help promote and
• maintain health, safety and wellbeing, for example healthy food and drink habits, personal safety online, support networks.

Religion and ethics

At our school, students can take part in special religious education (SRE) or special education in ethics (SEE) classes, depending on what’s available. These classes are delivered by approved providers.

When enrolling your child, you’ll be able to choose an option from the approved providers offered at our school. Students not attending SRE or SEE are given supervised alternative meaningful activities.

You’re welcome to change your choice at any time. Just let us know in writing or use the online form (if available at our school).

Ethics

Ethics classes support children to develop a life-long capacity for making well-thought-out decisions about ethical issues. Through the give-and-take of considered argument, students learn to respectfully challenge each other’s ideas and support their own arguments with evidence, rather than according to habit or peer pressure.

Our volunteer ethics teachers, who are trained members of the school and broader community, use detailed lesson materials which present a range of stories, scenarios and questions to generate discussion. Ethics teachers are trained to impartially facilitate student discussions, helping them develop their critical thinking and collaborative inquiry skills.

Ethics teachers support student learning by:

• modelling the inquiry process – by asking questions and encouraging discussion
• showing genuine curiosity and interest in the questions being discussed
• staying neutral – ethics teachers are trained to keep their own views out of the discussion
• creating a positive learning environment – by allowing students time to think and encouraging them to share ideas and give reasons for their opinions.

The Special Education in Ethics program is provided by Primary Ethics. You can find out more information about the program from bhps.ethics@gmail.com and the Primary Ethics website.

For more information, visit the department’s website or contact us.

Science and technology

Science and technology is mandatory for all students from Kindergarten to Year 6.

In science and technology, students explore the natural and made worlds. They learn how to apply scientific and technological skills, knowledge and understanding across a broad range of contexts.

Science provides a way of inquiring about the world around us. It explores evidence and investigates ways to discover, develop and produce solutions to real world problems. The inquiry and skill-based nature of science opens doors to ideas and discoveries.

Science and Technology fosters in students a sense of wonder and curiosity about the world around them. Students are encouraged to embrace new concepts and to learn through trialling, testing and refining ideas. They are supported to participate responsibly in developing innovative ideas and solutions in response to questions and opportunities relevant to them and the world around them.

Some examples:

Kindergarten

• Record observations using drawings, simple digital recording methods, oral descriptions and/or simple visual representations
• Recognise that plants and animals can be used for food, or materials (fibres) for clothing and shelter
• Identify and describe how the properties of different materials suit their design purpose
• Observe the effects of push and pull forces on familiar objects, for example changes in motion and changes in shape
• Identify daily and seasonal changes that occur in our environment, such as day and night, and changes in the weather
• Explore familiar digital devices, for example a computer, a device to take a digital image
• Follow and design a sequence of steps (algorithms), for example following a procedure.

Year 1 and 2

• Explore how different environments cater for the needs of a living thing
• Explore the plants and animals used in customary practices of Aboriginal and Torres Strait Islander Peoples
• Design and evaluate a product, demonstrating understanding of the suitability of materials or a purpose
• Identify sound, light, heat, electricity and movement as forms of energy
• Record the observable changes that occur in the sky and on the land, for example patterns in the position of the Sun across a day
• Communicate, collaborate and share information safely using digital systems.

Year 3 and 4

• Identify that science involves making predictions and describing patterns and relationships
• Design, plan and produce a product, system or environment to support the growth of a plant and/or animal
• Recognise that a change of state of matter can be caused by adding or removing heat
• Explore some common sources and uses of electrical energy and describe different ways electrical energy can be generated sustainably
• Investigate why the Earth’s surface changes over time as a result of natural processes and human activity
• Collect, access and present different types of data using simple software to create information and solve problems
• Investigate how the same data can be represented in different ways, for example codes and symbols.

Year 5 and 6

• Explain a sustainable practice used by Aboriginal and Torres Strait Islander communities to manage food and fibre resources
• Describe how changing physical conditions in the environment affect the growth and survival of living things
• Explore that when materials are combined the result is either a mixture or a new substance
• Identify and evaluate the functional and structural properties of materials, for example shade cloth for shelter
• Perform a scientific investigation to explore the strength of a single contact or non-contact force
• Identify that Earth is part of a system of planets orbiting around a star (the Sun)
• Design a user interface for a digital system, for example developing a storyboard for a game.

School Sport

Sport is an integral part of the school’s Personal Development, Health and Physical Education (PDHPE) curriculum and students of all ability levels are catered for through the school’s sport programs.

Sport and physical activity is a valued and accepted part of our school's curriculum, contributing to the development of the whole child. It provides a vehicle for social, physical, emotional and moral learning and is an important expression of our culture.T he school implements a separate sports and physical activity program for students in Kindergarten to Year 2 and students in Years 3 to 6.

Students who are in Years 3 to 6 are given the opportunity to participate in the school's swimming, cross country and athletics carnivals. Students who are 8 years of age in Year 2 are given the opportunity to participate in the 8 yrs events at the swimming and athletics carnivals. Students who are successful at these carnivals are also given the opportunity to advance to zone, regional, state and national representative levels.

There are also opportunities to represent our school at inter-school sports competitions. As a NSW public school we benefit from the opportunities for shared activities and competitions with other schools, coordinated by school sport associations.

The school is a member of the Manly Primary School Sports Association (PSSA). This association consists of 12 local Public Schools and organises zone carnivals and competitions including the Friday afternoon competitive sports program for students in Years 4 to 6. Students not involved in PSSA competitions participate in the school sport program. The program emphasises games skills training and encourages a positive attitude towards sport.  Go to the representative sport page for more information.

Students are grouped into four sport ‘houses’. Siblings are put in the same house.

The four houses are:

High potential and gifted education

At our school, we give the right support to help advanced or talented learners grow and do their best.

We notice these students early. They may learn quickly or show strong skills in creativity, leadership, problem solving or sport. We help them stay challenged with lessons and activities that match their strengths.

Contact us to learn more about how we support high potential and gifted learners.

Parent-teacher meetings

Parent/teacher meetings are held on a regular basis at the school.

• Term 1 - Class information night | parent-teacher tnterviews
• Term 2 - Student reports
• Term 3 - Teacher interviews on request
• Term 4 - Student reports

Parents and carers may request an interview at any time. 'Request an interview with class teacher' form via the Skoolbag App or the school website.

Here are some tips to get the best out of your time with the teacher.

Arrange for an interpreter if needed

If you need an interpreter, let us know before the interview. Call 131 450 and ask for an interpreter in your language. The operator will get an interpreter on the line to help you. This service is free.

Do your homework

Take a few minutes before the meeting to jot down any questions or comments you have. Common questions may include:

• How is my child fitting in with other children?
• What are the children working on now?
• Is there anything about my child’s needs that I should know?
• Does my child ask questions, participate in class discussions and other activities?
• Is my child’s progress satisfactory?
• What activities does my child seem to enjoy the most at school?
• Who are my child’s friends?
• Does my child join in with other children in the playground?
• What kinds of things will the class be doing over the next few weeks?
• How is my child progressing in comparison to others in the year?
• Is there anything I can be doing to help my child at home?
• Do you have any concerns about my child?
• What is the best time and way to contact you if I have a concern?

Also, list anything that might be happening at home that may be helpful for your child’s teacher to know. If your child has seen a specialist for example, there may be some information that is important for the teacher or the school counsellor to know.

Go with a positive attitude

Approach the interview with a positive and relaxed attitude. Remember you and the teacher are partners in your child’s learning. Be clear and confident in raising any concerns and allow the teacher to answer or clarify your questions and worries.

Teachers want to help students achieve their best – you’re on the same team.

Walk away with an agreed plan

If the teacher raises issues about your child’s learning, development or behaviour, your goal will be to understand the plan to manage that during the school day and how you can help at home.

For example, if your child is struggling to pay attention in class, a behaviour diary which travels between class and home every day may be a good suggestion. The idea is the teacher updates you with a short, written account of your child’s day, so you can discuss it with your child each evening.

Ask the teacher what sort of strategies they have in mind and how you can help.

Plan to communicate

The parent-teacher interview is not the only time you can discuss your child with the teacher, but many parents and carers find it’s their only opportunity to visit the school. Ask the teacher how you can best communicate with each other in the future. Many teachers make appointments to see or call you outside of school hours. Others find email works well.

Between 8:30am and 3:30pm is non-stop for teachers, and their primary responsibility each day is to teach their students. Teachers can’t leave their class unattended to talk with you so it’s best to come up with a plan to stay in touch.

After the interview

It’s important to discuss the meeting with your child and really congratulate them on their strengths. If the teacher made suggestions of things you could do at home, discuss these with your child and commit to following through with them.

It can be easier to approach the teacher or the principal when you feel part of the school community. Volunteer if you can, or stay connected on social media or online.

Don’t let issues brew

Stay in touch with the teacher and the school. Make contact if a concern arises before or after the parent-teacher interviews. Let the teacher know what your concern is so they can prepare for your conversation.  For example if you’re worried your child isn’t making friends, the teacher may want to observe them in the playground before you talk. Or if you’re concerned your child isn’t performing as well as expected, the teacher may want to check last year’s notes, talk to colleagues or review assessment results.

If there’s something happening at home with your child or another family member, it can affect your child’s learning and behaviour at school, so please let the school know.

Seeking more help

If you’ve talked to the teacher and still aren’t satisfied with the outcome, you can always make an appointment to discuss your concerns with the assistant principal, deputy or principal. You can bring a support person with you to any meeting at the school. If you need the help of an interpreter, let them know when you make the appointment, so they can arrange to have someone on the phone or at the meeting to help you.

Help with homework | Tips for all ages

All schools have a homework policy developed in consultation with the school community.

Homework is often a revision of what is covered in class. As well as regular weekly homework, your child may have assessments such as assignments or projects with due dates.

A key to success is being organised. To avoid Thursday night meltdowns about incomplete homework, read our homework tips.

Tips for all ages

These tips are relevant for all students Kindergarten to Year 12.

• Ask your child about their homework, know what they are learning about and when assignments are due.

• Use our term assessment planner to record when assessments and exams are scheduled so you can help your child prepare in advance. Make to-do lists to spread out the workload.

• Get into a routine of doing homework at a set time, ideally a little each day.

• Have a set place where the kids can do their homework, with the equipment they’ll need:

  • pens and pencils
  • highlighters
  • scissors
  • glue
  • scrap paper
  • ruler
  • calculator
  • printing paper
  • computer and internet access
  • a printer.

• Turn mobiles to aeroplane mode or off so there are no disruptions.

• If there’s no set homework, encourage your child to do some reading. For younger children, it’s great for them to read aloud to you. For older kids, ask them to tell you about what they have been reading.

• Don’t jump in and give answers. Homework is about helping kids become independent learners.

• Encourage your child to start assignments as soon as they receive them – this will reduce any night-before stress.

• Your child needs to do their own projects and assignments. There’s no point submitting work done by anyone other than the student. Teachers need to know what students can do independently - it’s the best way of planning lessons and providing additional support if required.

• If your child is having difficulty with their homework, contact their class teacher for help.

Help with English and literacy

Reading and comprehension are important skills for primary school students.

To help your child become a more effective reader try some of these strategies.

• Predicting – use information from the text, images or your own experience to try and predict what might happen next, how characters might react or what the outcome will be.

• Questioning – ask and answer questions about the text to help children understand the meaning of the text.

• Monitoring – if something doesn’t make sense as you read it, stop, reread and think or discuss what you’ve read to understand the meaning.

• Visualising – it can help to paint a picture in our head of things being described or explained in a text – it helps bring the text to life.

• Making connections – compare what you are reading to:

  • something in your own life
  • another text you have read or watched
  • something happening in the world.

• Summarising – notice the most important things in the text and use your own words to describe what you have read.

Writing tips

All writing has a purpose. Make sure your child is thinking about who they are writing for and why. For example, there’s a difference between writing a letter to a family member when on a holiday compared to writing a tourism brochure or story set in the same location.

Read your child’s writing or get them to read it to you. Praise them for having a go at writing words that are new to them.

Encourage writing at home by:

• asking your child to keep a record of special events such as a diary or blog
• having your child label photos or pictures with captions
• spending time creating notes, letters and stories.

Helping with spelling

Spelling is closely linked to writing and reading. At school, students learn the importance of accurate spelling. When your child asks how to spell a word, always encourage them to have a go first, then discuss their effort and make sure you have a dictionary for checking. If using an online dictionary make sure it is an Australian dictionary, not American. The same goes for spellcheck on the computer – check the language is set as Australian English.

Look, say, cover, write, check

The following approach can help when a student practices their spelling.

• Look carefully at the word.
• Say the word.
• Cover the word.
• Write the word from memory.
• Uncover and check the spelling against the correct word.
• Repeat.

Help with maths and numeracy

Maths today is about understanding number patterns, not learning by rote.

Consider the following when helping your child with maths.

• Stay positive. Don’t say, ‘I was bad at maths too’. It can lower your child’s expectations of themselves.
• Don’t jump in and tell your child the answer or how to get to the answer. Ask: ‘What is the question asking you?’ or ‘How should we go about working this out?’
• Practise times tables. Children who know their times tables are more confident with their numbers and maths in general. There is always more than one way to get the right answer. Children are encouraged to work things out in more than one way, as a way to check their answer.
• Talk to the teacher if your child needs more help with their homework.