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WELCOME TO YOUR FOUNDATION DIGITAL NOTICEBOARD
Welcome to the WPPS Online Foundation year level digital notice boards. These websites will be used for Term outlines, parent reminders and class-related matters. All forms requiring payment will only be issued via Compass.
You may contact me on the following email address:
Kathryn Skantzos kathryn.mananis@education.vic.gov.au
Term 3 Overview
Term 3 Overview
Hello Foundation Families!
Welcome back to Wattle Park Primary for Term 3! We hope you had an enjoyable holiday break and are ready for a new and exciting term of learning.
This term, we continue to focus on organisation and getting along well with others. We encourage each child to unpack their bag and organise themselves for the school day. This includes changing their take-home book and putting away their lunchbox and other personal belongings.
Please continue to refer to the website to keep up to date with upcoming events and information. If you have any queries, please do not hesitate to contact me.
Thank you for your continued support.
Kathy Skantzos
Morning Routine
When the music at 8.50 am is played, this is the time for students to come into the classroom, put away their bags, change readers and hand in any notices. Parents may also wish to take the opportunity to briefly pass on information to their child's teacher during this time.
Late Arrivals & Absences
If your child is absent, we require you to log this absence on Compass. In addition to this, any student arriving after 9.00 am or leaving the school before 3.30 pm requires a late/early leaver's pass. This is to be completed at the office and presented to the classroom teacher. Students must be collected by an adult if they leave the school.
Classroom Materials
We would greatly appreciate it if your family could please donate a box of tissues and a bottle of hand wash to share with the students in your child’s class.
EXTRA ITEMS FOR SCHOOL BAG:
Please make sure that you pack spare underwear, socks or other uniform items for those little accidents. Place these items in a plastic bag in your child's school bag.
Hats
As part of our SunSmart Policy, students are required to wear their school hats until the end of April. "Remember in September; Put it away in May"
Nude Food
All students are encouraged to bring 'Nude Food' lunches. A Nude Food lunch has no foil, glad wrap or any other packaging. Please unwrap and throw any rubbish out at home to help us significantly reduce the amount of rubbish scattered throughout our school.
Dates for your diary
Dates for your diary
July
Monday 13th: Curriculum Day
Tuesday 14th: First Day of Term 3 for students
Friday 17th: No Assembly this week due to Basketball Day
Friday 24th: Assembly -9:15am
Friday 24th: 100 days of School
Tuesday 28th: Parent-Teacher Meetings- 3:50-7:30pm
Wednesday 29th: Parent-Teacher Meetings - 3:50-5:00pm
Friday 31st: Assembly-9:15am
August
Friday 7th: Assembly 9:15am
Saturday 8th: A NIGHT AT THE RACES
Friday 14th: Assembly 9:15am
Monday 17th: Henny Penny Egg Hatching
Friday 21st: Assembly 9:15am
Monday 24th: Dental Van visits this week
Friday 28th: Assembly 9:15am
Friday 28th: Book Week Dress Up Day
September
Thursday 3rd: Father's Day stall - Classes only-TBC
Friday 4th: Assembly 9:15am
Friday 4th: Father's Day stall - Before and after school-TBC
Friday 11th: Whole School Photo
Friday 11th: Assembly 9:15am
Monday 14th: Chesterfield Farm Excursion- 9:30am-2:30pm
Friday 18th: Last Day of Term- 2:30pm finish
What's Happening In The Classroom
English
This term, Foundation students will continue to build and consolidate their understanding of the alphabet and deepen their awareness that texts are made up of words and groups of words that carry meaning. Students will participate in targeted reading sessions aimed at developing a range of reading strategies to support them in becoming confident, independent readers.
As part of our reading program, small focus groups will be introduced. These sessions will give students the chance to explore unfamiliar words, learn and practise helpful reading strategies, and engage in meaningful discussions about the books they read.
In writing, students will continue working on tasks that align with our Sounds Write spelling program. They will further develop their understanding of the differences between letters, words, and sentences, including the use of correct punctuation to form complete sentences. As their confidence grows, students will be encouraged to take risks in their writing and ‘have a go’ before seeking help. They will also continue to apply letter-sound knowledge to sound out unfamiliar words.
We will maintain a strong focus on correct letter formation, pencil grip, and posture.
Our approach to literacy is grounded in explicit, systematic instruction of essential skills, including word reading, spelling, oral fluency, handwriting, and syntax. Drawing on the latest evidence-based practices, we will use a variety of texts to model comprehension, explicitly teach vocabulary, and continue building students’ background knowledge across subject areas.
Spelling
Students will continue to engage in the Sounds-Write spelling program, a structured, synthetic phonics approach grounded in the science of reading. This program provides daily, multisensory, code-based activities that support a systematic and sequential approach to learning.
Our daily Sounds-Write phonics lessons are designed to strengthen students’ reading and spelling skills. As they progress through the year levels, students will continue to apply, develop, and refine these foundational literacy skills in increasingly complex ways.
Through the Sounds-Write program, students gain essential conceptual knowledge, including:
Letters are symbols (spellings) that represent sounds.
A single sound can be represented by one, two, three, or four letters.
The same sound can be spelled in multiple ways (one sound – different spellings).
A single spelling can represent more than one sound (one spelling – different sounds).
In addition, students build on key phonemic awareness skills:
Blending – combining individual sounds to read words.
Segmenting – breaking words into their individual sounds.
Phoneme Manipulation – adding, deleting, or changing sounds within words.
These skills form the foundation for confident, accurate reading and spelling as students continue their literacy journey.
How to support your child at home:
reading daily with your child,
continue to encourage your child to write for authentic purposes. They can write
cards, shopping lists, invitations, labels, and recounts of special events.
support your child to write by assisting them with sounding out the words, rather than
spelling the words for them
encourage them to draw pictures and then label the picture and/or write about what they have drawn
model writing practice. Ensure your child sees you writing for particular purposes to
show them that there is a need to learn how to write
talking about stories that happen in your own family's life. Telling stories orally helps to support the structure of stories in written form
encourage their fine motor development by providing opportunities to complete threading, colouring in, play-doh, craft, and cut and paste activities.
Mathematics
This term, Foundation students will continue to work on understanding numbers. They will match the number name, numeral and collection of objects, and reasoning with number sequences. Students will develop fluency in counting forwards and backwards, skip counting in meaningful contexts. We will begin exploring whole-part-whole relationships of numbers, utilising numerous hands-on activities and manipulatives to enhance addition and subtraction strategies and skills. Students will also be exploring the language of position and location, sharing into equal groups and revisiting measurement and shape.
How to support your child at home:
Include your child in everyday mathematical situations, e.g. counting objects in a
shopping bag, getting the right number of cutlery to set the table.
Whenever your child is practising maths in a real-life scenario, such as counting their
toys or helping to make a cook, encourage them to talk about the strategies and skills
they are using.
Encourage your child to represent a range of numbers in lots of different ways. They
can use toys, food items, or even outdoor materials.
When you or your child sees a number in your environment, e.g. on a sign, ask your child
to identify whether that number would be one less or one more
Talk about the days of the week and the months of the year. Talking about events
that you have on particular days or times of the year will help your child to begin to
understand the concept of time.
Integrated Studies
This term, we will be investigating farms and farm products. Through this unit, three key facts will be developed:
All food comes from plants or animals
Food is changed, caught or grown
Food is changed from farm to plate
Through the exploration of these three key facts, students will gain an understanding that all food comes from either a plant or an animal. They will be able to identify which foods come from which source, and the particular parts of animals and plants we use or eat.
Science
The weather influences our decisions about what to wear and the things we do. Severe weather phenomena, such as droughts, floods and cyclones, have serious impacts on communities. Horticulture, farming, fishing and tourism are highly dependent on weather. The accurate prediction of weather patterns and the interpretation of weather forecasts are very important to our economy and lifestyle.
The Weather in my world unit is an ideal way to link science with literacy in the classroom.
Students’ beliefs and understandings about the air, Sun and wind will be developed as they work through hands-on activities. Through investigations, they will increase their knowledge of how the characteristics of weather affect their daily lives.
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