Welcome back to the new school term. This newsletter is to help keep you informed about the curriculum for the grade and the day-to-day activities of the grade.

*Teachers work under the structure of an Enterprise Agreement that includes a number of entitlements. One of these is the engagement in Profession Planning Time (PPT) where they are released from class to carry out other professional responsibilities. Each full time teacher is entitled to the equivalent of 2 hours PPT each week, or a pro-rata there for part time teachers. Therefore, all students operate across the school week with at least two teachers engaging in the classroom program of learning.

This Curriculum Outline is designed to communicate what your child is learning so you can support them at home this term. At Good Samaritan, we believe that the partnership between you as parents and our teachers are the most important influences on your son’s or daughter’s education.

The NSW Education Standards Authority (NESA) is responsible for setting and monitoring quality teaching, learning, assessment and school standards across NSW public, Catholic and independent schools. NESA also develops Kindergarten to Year 12 syllabuses for NSW schools. Syllabuses identify: the knowledge, understanding, skills, values and attitudes students are expected to develop at each stage; what students are expected to know and do; Learning across the curriculum areas: cross-curriculum priorities, general capabilities and other important learning for all students.

At Good Samaritan we have a K-6 Scope & Sequence of learning which supports the implementation of the NESA Syllabuses. Below, is an outline of the Key Learning Area content & skills being taught this term.

All students take part in Religious Education Programs. The school also provides other opportunities for students to express and deepen their Faith through school Masses, liturgies, prayer and in Christian service and witness within their school environment and the wider community. 

Religious Education follows a curriculum set and approved by the Bishop of the Diocese in conjunction with the Catholic Education Office.

This term in Religious Education, Kindergarten will learn about: 

The Good Samaritan - Students will listen, view and respond to the story of The Good Samaritan and reflect on how they can be good neighbours. 

Welcome - This unit establishes simple prayer routines with a focus on the Sign of the Cross. Key symbols and religious objects in the school and parish environment are explored. The unit introduces sacred space, a prayer place and the importance of time to pray. Through the use of the Christ candle, children are introduced to the image of Jesus, as the light of the world. The foundational image of Jesus as the Good Shepherd is also presented through the story of the Good Shepherd.

Lent and Holy Week - This unit presents the stories of ‘The Lost Sheep’, ‘The Washing of the Feet’ and ‘The Last Supper’. Through these stories, and in keeping with the season of Lent and Holy Week, the students are introduced to Jesus as the one who loves us, who seeks out the lost, who humbly serves others and who provides nourishment. 

English is the Key Learning Area where students develop knowledge, skills and understandings about English language and literature. The students will be actively engaged in the development of skills through:

This term in English, Kindergarten will become familiar with the basic features of text when Reading, Writing and Speaking and Listening. 

This unit will treat a variety of texts that are integrated with Religious Education, HSIE and Science. It will have a specific focus on the features of a sentence that is an integral part of thinking, speaking, reading and writing. There will be a variety of shared texts read for enjoyment.

• Please ensure that your child has a large pencil case or A4 document wallet as a homework folder.
• Please ensure they have a small plastic container to be used as a word box.
• Listen to your child read their reader book each night and ensure that all books are returned to school, in the folder, each day.
• Engage your child in authentic and meaningful conversations with your child. Ensure they are looking at and listening to you as this happens.
• Correct, by modelling, any incorrect pronunciation and grammatical structures when speaking with your child.
• Review high frequency words (sent home in word box), daily.
• Engage in rhyming songs and games with your child. E.g. ‘hat and cat’, ‘tail and whale’ are rhyming words because they sound the same at the end.
• Draw your child’s attention to words that begin with the same initial sound. E.g. leg and lump.

An essential component of Mathematics is the development of students’ ability to Work Mathematically. This includes the skills of Communicating, Problem Solving, Reasoning, Understanding and Fluency. 

Students’ ability to work mathematically is development through the achievement of outcomes and working with content of the Mathematics K-6 Syllabus. Content is organised within the following content strands: 

This term in Mathematics, Kindergarten will learn about:

Numbers

Patterns

Position

Time

2D Shapes

The focus for most of the term is on counting, representing and writing numbers.  

Students will also learn to follow an instruction to position an object or themselves and describe the relative position of an object or themselves. 

Other concepts covered in Term 1 include identifying, comparing and ordering the duration of events using the everyday language of time, creating and interpreting information in a data display, creating patterns and basic shapes.

• counting forwards and backwards
• identifying numbers before and after E.g. What number comes after/before 9?
• board games, dice games, number games
• using everyday mathematical language - numbers, forward, backward, in front, behind, beside, under, on top, counting, patterns, repeating, continuing 
• identifying numbers in the environment
• review the four basic shapes and their features - circle, square, triangle, rectangle
• sequencing time events - First I get dressed. Then I eat my breakfast. etc.
• use the language of time - yesterday, today, tomorrow, days of the week, months of the year

Geography

The objectives and outcomes of the Geography Syllabus are based on courses of study across Kindergarten to Year 6. The organisation of content for the stages in primary school is as follows:

The Geography outcomes of this syllabus will be taught in terms 3 and 4.

History

The outcomes, concepts and skills of the History Syllabus are based on courses of study across Kindergarten to Year 10. The organisation of content for the stages in primary school is as follows:

This term in History, Kindergarten will learn about:

Personal and Family Histories 

This unit will run over two terms. The focus of Term 1 is on the student’s own family.  We will explore who are the people in their family, what names they are called by, their birthplace and how they are related to the student. Students will gain an understanding of how a family tree visually represents the people in their family.

The outcomes and content in the Science and Technology Syllabus are organised in the following strands and substrands:

This term in Science & Technology, Kindergarten will learn about:

Places and Spaces

This unit aims to define the concepts of Place, Space and Environment so that students can investigate and determine places with spaces and their purpose. This will enable students to recognise and use places with spaces appropriately within the school environment. Students will design and make an object with a space for a specific purpose and share this with their peers.

The Creative Arts K-6 Syllabus is organised within the following strands: 

This term in Creative Arts, Kindergarten will learn about:

Visual Arts: 

This sequence of learning activities will focus on painting, paper techniques, and an exploration of different media and materials. Students will have the opportunity to develop their fine motor skills, in the ability to use cutting, gluing and painting skills in order to create an artwork for a specific purpose.

Drama: The Gruffalo

In this drama unit, students draw on their knowledge of, and interest in, the topic, working with the teacher to develop a story about a Mouse and his survival. The format is that of a Narrative, but students are active participants rather than an audience observing the action of the drama. The conventional narrative patterns (orientation, rising action and complication, climax and resolution) are incorporated in the developing story. Students and the teacher work together in a role to develop the action of the drama, using dialogue, movement, sound and improvisation to advance its course. The elements of drama (tension, focus, mood, contrast, symbol and space) are all incorporated in this unit.

Students at Good Samaritan have Physical Education/Sport each week. All students participate in the School Athletics and Cross Country Carnivals. Eligible students participate in the Swimming Carnival. After these carnivals squads are chosen to represent the School at Regional and Diocesan Carnivals. Students can then be selected to compete at MacKillop and State levels. Good Samaritan has a clear policy regarding student participation in sporting gala days and representation at competitive sports. Parents are asked to become familiar with this policy. 

This term in PDHPE, Kindergarten will:

This unit focuses on the fundamental movement skill of static balance. Students learn how to maintain good balance while performing a range of movements. Students will also spend time training for the school Cross Country Carnival and participating in activities and games to improve general fitness and Gross Motor skills. Students will recognise the need to share and cooperate with others. They will also learn how to demonstrate active listening skills. 

Kindergarten reviews the Zones of Regulations at the beginning of each day. This could also be used at home with your child.

When reading commences your child will bring home a reader in their homework folder.  Please listen to your child read the book, fill in the reading log and return the folder each day. When high frequency words begin, small word cards will be sent home on a Monday. Students will need a ‘Word Box’, (a small plastic container) to store these cards in. Please review them each night. 

• listen to your child read their book
• fill in the reading log and return the folder each day
• review high frequency words each night 
• talking to your child about who are the people in your family (immediate and extended family), what you call them, their relation to your child and where they were born

Please support your child to be Ready to Learn each day by ensuring he/she has the following:

• Homework Folder and readers 
• Word Box for High Frequency Words
• Library bag and books
• Paint Shirt - paint shirts will be kept at school and sent home at the end of each term to be washed 

At GSFM we follow a school wide classroom behaviour sequence. Each student starts the day on ‘Ready to Learn’ and is encouraged to stay on this level all day.

Kindergarten’s rules are displayed with visuals in the classroom. Students are encouraged to follow the rules within the classroom. Students are rewarded with stickers on their sticker folder for positive behaviour.

In Term 1, Kindergarten are focusing on listening to directions and following instructions in the classroom and on the playground. Students are rewarded for positive behaviour on the playground with house colour tokens. House rewards are given frequently.

All students are expected to be neatly dressed in their school uniform or sports uniform each day. Classroom teachers will monitor the wearing of the uniform on a day-to-day basis and inappropriate dress will be brought to the attention of the student and, where necessary, parents. 

This term students are to wear the correct Summer/Winter uniform.

GOOD SAMARITAN CATHOLIC PRIMARY SCHOOL UNIFORM

Students are also expected to wear the correct Sports Uniform on sports days:

ALL ITEMS OF UNIFORM MUST BE CLEARLY MARKED WITH THE CHILD’S NAME

Ongoing communication between school and home is essential. The school aims to work in partnership with the home and recognises that parents wish to be informed of any problems. Likewise, there is a need for parents to keep the school informed of any events that may impact on the life of their child at school.

Through this mutual communication we aim to provide a safe and supportive environment for your child.

1. If you have any educational/behaviour concerns about your child always contact your child’s classroom teacher in the first instance. Your child’s classroom teacher will always contact you if they have any concerns regarding your child’s education or behaviour. 
2. Grades and classes across the school are supported by Middle Leaders. You are welcome to contact the Middle Leader/s responsible for your child’s class/grade if you have continued concerns regarding your child’s education or behaviour. The Middle Leaders will also contact you when and if necessary.

Middle Leaders 2021

3. If the issue remains unresolved beyond the Middle Leader then please address your concern/s to the Assistant Principal or the Principal. 
4. Parents may contact teachers by email via the school office (info@gsfmdow.catholic.edu.au) but are asked to understand that a response may not be immediate and certainly cannot be expected beyond the regular hours of the school day or week. 

At Good Samaritan, we believe it is important to speak with parents either in a face-to-face meeting or over the phone when responding to emails that may be of a sensitive nature or, that may require a lengthy response. Therefore, the email response you receive may be of a generic nature. 

Parents are asked to understand that teachers primary responsibility throughout the school day is towards the students. Therefore, teachers are unable to engage in discussion when they are in direct supervision of students.

For any absence the school must receive notification of the reason for the absence within 7 days of the return to school. This applies for partial absences as well as whole day absences. Please supply the reason via Compass. In the event that a notification is not supplied the absence will be recorded as Unjustified/Unexplained.

• Cross Country Carnival: Friday 12th March
• Parent/Teacher Meet and Greet will occur during Week 8 (week beginning 15 March): please ensure you have booked a time through Compass
• Holy Thursday: Thursday 1st April (last day of Term 1)
• Good Friday: Friday 2nd April
• Easter Sunday: Sunday 4th April