What is the Classroom Helper Program?

The Classroom helpers’ program is a program designed for teachers and parents to work together to assist children in the development of Reading, Writing and Numeracy skills.

How do I become a classroom helper?

At NMPS, we offer a training session for Classroom Helpers, which focuses on the roles you may undertake as a classroom helper. In addition to providing strategies for supporting children in the classroom. If you have already completed the training last year, participating in the training again is optional.

Please contact your child’s teacher if you are available to assist in the classroom. The teacher will schedule their classroom helpers at suitable times and will communicate this with you.

Each time you visit the school to assist in the classroom you will need to sign in and out at the front office, through the Compass kiosk.

Please note, we cannot accommodate younger siblings when volunteering in the classroom.

Do I need a Working with Children Check?

The Working with Children Check (WWCC) is a screening process for assessing or re-assessing people who work with or care for children in Victoria. Whilst we prefer that all classroom helpers obtain a WWCC, if you’re a parent volunteering in an activity in which your child is participating, or normally participates, you don’t need a Check. All other adults will require a WWCC. If you volunteer to participate in a program or class, which your child is not a part of (such as Cooking), you will require a WWCC. A volunteer WWCC can be obtained from the Working With Children Check website.

Strategies to use when volunteering in the classroom


The teacher will direct you to the activities you will be supporting, they may include:

  • Reading- Home reading, small group activities (purposeful reading tasks), rhymes and chants, alphabet tasks.
  • Writing- supporting writing with individuals or small groups of children
  • Spelling- High frequency word activities or testing


  • Look at the picture
  • Check the Initial sounds and match with the picture
  • Stretch it out
  • Chunking (breaking the word into smaller parts)
  • Look for smaller words in bigger words
  • Check for meaning (Does it look right? Does it sound right? Does it make sense?)


  • Make predictions based on the story, using evidence from the text to justify your ideas
  • Make connections with prior knowledge or with other texts
  • Retell the main events from the story
  • Ask questions, including inferential questions which require students to use their prior knowledge
  • Encourage students to show you evidence from the book

Supporting Early Writers:

  • Draw and talk about your ideas first
  • Record the initial or dominant sounds in each word
  • Record known words
  • Use M100W lists or the word wall
  • Practise on a whiteboard
  • Reread your writing aloud to check if it makes sense.
  • Check for finger spaces and punctuation

Engage your child’s interests in literacy

  • Read and discuss a wide range of fiction and non-fiction texts, including newspapers (‘kidsnews’), digital texts (Reading Eggs/ Reading Eggspress), chapter books, picture storybooks, information texts etc.
  • Develop instant recognition of a large number of high-frequency words
  • Notice and use the punctuation to develop fluency when reading aloud
  • Identify the main idea and use evidence from the text to justify
  • Identify interesting words when reading, discuss their meaning and try to incorporate them into writing or everyday language
  • Encourage children to write shorter pieces of writing, with a focus on rereading and editing to improve language, interest and meaning


Below are some of the materials students will use in the classroom:

  • Dominoes
  • Dice
  • Icy pole sticks
  • Ten frames
  • Unifix blocks
  • MAB (Year 2 onwards)

Making, Counting, Drawing and Talking Numbers:

Using classroom materials and games, provide plenty of opportunity for students to:

  • Count collections/objects
  • Make and draw collections
  • Identify and record numbers in numerals and words.
  • Language to use when talking numbers

Languages such as plus, minus, equals and their corresponding symbols (+, – , =) are not introduced until the later stages of Prep or Year 1.

Language to use in Prep when counting:

4 and 2 is 6
3 and 2 more make 5
6 is 3 and 3 more
2 and 2 is 4, and 1 more is 5
5 take away 3 is 2
4 teddies take away 2 teddies, how many are left?
How many teddies are there altogether?
3 teddies and 3 teddies more make how many altogether?
Y1 onwards

2 + 2 What is the sum?
5 – 3 What is the difference?
Years 3 -6

2 x 2 What is the product?
8 ÷ 2 What is the quotient?

Supporting students in 3-6:

  • Play dice and card games to develop fluency with basic facts. Repetitive practise is key to developing fluency.
  • Support strategies for mental computation using the partitioning of numbers. Avoid jumping to rote vertical algorithms too early.
  • Involve children in shopping decisions including the calculations of costs and change.
  • Look to discuss maths in the everyday environment – shapes, angles, symmetry, etc.
  • Discuss, calculate and compare sporting results. Explore statistics and graphs.
  • Let your children navigate travel journeys, read maps and estimate distance and duration.
  • Encourage your children to read and interpret timetables when using public transport.
  • Ask you, children, the time on analogue clocks using “minutes to” and “minutes past” language. Ask questions relating to 24-hour time and elapsed time.
  • Discuss the weather and temperature including differences in min and max temperature, averages and negative numbers.
  • Read recipes together with the discuss increasing and decreasing the scale of ingredients (halving and doubling).
  • Complete tasks on Mangahigh (Years 4 & 5 only).