Prep Teaching Team

Prep Teaching Team

Prep A Emily Marlow

Prep B Kale Vagnoni

Prep C Emma Lawrence

Prep D Julia Mercadante

Term 2 Curriculum

Here are some ideas to continue the development student independence:

  • Developing independence by packing their own bags, home readers and lunchboxes.
  • Ensuring your child knows how to dress themselves i.e remove jumpers or zip-up jackets. Tying their shoelaces if this is what they wear, we suggest velcro if they have not learned this skill yet.
  • Magic Word hunts in their reading books and learning with flashcards and games (posted on your child’s seesaw).


In Reading this term, the Preps will continue to participate in the guided reading process and utilise the foundational skills required for independent reading.

Students will develop decoding strategies as well as the skills required to comprehend a text with teacher assistance.

Each session begins with a whole-class Magic Word warm-up. The Magic Words are the 100 most frequently used words in texts. Students will then be exposed to modelled reading, where the teacher reads aloud and demonstrates skilled reading behaviours, enjoyment and interest in a range of different styles of writing and texts. Children will also participate in the shared reading of a book, following along as the teacher reads and pointing at words to develop concepts of print.

The comprehension strategies that students will focus on this term include making predictions, text to self connections and retelling the main events of a story.

Take-home readers will be sent home daily and we encourage you to enjoy this time with your child. These texts should be at your child’s independent reading level to ensure they grow in confidence and develop a love of reading. In reading sessions, students will be supported by their classroom teacher to read instructional texts. These texts will be more challenging and will allow your child to practise applying their decoding and comprehension skills.


As Prep students are now well established in the routines of the Writer’s Workshop, this term focuses on unpacking a writing prompt or ‘seed’ and using this to inspire writing. When unpacking a seed, the teacher will guide discussion through questioning, providing opportunity for students to share their thinking.

Students will continue to develop their ability to become independent writers, whilst having a conference with the teacher once a week. Whole-class introductions will be short and tightly focused. Students will learn, through modelled tasks, how to draw with detail and begin to make writing attempts about their experiences.

Each Prep classroom has a writing seed box where items are gathered to inspire writing. Some of these will be placed in there by the teacher but students are encouraged to collect their own writing seeds to reflect on their own experiences.

In addition to Writing sessions, all students will have two Word Study lessons a week. This term, these sessions will focus on magic words and blending sounds.

Throughout the term, students will also participate in fine motor activities where they will gain confidence as they learn the mechanics of writing such as correct pencil grip, good writing posture and letter formation.

Speaking and Listening

To support our Speaking and Listening outcomes, this term we will be introducing an exciting new program, Flipped News. This is a reversed teaching model where students have a chance to share their own ideas and stories through a weekly topic and presentation. Flipped News will utilise the programs Seesaw and Google slides and will allow students to practise public speaking skills. This program will be commencing in week 3. We will be sending out more information and example videos early in the term.


This term there will be a focus on consolidating foundational number knowledge. To begin with, we will be counting forwards and backwards up to 10 and comparing collections using the terms ‘more’, ‘less’ and ‘same as’. Students will be exposed to a variety of engaging learning activities that will require them to work with a partner and use their reasoning skills to justify their responses.
As they move through the term, students will compare the length of objects with plenty of hands-on activities both inside and outside of the classroom.

All learning will be modelled by the teacher and then students will be given time to independently explore the topic. During independent learning times, concrete materials such as counters and blocks will be available to support learning. The activities planned will have multiple entry points and will be differentiated to ensure all students are supported and challenged with their learning.

At the end of the Numeracy lesson, students will return to the carpet to share and reflect on their learning.

OTHER LEARNING AREAS (History, Respectful Relationships)

This term, we will be continuing our focus on Respectful Relationships and beginning to focus on History.

In Respectful Relationships, we will continue to work on social and emotional understanding and regulation to help promote positive and respectful behaviours both in and outside of the classroom.

In History, students’ own experiences will help to centralise students in and contextualise our learning as we ‘identify perspectives about changes to daily life from people in the past or present’ and ‘sequence significant events about personal and family history to create a chronological narrative.’