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Rissalah College Year One

Parent Information

Booklet

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INTRODUCTORY LETTER

Dear Parents, Welcome to Year One. The Year One teachers would like to welcome you all back to Rissalah College for 2019, we all hope you had a safe and enjoyable break. For English and Mathematics experiences, students will be engaging in Learning Centres which involves students working collaboratively and participating in variety of hands on activities. Students will be working in smaller groups which will aim to improve their knowledge, skills and understanding. The Learning Centres will be implemented through rotating work stations, small group activities and team teaching. The classroom environment is purposely designed to foster and nurture this method of teaching i.e. group setting, learning centres, subject-specific areas. Starting week 2, English homework will be distributed every Friday and will be collected every Friday of the following week. Please read the homework activities with your child and ensure they have completed all of their homework. The activities range from all areas of learning and allow students to revise and consolidate the content. HOMEWORK IS VERY IMPORTANT! Please ensure your child completes as much of the homework as independently as possible.

Home Readers will be returned and handed out on a Friday. Please listen to your child read each book every day and encourage them to explore new vocabulary, as well as question students understanding about the content. We also strongly advise that you visit your local library, select and borrow books for your child to read over the weekend. This will further enhance their reading and writing skills.

Assessments will be conducted in a variety of ways throughout the term in order to achieve a more diverse assessment result. Assessments include weekly spelling tests, anecdotal records, teacher observation, projects, presentations and end of term assessments. Please let me know if you have any questions or comments, as I am always available to discuss your child’s progress throughout the term if an appointment is arranged. You can organise an appointment by calling the office on 9758 0808. I will not be able to discuss your child’s progress with you every afternoon or on the playground unless prior arrangements are made. I appreciate your understanding. Year 1 will participate in sport on the following days: - 1 Red: Tuesday - 1 Green: Thursday - 1 Blue: Wednesday Therefore, please ensure your child is wearing the correct sports uniform on this day. Please find enclosed copies of items that address our class procedures and guidelines as well as some general school policies. Thank you, Year One Teachers Ms Zaylah (1R), Ms Taleb (1G) and Ms Mangal (1B).

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CLASS EQUIPMENT LIST

Stationery:

• Plastic paint smock • 4x HB pencils (per term) • Sharpener (with catcher) • Glue sticks (2 per term) • Coloured pencils • 2 x Erasers (per term) • Safety scissors • Tissue box (1 per term)

These items may need to be replaced throughout the year as they are used and we also request that your child does not bring textas to school.

IMPORTANT INFORMATION

To avoid items being lost, please write your child’s FULL NAME and class clearly on ALL items as well

as ALL parts of their uniform.

A paint shirt is vital, so your child’s uniform does not get damaged.

Also, replace items as necessary throughout the year so your child has all of the necessary equipment for the classroom.

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BOOKWORK GUIDELINES

1. Books must be first covered in appropriate Rissalah

College sticker. Then, we ask that you please cover your

child’s books with clear contact.

2. A sharp lead pencil is to be used for all forms of writing.

3. The short date is to be written at the top of the page.

4. Headings must be written at the top of the page.

5. When colouring in your books only use coloured pencils or

crayons. No textas are allowed, including in homework.

6. When gluing in, make sure it is neat and the paper is not

coming off the page. The teacher will give more specific

instructions for different sized papers.

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Discipline at Rissalah

School Values Our school values underpin the teaching and learning which takes place in our school:

• Faith • Knowledge • Discipline

Code of Conduct

The framework for school’s code of conduct is centered on the 4 Rs:

• RESPECT: Be respectful of yourself and others.

• READINESS: Be ready to do your best.

• RESPONSIBILITY: Be responsible for your words and actions.

• RIGHTEOUSNESS: Be a good Muslim citizen.

Students are encouraged to take ownership of their behaviour; respect the rights of others and build commendable relationships with all. The Code of Conduct provides clear guidelines for appropriate behaviour incorporating students' views and teachers' expectations and reflecting the values of the community.

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Students are expected to:

• Treat students and staff with empathy and not tease or laugh at others • Be polite to everyone and treat them with respect. • Work and play in a safe environment and not engage in physical and verbal abuse • Treat the property of others with respect - do not steal or damage the property of other students,

staff or the school • Learn self-control by not denying the rights of others • Respect others as individuals and not treat them unfairly because they may be different in some

way • Co-operate with teachers and other students and not interrupt the learning process • Be clean and tidy in appearance • Keep the school clean and tidy - place any litter in the garbage bins provided.

Students are expected to abide by classroom and school responsibilities and policies.

Whole School Reward • Two students from each class will be selected every week to receive an award for displaying behaviours in the code of conduct. This will be presented during morning assembling, K-2 on Thursdays and 3-6 on Fridays. • At the end of each semester two student from each class will receive a Principal medallion; one for Academic Excellence and one for Most Improved. These awards will be determined based on results collected from all forms of assessments completed in terms 1 and 2. • Recognition for their participation in special events, such as the Athletic Carnivals, Gala Days, Isra and Miraj event etc. • Public recognition of school and individual students, e.g. Creative Writing, Public Speaking, Quran Competition, Islamic Studies Quiz Competition etc.

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In-class Behaviour Management System The in-class behaviour management system that Year One utilises is an interactive point system called ‘Class Dojo’ (www.classdojo.com). Students each have an avatar and are rewarded with points for specific positive behaviours and actions. Points can also be deducted for inappropriate behaviours. Children who follow the Class Responsibilities will also be rewarded with: • Praise at all times • Stickers • Stamps • In class awards • Table points system • Individual reward system (Incentive Chart and Class Dojo) As stated above, students will be encouraged to strive to their very best. Their hard work in class will be rewarded with the individual reward system and in class awards. Year One Classroom Responsibilities 1. Always respect others, their belongings and the environment 2. Work and play safely 3. Listen and follow directions 4. Try our very best 5. Wait your turn to speak Year One Rewards for Appropriate Behaviour Students who fulfil the classroom responsibilities will be recognised and praised through positive reinforcement and/or ‘Class Dojo’ points for their avatar. ‘Class Dojo’ points are reviewed as a whole class at the end of the week. We discuss behavioural areas of concern and how we can work together to improve this. Students who have received the highest number of positive points are rewarded with a small weekly prize e.g. pencil, notepad. Supportive Strategies within the Classroom

• Classroom Meetings • Social Stories • Visual Displays • Direct Instruction • Social Skills Program • Incentive Cards

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Redirection Choices Behaviour management procedure:

1. Adjustment Strategies – calling students name, tactical ignoring, waiting and scanning, visual cues, descriptive encouragement, body language, proximity

2. Restorative Enquiry – informal 1:1 or small group chat about behaviour, redirection given choices. Students who have an ‘Individual Behaviour Management Plan’ may require additional support or actions from this point forward.

3. Reflection and Restorative Discussion – ‘Thinking Chair’ area for six minutes, ‘Restorative Discussion’, conferences between students where suitable

4. Guided Choices – procedures to follow Restorative Discussion, student takes action to resolve action/inappropriate behaviour, teacher may guide or elicit the action

5. Full Restorative Conference (Parents and Student) – if the above process does not sufficiently support the student in their efforts to improve their behaviour, a ‘Full Restorative Conference’ must be held with parents (inform coordinator of this)

‘Teachers are to always remain calm, cool and collected!’

Steps in Re-inforcing Discipline

• First warning: The teacher will calmly inform the student what rule is not being followed and the student will be requested to stop the negative behaviour.

• Second Warning: If the student continues to display the negative behaviour, the teacher will calmly address the student again, re-iterate the rule and ask the student again to stop the negative behaviour.

• Step 3: If the student still has not settled down, it is ‘Reflection Time.’ The students in Kindy to year 2 will use the ‘Thinking Chair’ while the students in Year 3 to year 6 will use the ‘Calm Down Corner.’

Students will remain here for a time limit: one minute per age of the student. The student will complete a Reflection Sheet in this area. The class teacher will have a ‘Restorative Discussion’ with the student: the teacher discusses the inappropriate behaviour and the desires expectation. The student is then given the opportunity to return to his normal seat and resume classwork.

• Suspension: Students who exhibit violent behaviour, use foul language or commit any of the

major breaches, will receive an immediate suspension. The Deputy Principal and/or the Principal will meet with the parents /caregivers to inform them about the events and consequences that happened.

• After receiving three suspensions, the student will be expelled by the Principal. • Forgoing all levels: Should a student become a risk for the safety of our students and staff or

exhibit extreme violence towards students or/and staff, the Principal will expel the student immediately. The Principal and/or Deputy Principal will meet with the parents and inform them in the meeting of the consequences of their child’s actions.

*Please refer to next page for Steps in Re-inforcing Discipline

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Steps in Re-inforcing Discipline in the classroom

Step 1•Student receives a verbal warning with reference to rule not being followed

Step 2•Second verbal warning is issued

Step 3

•Time out in classroom 'Reflection Time' •'Thinking Chair' K-2, 'Calm Down Corner' 3-6•Students must remain in this area for a time limit - one minute per year of age of student •'Restorative Discussion' must follow reflection time, where the teacher conferences with

the student and discusses the inappropriate behaviour and the desired expectation.•Student returns to his/her classroom setting and resumes classroom work

Step 4

•Pesistent breaches of classroom rules•If the above process does not support the student in their efforts to improve their

behaviour the student will be sent to the Deputy Principal (DP)•DP will decide if the students behaviour warrants a detention •Parent/carer will be informed of students behaviour and if he/she has been issued with a

detention via a phone call by the classroom teacher.•Classroom teacher will fill out a 'record of meeting' and forward it to the DP to add to the

school database

Step 5•Students who obtain a total of five detentions will recieve an automatic suspension

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YEARLY ACADEMIC OVERVIEW

The following is a chart outlining the academic goals that each class group of Rissalah College hopes to achieve this year.

TERM 1

ENGLISH: Texts: Farmer Duck by Martin Waddell, Beegu by Alexis Deacon Spelling:

• ll, ss, ff, zz • sh, ch, th, wh • ck, ng, qu, x • Revision • VCC, CCVC, CVCC words • Revision

Punctuation: • Simple sentence • Capital letters • Pronoun “I” to begin sentence • Proper nouns • Full stops: (to end a statement) • Articles

Grammar • Rhyming words, onomatopoeia, alliteration • Nouns • Adjectives • Verbs

Text Types: Poetry, Narratives MATHEMATICS: Whole Number Measurement and Geometry, Statistics & Probability SCIENCE/HSIE & CAPA: Living Things, Past and Present Family Life, Visual Arts Computers: Computer basics – operating a computer and typing PDHPE: Conflict Resolution (Interpersonal Relationships) Let’s Move (Active Lifestyle)

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TERM 2

ENGLISH: Focus Text: A is for Australia by Frane Lessac, Collecting Colour by Kylie Dunstan Spelling:

• e • ee • ea • y • Revision • i, igh • i_e • y • ie • Revision

Punctuation: • Question marks • Exclamation marks

Grammar: • Clauses • Synonyms • Word families • Antonyms • Compound words • Pronouns • Paragraphs • Subject-verb agreement • Conjunctions (but, and, or)

Text Types: • Advertisements • Information Report • Procedure

MATHEMATICS: Whole Number Measurement and Geometry, Statistics & Probability SCIENCE, HSIE and CAPA: Material World, Present and Past Family Life, Music & Drama Computers: Microsoft Paint – visual thinking PDHPE: Keeping Myself Healthy (Personal Health Choices) and Jumping Jack’s (Games and Sports)

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TERM 3

ENGLISH:

• Focus Text: Bee movie film text (2007), Amazing Animals by David Drew

Spelling:

• o • oa • ow • o_e • Revision • a • ai • ay • a_e

Punctuation:

• Quotation marks • Commas in a List

Grammar • Paragraphs • Compound sentences • Word associations • Noun & Pronoun Agreement • State Verbs • Adjectives of Quality • Prepositions • Adverbs • Sentences

Text Types: Explanations, Scientific Report MATHEMATICS: Whole Number Measurement and Geometry, Statistics & Probability SCIENCE, HSIE and CAPA: Sky and Landscape, Features of a place, Visual Arts Computers: Microsoft Word PDHPE: There is Only One Me (Growth and Development) and Step and Jump (Gymnastics)

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TERM 4

ENGLISH:

Focus Text: Don't let the pigeon drive the bus. Wilems, M., Can I have a stegosaurus mom? Can I? Please? Grambling, L & Lewis, B., I Wanna Iguana by Karen Kaufman and David Catrow, Asian Folktales: How the tiger got his stripes, Magic Pot

Spelling:

• oo • ew • ue • u_e • Revision • a_e, e_e, i_e, o_e, u_e • Revision

Punctuation:

• Apostrophes • Compound sentences • Comma

Grammar • Prepositions • Antonyms

Text Types: Discussions, Debates and Expositions, Cultural Folktales

MATHEMATICS: Whole Number, Addition/Subtraction, Multiplication/Division, Fractions & Decimals, Time, 3D Space, Data and Position. SCIENCE, HSIE and CAPA: Light and Sound, Features of a Place, Music & Dance

Computers: Microsoft Power Point PDHPE: Watch Your Step (Safe Living) and Game Skills (Games and Sport)

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K-6 Fundamental Knowledge and Skills Scope 2019

Achievement standard – By the end of the year, students in Year 1 should be able to demonstrate the following knowledge and skills.

Area Year 1 Literacy Spelling

• word families • blends • digraphs • compound words • long vowels • contractions

Grammar • capital letter: begin sentences, proper nouns, book titles, adjectives derived

from nouns • question mark • exclamation mark • apostrophe • common nouns • proper nouns • use of prepositions • Clause – statement, questions • Phrases – noun group, verb group

Numeracy Numeration • make groups of 11-20 • count forwards and backwards from 20

Addition • Addition number sentences – Use and read cards symbol cards for the

operation of addition • Addition combinations to 10

Subtraction • Subtraction number sentences using symbol cards • Comparing two groups of objects

Multiplication • Repeated addition – objects in groups or rows • Model and describe equal groups and find their totals

Division • Division by grouping as repeated subtraction • Use repeated subtractions to divide a group of objects

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Arabic and Islamic Studies

Arabic is widely spoken; it is the official language of 22 countries spread over two continents and an official language of the United Nations. Modern Standard Arabic (MSA) is the official language of the Arab world. Arabic is the language of a significant number of Australians from various backgrounds and is considered a

vital link between them and their cultural heritage. The aim of the Arabic program is to enable students to develop communication skills, focus on languages as systems and gain insights into the relationship between language and culture, leading to lifelong personal, educational and vocational benefits. Students will develop the knowledge, understanding and the listening, reading, speaking and writing skills necessary for effective interaction in Arabic. Students will explore the nature of languages as systems by making comparisons between Arabic and English, leading to an appreciation of the correct application of linguistic structures and vocabulary. Students will develop knowledge of the culture of Arabic-speaking communities and an understanding of the interdependence of language and culture, thereby encouraging reflection on their own cultural heritage. The aim of the Islamic Studies program is to provide students with a comprehensive Islamic education, comprising general Islamic knowledge based on the Qur'an and the Sunnah and how to live according to the beliefs and practices as a model global citizen. We want to teach students the ethical values conveyed by the message of Islam and how to apply these principles in everyday life. Educate our students about the history and life of the Prophet Muhammad and how to live according to his guidance. We want them to understand the importance of the Holy Qur’an as revealed to our beloved Prophet Muhammad; how to recite the Qur’an based on Tajweed rules, and memorise and understand the meaning of the Surahs. Students engage in 1 hour of Arabic and Islamic Studies a day (30 minutes Arabic and 30 minutes Islamic Studies). We have Sheikhs and accredited Arabic teachers delivering the program. This year, students are using a new Arabic and Islamic textbook to make the learning more colourful, engaging and appealing. Students pray every day at school. Year 1 pray in the classroom while years 2-6 pray in the school hall. Every Friday we have Jumu’ah. Islamic values are discussed every morning in the halaqa and reinforced in the homework to make meaning of the value by linking it to their everyday life.

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Year One News Roster

Term 1, 2019 Dear Parents/ Guardians, The following is a News Roster which Year One will be following in class. Each week your child is expected to orally present their news on the topics allocated below. This table has been given out to assist you in discussing the topics with your child in preparation for news each week. PLEASE ENSURE YOUR CHILD IS PREPARED EACH WEEK. If there are queries regarding the news topics please don’t hesitate to contact me.

Week News Topic

1 Holidays (what students did on the holidays)

2 How are you settling into your new class and have you made any new friends?

3 What is Transport? And what transport do you use?

4 Description of themselves- likes, dislikes, appearance etc

5 What is your favourite minibeast and give reasons why?

6 What is your favourite Toy and give reasons why?

7 Drawing – students are asked to draw, write, paint or make an item and share it with the class.

8 Term 1 – what students have learnt throughout term 1 (favourite lesson, memorable moments etc)

9 Term 2- what students would like to learn about in term 2 and why?

10 How will you be spending your holidays?

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HOMEWORK

Homework is an essential part of the learning process for your child and has many benefits. Parents and caregivers can help by: * Assisting in the child's learning by giving time to listening to their child read. * Guiding the children in their homework – not doing their homework for them. * Ensuring that there is time set aside each night for homework. * Ensuring and supporting students to complete homework. * Providing where possible, a dedicated place and desk for homework and study. * Encouraging the children to read and take an interest in current events. * Assisting teachers in monitoring homework by signing completed work if requested in addition to becoming aware of the amount of homework set. * Communicating with teachers any concerns about the nature of homework their children's approach to the homework. Students can help by: * Being aware of the importance of homework. * Completing homework within the given time frame. * Alerting parents and caregivers to homework expectations * Seeking assistance from teachers/parents/caregivers when difficulties arise. * Showing their homework to their parents/caregivers * Completing homework to the best of their ability – homework should be neat, complete and handed in on time. * Organising their time to ensure that enough time can be given each night to complete homework in time for each Friday. * Working independently as much as they can to maximise educational benefits of homework. * Trying all questions/parts of homework Homework and Home Readers will be given out on Friday and must be returned the following Friday. Students must provide a written note if homework cannot be handed in. Students who have not completed the homework three times in a term will be issued with a letter of concern for parents to read and acknowledge this ongoing problem.

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HOME READERS

Helping with Home Reading. Before Reading

Talk about the cover, title and the pictures Encourage the student to guess what the book may be about

During Reading Discuss the story so far Encourage the student to guess white might happen next Ask him/her questions about the story and the characters

After Reading Talk about the story Ask questions about the story and the pictures Relate any relevant aspect of the story to the child’s experiences

If a child is stuck on a word…

Pause for 5 seconds so the student can think and have a try If the student is still stuck, prompt him/her by: Suggesting he/she goes back to the beginning of the sentence, or

read past the difficult word till the end of the sentence, or read past difficult words to the end of the sentence

Ask the student to sound the word out Look for a clue in the picture or the words Look at the first letter and think about what the word could be Give the student a hint eg. “Where was the …?”

If a word read does not make sense…

At the end of the sentence ask them “Did this make sense?” Ask them to read it again Tell them the word

If a word read, does make sense, but is wrong

At the end of the sentence, point to the incorrect word and ask “What does this word say?”

If the word has regular letters that can be “sounded out”, ask the child to check the sounds

Tell them the word Praise the students for…

Efforts Accurate reading Self-correcting Making a determined effort to work out a word by sounding out the

word, using the picture or using the story plot to have a guess Some hints… Read for 10 minutes each day

Arrange a regular time which suits you and your child and stick to it Choose a special place with no distractions eg. TV, small children Let your child know this is a special time for just the two of you, and

that you enjoy it

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USEFUL WEBSITES FOR HOME

Year Level

Topic/subject Website link

K-2 English: Phonics http://www.phonicsplay.co.uk/

K-2 English: Phonics http://mrthorne.com/

K-6 Children’s search engine

www.kids.net.au

K-1 Reading and comprehension

http://www.starfall.com/

K-2 Reading and comprehension

http://pbskids.org/lions/

K-2 Phonics

http://www.learningplanet.com/act/fl/aact/index.asp

K-2 Reading

http://www.storyplace.org/eel/eel.asp

K-2 Reading

http://www.storyplace.org/eel/eel.asp

K-2 Reading

http://www.storyplace.org/eel/eel.asp

2-6 English – English games http://www.woodlands-junior.kent.sch.uk/interactive/English.html

2-6 English – English games http://activities.bradleys-english-school.com/

K-6 Mathematics games

http://au.ixl.com/?gclid=CI-88fWHgqgCFQP1bwod5X_Gqg

K-4 Mathematics games

http://www.bbc.co.uk/schools/websites/4_11/site/English.shtml

K-4 English – English games http://www.bbc.co.uk/schools/websites/4_11/site/Mathematics.shtml

3-4 Reading and grammar http://www.globalclassroom.org/2005/inservice/reading.html

K-6 Science games http://www.bbc.co.uk/schools/websites/4_11/site/science.shtml K-6 English – English games http://www.eslgamesworld.com/

3-6 Mathematics – addition

http://www.gamequarium.com/addition.html

K-6 English and Mathematics games

http://www.internet4classrooms.com/grade_level_help.htm

K-6 Mathematics games http://www.harcourtschool.com/menus/preview/harcourt_math/activities04.html

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