Mary Queen of Heaven Newsletter Term 2 – Week 2

Supporting your child’s reading at home

Building Reading Fluency at Mary Queen of Heaven

Fluency is the ability to read smoothly, accurately and with expression. When children become fluent readers, they can focus on understanding what they are reading, rather than just working out the words.

At Mary Queen of Heaven, we develop fluency through explicit, structured teaching using both decodable and authentic texts, in line with the Victorian English Curriculum.

In the early stages of reading, we:

• use decodable texts to practise the sounds and patterns taught in class
• support rereading of familiar texts to build accuracy, confidence and fluency
• explicitly teach reading strategies (e.g. sounding out, chunking words)
• talk about the text before, during and after reading
• ask and answer simple questions to build understanding
• provide regular opportunities for practice to build confidence

As students’ reading develops, we:

• continue to use both decodable and authentic texts
• support students to apply reading strategies more independently
• build fluency through regular reading and rereading
• help students develop automatic decoding so they can focus on meaning
• continue discussions about texts to deepen understanding
• begin sending home a mix of decodable and authentic readers (once children have learnt the alphabetic code)

As students become more fluent readers, they:

• read in phrases rather than word by word
• use punctuation to guide expression and understanding
• read more smoothly, focusing on ideas and meaning
• build vocabulary through repeated reading
• strengthen their writing through improved sentence structure
• grow in confidence as reading becomes more automatic

How families can support at home:

• listen to your child read regularly
• encourage rereading of familiar books
• ask simple questions like:
  • What is happening?
  • Why do you think that?
  • talk about books together to build understanding

Working together, we can continue to support every child to become a confident, fluent and thoughtful reader.

A Simple Maths Strategy You Can Try at Home: ‘Notice and Wonder’

You can support your child’s thinking at home using a simple routine called “Notice and Wonder.” It’s a way to build curiosity and confidence in maths. 

Start by showing your child something from everyday life—a picture, a pattern, a group of objects, or even something while you’re out and about. Then ask two simple questions:

• What do you notice?
• What do you wonder?

Try asking:

• What do you notice?
  Encourage your child to look closely and share anything they see—big or small. It doesn’t have to be about maths!

• What do you wonder?
  Invite your child to ask questions about what they see. All questions are welcome—this builds curiosity and creativity.

• Can you make a connection?
  Ask your child if the image or situation reminds them of something in their own life. This helps them link new ideas to what they already know.

• Where can you see maths?
  Gently guide your child to spot numbers, shapes, patterns, or counting in everyday situations.

• Can you create a maths problem?
  For older children, challenge them to make up a simple maths question based on what they see.

Your child might notice shapes, numbers, patterns, or details, and then begin asking questions about what they see. There are no right or wrong answers—this is all about encouraging thinking and conversation.

This strategy helps children:

• develop confidence in sharing ideas
• ask questions and think more deeply
• see how maths connects to the real world

You can try this anywhere—at the supermarket, in the car, during a walk, or at the dinner table. By making maths part of everyday conversations, you’re helping your child become a curious and confident learner.

Here are two images to try at home: 

Term 2 – Grounded in Faith 

As we return for Term 2, we are reminded of Jesus’ invitation in Gospel of John 15:9 to “remain in His love.”  Jesus teaches us that we are deeply loved—just as He is loved by the Father—and calls us into a close, personal relationship with Him.

To remain in His love is something we live each day—
in our prayer,
in the kindness we show,
in the choices we make,
and in the way we include and care for others.

As a faith community, this term invites both students and staff to continue growing in that relationship with Jesus—deepening our understanding, being open to the movement of the Holy Spirit, and living out our faith through our actions.
Together, we walk this journey, nurturing hearts that are connected to God and to one another, grounded in love, hope, and purpose.

Gospel of John 15:9
“As the Father has loved me, so I have loved you; remain in my love.”

Anzac Day Prayer Service

Last Friday our school community gathered for a moving ANZAC Day Prayer Service, reverently led by our senior students. It was wonderful to see such a strong turnout of families, coming together in unity, reflection, and gratitude.

Students demonstrated deep respect throughout the service, honouring the courage and sacrifice of the men and women who have served our country. We particularly acknowledged the shared history between Australia and New Zealand, remembering the spirit of the ANZACs, as well as recognising the significant contribution and service of Aboriginal and Torres Strait Islander peoples in our nation’s military history.

Thank you to all educators for thoughtfully preparing students to understand the history and meaning behind this important day. Through prayer, storytelling, and reflection, our students were able to engage in a meaningful way, ensuring that the legacy of ANZAC Day continues to live on in our hearts and actions.

Sacrament of Confirmation

This Sunday, 3rd May, our Confirmation candidates will gather at St Patrick’s Cathedral to receive the Sacrament of Confirmation. As a community, we ask that you keep these students in your prayers as they are strengthened by the gifts of the Holy Spirit.

May they be filled with courage, wisdom, and love, using these gifts in the service of others. As they continue their faith journey, may they be inspired by their chosen saint, growing in the qualities of faith, compassion, and commitment, and living as true witnesses of Christ in our world.

Loving God,

We pray for our Confirmation candidates

as they prepare to receive the Holy Spirit.

Fill them with your gifts of wisdom, courage, and love.

Guide them to follow Jesus and use their gifts

in the service of others.

May their chosen saints inspire them

to grow in faith each day.

Amen.

Class Masses – Term 2 2026

We warmly encourage families to join us for our class Masses throughout the term. These special moments of prayer and celebration strengthen the connection between home, school, and parish, and help our students grow in their faith. Your presence not only supports your child, but also enriches our community as we gather together in faith, gratitude, and unity.

Term 2

Friday 1st May – Gr 5&6

Friday 15th May – Prep

Friday 29th May – Gr 1

Friday 12th June – Gr 2

Friday 19th June Gr 3/4

Sacrament of First Eucharist  – Grade 4

In Term 2, our Grade 4 students will begin preparation to receive the Sacrament of First Eucharist.  The Family Workshop will be held at the Church of the Good

Shepherd on Tuesday 14th July at 6:00pm. 

The Sacrament will take place in Term 3 on Sunday 2nd August at 1:00pm, celebrated alongside the School of the Good Shepherd.  More detailed information will be shared with families in coming weeks. 

We look forward to sharing this special time of preparation and celebration with our candidates and families.

This term, our learners are stepping into the role of inquirers approaching the natural world with curiosity, wonder, and a real sense of responsibility.

Across the school, students are exploring the interconnectedness of living things and the environments that sustain them. From the smallest insect to vast weather systems, children are investigating how life cycles, habitats, and ecosystems are deeply linked, and how each element plays a role in maintaining balance in our world .

In our younger years, this looks like building foundational understandings naming life cycles, exploring how weather affects our everyday lives, and recognising that all living things have needs and belong within connected habitats. As students move through the school, their thinking deepens. They begin to investigate ecosystems, adaptation, and the ways humans use (and sometimes misuse) natural resources. Our senior learners are challenged to think critically about geological processes, environmental impact, and how innovation and human actions shape the future of our planet.

A key feature of our inquiry is learning through Indigenous perspectives. Students are engaging with First Nations knowledge systems, including the Wurundjeri 7 Seasons and Aboriginal Astronomy. These perspectives offer rich and holistic ways of understanding weather, climate, and Country reminding us that knowledge is deeply connected to place, culture, and relationships .

Throughout this learning, three powerful concepts guide our thinking:

• Diversity – recognising the variety of life and environments around us
• Systems – understanding how different elements work together
• Relationships – exploring the connections between living things, environments, and human impact

Ultimately, this inquiry is about more than knowledge, it’s about shaping who we become. Students are being supported to see themselves as active and respectful caretakers of the Earth, developing a sense of responsibility to protect and sustain the world we share.

You might hear your child wondering aloud about the weather, noticing patterns in nature, or asking big questions about how we can care for our planet. That’s the magic of inquiry…it doesn’t stay in the classroom, it spills out into everyday life.

Supporting Your Child’s Mental Health: What the Research Tells Us

At Mary Queen of Heaven, student wellbeing is at the heart of everything we do. We know that children learn best when they feel safe, supported, and connected—and research continues to show just how important the role of families is in shaping positive mental health.

Recent studies in child development and wellbeing highlight that everyday interactions at home have a powerful impact on children’s emotional resilience, confidence, and ability to cope with challenges. Small, consistent actions can make a significant difference.

Why Wellbeing Matters

Research from organisations such as the Australian Institute of Health and Welfare and Beyond Blue shows that:

• Strong relationships with trusted adults are one of the biggest protective factors for children’s mental health
• Children who feel heard and valued are more likely to develop resilience and positive coping strategies
• Early support for emotional wellbeing leads to better outcomes in learning, behaviour, and social development

Wellbeing is not something we “add on”—it is something we build through daily interactions, routines, and relationships.

Here are 10  practical, research-informed ways families can support your child’s wellbeing and mental health at home:

Here are the lunchtime clubs for Term 2. Each term, students will be offered a range of club options to choose from. These clubs provide a calm and welcoming alternative to the busy outdoor yard, supporting students who prefer a quieter space during lunch. Lunchtime Clubs promote student wellbeing by encouraging social connections, creativity, and a strong sense of belonging.

Our Co Educators

Our Co educators play a pivotal role in the education of all children at Mary Queen of Heaven.

Every moment of the day is a learning opportunity. Throughout each day our co educators can be seen taking small focus groups, working 1:1 with students in Reading and Maths. Inspiring students to be curious in Inquiry learning and assisting students to regulate their emotions and behaviour.

They work closely with teachers to provide individualised assistance, adapt classroom activities, and support students with disabilities, learning difficulties, or language barriers. Co educators often help reinforce lesson content and encourage student participation, creating a more inclusive and supportive learning environment. Beyond academic support, they also contribute to students’ social and emotional development by building confidence and fostering independence. Their presence in the classroom allows teachers to better meet the diverse needs of all students.