Mary Queen of Heaven Newsletter Term 2 – Week 5

Our Reading Approach 

This week, we engaged in Learning walks for families as a means of providing an insight into our approach to teaching reading at Mary Queen of Heaven.

Reading is ultimately about making meaning. The end goal of reading is comprehension, the ability to understand, think about, and talk about what a text is saying. This includes stories, information texts, and the many everyday texts children read and use.

In literacy learning, we focus on key areas that all work together to support strong readers:

• phonemic awareness (hearing and working with sounds in spoken words)
• phonics (learning the relationship between letters and sounds)
• fluency (reading smoothly, accurately, and with expression)
• vocabulary (knowing and understanding words)
• comprehension (making meaning from what is read)
• oral language (talking, listening, and understanding, which underpins everything)

In the junior years, we begin with explicit phonics instruction as a key foundation for early reading. However, this is never taught in isolation. Students are also exposed to a rich range of texts, including both decodable readers and authentic literature, so they can apply their skills in meaningful contexts.

To support comprehension, we focus on teaching a range of strategies across all year levels, such as: 

• predicting what might happen
• making connections to what they already know
• asking and answering questions about the text
• visualising what is happening while reading
• summarising key ideas in their own words

At our school, we use InitiaLit in Prep-2 as a structured, evidence-based literacy program. We have seen a strong impact from this approach in supporting early reading development.  We also implement Literacy Enhancement to support students who require additional assistance and to help close learning gaps.

In 3-6 we engage in Novel studies, which goes beyond simply teaching a book. Novel studies encourage students to engage deeply and meaningfully with texts. Novel studies:

• develop critical reading comprehension and analytical thinking skills
• support students to “read between the lines” and think beyond the text
• balance teacher guidance with student-led discussion and analysis
• empowers students to develop and refine comprehension and interpretation skills
• creates opportunities to foster a love and appreciation for reading
• allows multiple learning goals and curriculum outcomes to be addressed in one unit
• integrates reading and writing skills in a cohesive and authentic way

Children learn at different rates and in different ways. Some students may need extra support along the way, and this is a normal part of learning rather than a reflection of the program itself. Our teaching is designed to meet students where they are and support every child to grow in confidence, skill, and understanding over time.

Below are some ways you can support your child’s reading at home:

Victorian Premiers’ Reading Challenge 

As you are aware, we are also taking part in the Victorian Premiers’ Reading Challenge. This is a great way to encourage reading at home and build a love of books. If you wish for your child to take part, please reach out to Kate kmitchell@mqhgreenvale.catholic.edu.au. Once set up, families can log reading and celebrate progress throughout the challenge.

Dani De Luca

Literacy Leader

Playing Cards and Maths at Home: Turning Everyday Play into Powerful Learning

Maths doesn’t only happen at school—it’s everywhere, especially in the games children already love to play. One of the simplest and most effective tools for building mathematical understanding at home is a humble deck of playing cards.

Playing card games helps children develop number sense, mental computation, problem-solving skills, and strategic thinking—all while having fun with family. The best part is that it doesn’t feel like “learning,” but the maths is happening naturally in every turn, shuffle, and play.

Why Playing Cards Support Maths Learning

Playing cards are powerful because they are flexible and easy to adapt for different ages and skill levels. Children can explore:

• Number recognition – identifying numbers quickly and confidently
• Subitising – recognising small quantities without counting
• Addition and subtraction – combining or removing values in games
• Place value and number comparison – deciding which card or hand is greater
• Probability and chance – noticing patterns and making predictions
• Strategic thinking – planning moves and considering outcomes

These are foundational skills that directly support classroom learning across all year levels.

Easy Games to Try at Home

Here are some simple, engaging games you can play with just a deck of cards:

1. Make 10 (or 20 or 50!)
   Each player is dealt two cards. The goal is to add them together to make a target number. You can adjust the target depending on your child’s ability.

2. Challenge (Greater or Less Than)

Each player flips a card. The highest card wins the round. Extend the challenge by asking: “How much bigger is your card?”

3. Addition Battle
   Each player flips two cards and adds them together. The highest total wins.
4. Make the Biggest Number
   Players flip three cards and arrange them to create the largest possible number. This is great for understanding place value.
5. Snap (Maths Version)
   Instead of matching numbers, players “snap” when two cards add up to 10.

You can extend the learning by asking simple questions during play:

• “How did you work that out?”
• “Is there another way to get that answer?”
• “What do you notice about the cards you keep getting?”
• “Can you predict what might happen next?”

These small moments of discussion build mathematical reasoning and confidence.

You don’t need long sessions to make an impact. Even 10–15 minutes of card games a few times a week can strengthen your child’s number fluency and problem-solving skills in a meaningful way.

Most importantly, it helps children see maths as something enjoyable, social, and part of everyday life.

So next time you’re looking for a simple family activity, grab a deck of cards—you might be surprised just how much learning is packed into every game.

May the Month of the Rosary 

“Mary treasured all these things and pondered them in her heart.”
— Gospel of Luke 2:19

During the month of May, the Catholic Church traditionally honours Mary, the Mother of Jesus, in a special way through prayer and reflection on the Rosary. At Mary Queen of Heaven School, students will be learning more about the Rosary as a prayer of peace, hope and connection with God.

During the month of May, we warmly invite families to join us in honouring Mary through prayer and reflection on the Rosary. The Rosary is a beautiful way to pause together, give thanks, pray for others and grow closer to Jesus through the example of Mary.

Praying the Rosary with children can be simple, meaningful and age appropriate. Families may like to:

• Pray one decade of the Rosary together each evening
• Create a family prayer space with a candle, cross or image of Mary
• Use Rosary beads while listening to calming music or scripture
• Invite children to share people or intentions they would like to pray for
• Draw or reflect on one of the Mysteries of the Rosary
• Pray while walking together or spending time in nature

For creative ideas, videos and child-friendly ways to explore the Rosary at home, families may enjoy visiting:

• https://www.therosaryproject.net
• Hallow Kids Rosary Resources
• Catholic Icing – Rosary Activities for Children

As a faith community, may this month of May be an opportunity to slow down, pray together and follow Mary’s example of love, faith and trust in God.

God.

The Rosary is also a prayer of reflection and contemplation. As we pray, we think deeply about the life of Jesus and Mary, just as Mary “pondered” these sacred moments in her heart.

For us, this scripture reminds us to:

• pause and reflect prayerfully,
• notice God’s presence in everyday life,
• keep important moments close to our hearts,
• and respond with faith, trust and love.

First Prep Liturgy 

Congratulations to our Prep students on celebrating their very first liturgy. It was a beautiful and reverent occasion, and we were so proud of the way our youngest learners participated with confidence, joy and respect as they gathered together in faith.

A sincere thank you to our educators for preparing the students so thoughtfully and supporting them to engage so beautifully in this special celebration. Your care and guidance helped make this such a meaningful experience for our Prep students and families.

Thank you also to the many families who attended and joined us in prayer. Your presence helped strengthen the partnership between home, school and parish, reminding our students that we grow together as a faith-filled community.

May this be the beginning of many special moments of prayer, wonder and connection with God for our Prep students at Mary Queen of Heaven School. We thank Fr. Vel for stepping in during Fr Dishan’s absence. 

Class mass dates for Term 2

Friday 29th May – Gr 1

Friday 12th June – Gr 2

Friday 19th June Gr ¾

Gospel Values in Action

At Mary Queen of Heaven School, we are continually inspired by the ways our students live out their faith through acts of compassion and generosity.

Recently, Vishvi in Grade 2A demonstrated true “Faith in Action” by generously donating her hair to support those experiencing hair loss due to illness. This selfless act was a beautiful example of kindness, courage and thinking of others before herself.

Through this thoughtful gesture, she reminded us that even small acts of love can make a meaningful difference in the lives of others. We are incredibly proud of the empathy and compassion Vishvi has shown, reflecting the Gospel call to care for and support those in need.

“Let all that you do be done in love.”
— First Letter to the Corinthians 16:14

This term, our Inquiry learning has continued to invite children to wonder, observe, question and make meaning about the natural world around them. Across the school, children have been engaging with rich experiences that encourage them to think like scientists, designers, artists and researchers as they explore living things, environments, change, growth and relationships within nature.

Our junior classes have had a particularly exciting start to the term, with real chrysalises in their learning spaces. The children watched with great anticipation as butterflies emerged, giving them a powerful opportunity to observe life cycles in action. There was much joy and wonder as the children released the butterflies, connecting their learning to care, respect and responsibility for living things.

In Grade Two, we have also welcomed some new fish into the classrooms. These new additions have sparked curiosity and conversation as children observe their features, behaviours and needs. The fish are already helping children develop a deeper understanding of how living things depend on their environment to survive and thrive.

Regular school attendance is important for every child’s learning, wellbeing and sense of connection. Being at school each day helps children build friendships, develop confidence, establish routines and stay engaged in their learning. Arriving at school on time is equally important, as it helps students begin the day calmly, participate in morning routines and ensure they do not miss important instructions or learning opportunities at the start of the day.

While the occasional absence or late arrival may not seem significant, days off “just because” and repeated late starts can quickly add up over time. Missing learning time regularly can impact a child’s progress, confidence and sense of belonging within the classroom.

We understand that there are times when children may need support with attendance, and we value working in partnership with families to ensure every child feels safe, supported and ready to learn. Creating consistent routines, arriving on time and maintaining regular attendance all help children feel settled and successful at school.

If your child is unwell, we ask that they stay home to rest and recover. Keeping sick children at home helps prevent the spread of illness and supports the health and wellbeing of all students and staff.

Thank you for your ongoing support in helping every child attend school regularly, on time and ready to learn and thrive. If you require any support please feel free to reach out to Sarah – Wellbeing Leader. 

What does a diagnosis mean?

A learning difficulty diagnosis can feel like a daunting step for families and educators alike. It often brings with it a mix of emotions—relief, uncertainty, concern, and sometimes even hesitation about what comes next. However, it’s important to understand that a diagnosis is not a label that limits a child; it is a tool that opens doors.

When a learning difficulty is identified, it provides clarity. Instead of guessing why a child may be struggling, we gain insight into how they learn best. This understanding allows teachers, specialists, and families to tailor support strategies that align with the child’s needs; whether that includes targeted interventions, classroom adjustments, or access to specialised services. Most importantly, it helps the child experience success in ways that might not have been possible before.

Avoiding or delaying this conversation, while often well-intentioned, can unintentionally hold a child back. Without a clear understanding of their learning profile, children may continue to face unnecessary challenges, leading to frustration, reduced confidence, and missed opportunities to build foundational skills. Early identification enables early support and early support can make a profound difference in both academic progress and emotional wellbeing.

A diagnosis also empowers families with knowledge. It provides a shared language to advocate for the child, access appropriate resources, and make informed decisions about their education. Rather than focusing on limitations, it highlights strengths and creates a pathway forward.

Having the conversation may feel difficult, but it is ultimately an act of support and advocacy. By addressing concerns early and openly, we give children the best chance to thrive, equipping them with the tools, understanding, and confidence they need to succeed. When educators raise concerns with a family, it is because they care about their child and want to ensure they have access to the best pathway forward. If you have concerns that your child may have a learning difficulty, please discuss this with your child’s teacher.

FROM THE STEM ROOM…

After exploring Digital Technologies in Term 1, students across all year levels have now launched into an exciting new STEM theme – Space! Through hands-on investigations and creative design challenges, students have been discovering the “Science” component of STEM while building curiosity about the world beyond Earth.

Our junior students in Prep and Year 1 have been learning about the Sun and its importance in our everyday lives. Students have begun by investigating shadows through observation and play-based learning how shadows change depending on the position of the Sun in the sky. Students will use this knowledge to design and create their own shadow puppets before performing in our class shadow puppet theatre.

Year 2 students have been diving deep into the eight planets of our solar system. They have explored the unique features of each planet, including size, temperature and distance from the Sun, while discussing what makes each one special. Students are now working on their own solar system models using recycled materials, linking our STEM learning with Mary Queen of Heaven’s focus on sustainability.

Our Year 3/4 students are investigating what makes Earth the perfect planet to support life and comparing it to our nearest possible alternative – Mars. Students have been exploring the conditions needed for humans to survive, including water, oxygen, food, and shelter. Using this knowledge, students are working collaboratively on a design challenge to create miniature space colony models.

Meanwhile, Year 5/6 students are exploring the science of rockets and the forces involved in launch, including thrust, weight and drag. Students will apply their understanding through an exciting hands-on challenge of designing and launching their own bottle rockets with the goal of achieving stable flight.

Through these engaging learning experiences, students are developing:

• Scientific inquiry and problem-solving skills
• Creativity and innovation through design challenges
• Collaboration and teamwork
• Curiosity about space, Earth and the universe around us

It has been wonderful to see students so engaged and enthusiastic throughout our Space unit. I am incredibly proud of the creativity and teamwork students are showing in STEM class. 

Please see the attached 2028 enrolment flyer from Penola Catholic College including important dates.

Penola Enrolement Yr 7 2028 A5 Newsletter