Mary Queen of Heaven Newsletter Term 2 – Week 7

Building Strong Sentences in Prep with Colourful Semantics

In Prep, our students have been using Colourful Semantics to develop their oral language and written sentence construction skills. This approach helps children learn how to build complete and meaningful sentences by visually organising each part of a sentence using colours.

For example:

Who (orange) – The dog

What doing (yellow) – is running

Where (green) – in the park

When (blue) – on Monday

Children physically move coloured cards or words into order to create full sentences, which supports their understanding of sentence structure and encourages confidence in speaking and writing.

How can you help at home?

Encourage your child to tell you about their day using the sentence parts: Who? What doing? Where? When?

Use toys, books or family photos to build and say sentences together (e.g., “The cat [who] is sleeping [what doing] on the couch [where] this morning [when]”).

Play simple games like “silly sentences” using the different coloured cues to build fun or imaginative sentences.

By using Colourful Semantics, we’re helping children build the foundational language skills that support reading, writing, and effective communication.

Counting: More Than Just Saying Numbers

Learning to count is a big milestone in your child’s early math development. But did you know that counting is more than just reciting numbers? It develops in stages, and each step builds important skills for future math success.

Stages of Counting Development

• Rote Counting- Saying numbers in order (e.g., “1, 2, 3, 4…”) At home: Count out loud while climbing stairs, setting the table, or during clean-up. “Let’s count how many blocks you have!”
• One-to-One Correspondence-Matching one number to one object (e.g., saying “1, 2, 3” while pointing to three apples) At home: Have your child hand you one item at a time as you count together. Sorting laundry? “Let’s count each sock!”
• Cardinality- Understanding that the last number counted represents the total (e.g., “I counted five cars, so there are five cars”) At home: After counting objects, ask “How many do we have altogether?”
• Subitising- Instantly recognizing small quantities without counting (e.g., knowing there are 3 dots on a die just by looking) At home: Play dice games or use dominoes. “How many dots do you see?”
• Counting Forward and Backwards- Being able to count up and down, not just starting from 1. At home: Sing number songs like “Five Little Ducks” or “Ten in the Bed” that count backward.

Counting From Any Number- Starting to count from numbers other than 1 (e.g., “Start at 5 and count to 10”) At home: Challenge your child during play. “Can you count from 3 to 7?”

With a little daily counting, we’re helping children become confident and capable mathematicians—one number at a time.

Here are two games to play at home: 

1, 2, 3, 4 Win Them All – Link

• Concepts covered: Counting, numeral recognition
• Equipment: Deck of cards
• Good questions to ask while playing:  “Can you read that number?”;  “Can you count the __ on your card to check?” 

Double Hat-Trick- Link

• Concepts covered: Place value
• Equipment: 0-9 dice (or deck of playing cards), paper and pens

Good questions to ask while playing:  “What numbers can you make?”;  “Why did you decide to make __ instead of __?”;  “How do you know that goes there?”;  “What are you hoping to roll?  Why?” (This is especially good to use if you get students to roll the dice one at a time);  “What would you do differently next time you play?”

Our Place, Our Community

Projects Update:  Exploring Democracy and Community at Greenvale

This term, our students have taken a deep dive into the heart of what it means to be an active, informed citizen in a democratic society. Through our inquiry project “Our Place, Our Community”, we’ve seen a remarkable transformation in the way children think, speak, and act on issues that matter to them.

The project began with students investigating the communities they are a part of—locally in Greenvale, nationally across Australia, and globally through diverse cultural lenses. As their knowledge grew, so too did their confidence. Our learning spaces have become vibrant spaces of discussion, collaboration, and critical thinking. 

Children explored how rules and laws are made, what democracy looks like in action, and how leaders are chosen. They questioned systems, shared opinions, and respectfully debated one another’s ideas.

One of the most powerful outcomes has been the extraordinary growth in student voice. Children are not just learning about rights and responsibilities—they are living them. 

Many have taken initiative to lead class meetings, propose new ideas for school improvement, and reflect thoughtfully on fairness, justice, and inclusion. From roleplaying parliamentary debates to examining local council decisions, students have actively engaged with the democratic process.

Exciting updates in Language: 

In consultation with Traces of Learning, our partners in delivering the Inquiry Curriculum at Mary Queen of Heaven, we are making adjustments to the language of our Inquiry Projects Model.  

In Prep to Year two, our “Discovery Time” will be renamed to Research Time, reflecting our belief that children are theorising, experimenting, and representing knowledge through play. 

Our Research Spaces continue to support the curriculum through rich, intentional, and contextual inquiry.

• “Research” honours children’s deep thinking and creativity in these spaces. When we say your child is “researching”, we’re recognising that:
• They are theorising just like scientists (“I wonder why the block tower falls when it’s that tall…”),
• They are representing ideas just like authors and artists (with drawings, sculptures, photos, and questions)
• They are testing solutions like designers (“Let’s try a different connector to hold this together!”),
• And they are communicating their knowledge like real-world learners.

In Years 3 to 6, our “Rapid Cycles of Inquiry” will be renamed to Circles of Inquiry.

When your child participates in a Circle of Inquiry, they’re part of a thoughtful, responsive process that utilises research processes, expand through encounters with materials, and deepen through discussion, documentation, and reflection.

Each return to the circle strengthens understanding. Your child’s voice, ideas, and experiences are central to this process.

We  see children as capable, curious, and powerful contributors—not just students, but researchers in their own right.  We will transition our language with children in the coming term and continue to look forward to our children researching through intentional and joyful learning experiences everyday.

Introducing our PeaceKeepers at Mary Queen of Heaven. Some of our amazing Grade Five and Six Students have volunteered to be part of a Peer Mediator initiative. These students have participated in 3 training sessions with Sarah to learn communication skills such as active listening and team work, strategies to resolve conflict and mediate a problem. Our Peer Mediators wear a special blue vest and are on duty each recess and lunch time to assist children who are having any difficulties in the playground, or to help children find friends to play with.

Child Safe Standards

This is Part 9 in the series of explanations of the standards

Child Safe Standards are guidelines designed to protect children from harm and ensure their well-being in various environments, particularly in organisations and institutions that engage with children. In Victoria, there are 11 Child Safe Standards. 

Standard 9:

Schools must ensure that physical and online environments promote safety and wellbeing while minimising the opportunity for children, young people and students to be harmed.

At MQH we:

• vigilantly monitor students
• perform risk assessments
• provide online safety lessons to students through Inform and Empower, this is accompanied by parent information sheets
• maintain an ICT agreement
• have firewalls restricting access to online material
• have a photo safety protocol
• have buildings strategically designed to maintain line of sight throughout the school
• create social stories for new situations
• complete fire and lockdown drills twice a term
• have strict boundaries and signage for on site works
• shadow students who need support at playtimes
• provide adult supervision for the lift
• are responsive to the needs of our students
• ensure materials are stacked appropriately throughout the school
• move from place to place in roll order
• liaise with external supports when booking excursions
• have protocols for using the stairs
• have consistent expectations for planning school events with child safety in mind
• enforce hats in Terms 1 and 4
• have sanitising stations in every room and zone
• have Emergency Evacuation Plans for emergency situations

An overview of all standards can be found at: https://ccyp.vic.gov.au/child-safe-standards/the-11-child-safe-standards/

First Eucharist

On Sunday, 25th May, our parish community came together in joyful celebration for the First Eucharist. Congratulations to all the candidates, especially our Grade 4 student Kyrie Pijuan, who received this sacred sacrament with reverence and joy.

Parish News

Fr. Dishan will be travelling to Europe from 4th to 24th June. Please keep Fr. Dishan in your prayers whilst he embarks on a pilgrim mission behalf of the Archdioces.. 

Morality and Justice

This term in Religious Education, students are exploring the theme of Morality and Justice. They are learning how faith guides us to make good choices, care for others, and stand up for what is right. This links with our Discovery focus on Rights, Responsibilities, and Justice, helping students understand how they can make a positive difference in their communities.

Pope Leo’s call to “build bridges, not walls” resonates deeply with the spirit of Reconciliation Week in our nation. His message of dialogue, understanding, and unity echoes the heart of reconciliation — a journey grounded in truth-telling, healing, and respectful relationships between Indigenous and non-Indigenous Australians. As we reflect on the past and walk together toward a more just and inclusive future, Pope Leo’s vision reminds us that lasting change begins with listening, compassion, and the courage to reach across divides.

Students Engaging with the Year of Jubilee – Pilgrims of Hope

In the coming weeks, as part of their faith learning, students across the school continue to learn about the meaning and significance of the Year of Jubilee 2025, with the theme “Pilgrims of Hope.”

Through prayer, discussion, and creative activities, students are deepening their understanding of what it means to be pilgrims—people on a journey of faith, walking with hope, trust, and courage. They are discovering how the Jubilee invites us to reflect, renew, and respond with compassion and justice in our communities and the world around us.

Staff Formation Day – Monday 19th May

On Monday 19th May, our staff came together in a spirit of unity and prayer for a dedicated Staff Formation Day. Rooted in our shared Vision Statement, the day was an opportunity to renew our commitment to the foundational pillars that guide our mission and culture.

These pillars are more than ideals—they are the conditions that enable us to build effective and healthy work environments, where collaboration, respect, faith, and professional excellence thrive. Through reflection, dialogue, and prayer, we strengthened our collective understanding of how these pillars support our purpose and align with the Gospel values we seek to embody each day.

As we continue to grow as a faith-filled and professional learning community, we give thanks for the opportunity to reconnect with the heart of our work: serving one another and our students with integrity, compassion, and hope.

Neurodiversity

Neurodiversity Pride Day is celebrated on June 16. 

Neurodiversity refers to the many varied ways the brain can function and perceive the world. Each brain is unique. 

At MQH, we understand that it is particularly important to view neurodiversity in an inclusive non judgemental way. Differences are not deficits!

Some of the ways we demonstrate neuro-inclusivity at MQH are quiet calming spaces, neutral tones and sensory objects. We offer flexible seating, break out spaces and visual tools. Regular mindfulness and brain breaks support regulation and brain function.

Cross Country

Congratulations to our very talented Grade 4 students Abhiroop and Stella, who recently represented Mary Queen of Heaven at division cross country championships. Both students showed incredible determination and endurance, putting in a fantastic effort on the day. A special congratulations to Abhiroop who ran an outstanding race and has now qualified for the region championships. We are so proud of both of their hard work and wish Abhiroop all the best as he prepares to compete at the next level.

Digital Art Takes Centre Stage at Our Studio! 

This term, our art studio has been buzzing with creativity as all classes dive into the world of digital art! From our youngest budding artists to our seasoned creatives, every student has embraced the opportunity to explore new tools and techniques. — and the results have been truly impressive.

Using iPads (prep), Google Drawing app on chromebooks (1-6), students have been learning how to create dynamic, digital  compositions.

Each class has tackled different digital art challenges:

• Our prep students have used the Freeform app and made a picture with shapes. They also inserted a photo of themselves which they traced over with the pencil tool to create a digital portrait.

• Grade 1 have made a detailed picture with shapes focusing on layering.

• Grade 2 have created a community helper using shapes and then on another doc created a background for their community helper. The skills  and the final artworks have been very impressive.

• Grade 3/4  created a landscape showing foreground, middle ground and background with silhouette figures to complete their work.

• Grade 4/5/6 created a dragon eye using gradients to create depth and texture. 

Beyond just technical skills, students are learning to think like digital designers — planning their compositions, giving and receiving feedback, and reflecting on their creative process. It’s been exciting to see their confidence grow and their imaginations flourish in this modern art form. 

Welcome to another Speech Box for 2025. This Speech Box presents research showing neurodiversity-affirming practice is increasingly being adopted in Australian healthcare and educational settings, moving away from traditional methods that aimed to ‘fix’ neurodiverse traits.

04 Speech Box – Supporting Your Childs Communication – A Neurodiversity-Affirming Approach