📚 Novel Studies at Mary Queen of Heaven

At Mary Queen of Heaven, our students are engaging in novel studies — an important part of our reading program that builds deep comprehension, vocabulary, fluency, and a love of literature. Through shared reading and discussion, students explore characters, themes, and ideas, learning to think critically and make connections between texts and the world around them.

Grade 3–4: The One and Only Ivan

Katherine Applegate’s award-winning story follows Ivan, a gentle silverback gorilla who has spent years living in a shopping mall. Alongside his friends Stella the elephant and Bob the dog, Ivan begins to see life differently when a baby elephant named Ruby arrives. Through his art, Ivan learns the power of hope, friendship, and finding one’s voice.

This beautiful story helps students explore empathy, courage, and the importance of standing up for what is right.

Grade 4–5–6: The Last Bear

In The Last Bear by Hannah Gold, readers journey to the Arctic with April, a young girl who discovers a lone polar bear on Bear Island. Despite being told that no bears live there anymore, April forms a powerful bond with the animal and sets out to help him return home.

This moving novel invites reflection on friendship, environmental care, and the impact of climate change — themes that encourage students to see themselves as caretakers of our world.

🌟 Why Novel Studies Matter

Novel studies give children the opportunity to:

• Build comprehension and vocabulary through rich, extended texts

• Develop fluency and confidence as readers

• Engage in critical thinking and discussion

• Make cross-curricular connections with science, geography, art, and ethics

• Experience the joy of reading together as a learning community

At Mary Queen of Heaven, we use the Gradual Release of Responsibility model — moving from teacher-led reading to guided practice and independent exploration — to ensure all students grow as thoughtful, capable readers.

Reporting

At Mary Queen of Heaven Primary School, our reporting focuses on clearly communicating student learning and progress so that teachers, parents, and students can work together to support and enhance learning outcomes.

The Semester Two Report will outline your child’s progress in the eight Learning Areas and Capabilities of the Victorian Curriculum. It will show how your child is progressing against the relevant achievement standards.

This semester, reports will include the following Learning Areas:

English

Mathematics

Science 

Health and Physical Education

The Arts (Visual Arts)

Technologies (Design and Digital Technologies)

Languages (Italian)

The Capabilities addressed this semester are:

Personal and Social Capability

Ethical Capability 

Teachers use accurate and objective assessments, supported by evidence gathered throughout the semester, to make judgments about each child’s progress against the curriculum achievement standards.

Your child’s achievement will be shown using a five-point scale, with a dot indicating the year-level standard they have achieved.

Reports will be available via email from Wednesday, 16th December.

Math-Talk at Home: Encouraging “How Many Ways?” Explored by Math for Love

The article from Math for Love emphasises a simple but powerful approach: instead of asking children “What’s the answer?” when working on a math problem, ask “How many ways can we find the answer?”. 

Why this helps:

• It supports deeper understanding and flexibility: when students use many strategies and see connections between them, their grasp of concepts becomes more robust rather than just focused on one method. 
• It shifts the emphasis from “got the answer” to “understand the process”, which builds confidence and mathematical thinking. 

How to do it at home:

• Pick a question or problem you and your child work on together (even a simple one).
• Instead of stopping when they get one correct method, challenge: “Can we find another way?”
• Encourage them to try different tools, visuals, or reasoning paths — e.g., drawing a picture, using objects, talking it out, making a table, etc.
• Celebrate each method discovered; highlight that there isn’t just one “right way”. 

Benefits for your child:

• Builds confidence in exploring and explaining their thinking.
• Helps children appreciate that math is flexible and creative.
• Encourages habits of reflection and choosing strategies — valuable skills beyond math.

Try this at home:

Prep- Two: Ask your child: “How many different ways can we make 10?” They might say 7 + 3, 6 + 4, or even 12 − 2! You can use blocks, fingers, toys, or drawings to show each way.

• Year 3- 6: “How many different ways can we make 24 using multiplication?” Your child might find 3 × 8, 4 × 6, 2 × 12, or even 48 ÷ 2. Then ask, “What do you notice about the factors?” or “Can we show it another way?”

For more information and a video check out- https://mathforlove.com/2020/04/math-conversations-at-home-ask-how-many-ways/ 

                  Living Faith in our Spaces

Spotlight on our Preps and Grade 1’s

This term our students have been joyfully bringing their faith to life through art and reflection. 

The Prep students have been exploring the Creation Story from the Book of Genesis — “In the beginning, God created the heavens and the earth” (Genesis 1:1). Through the artistry of scratch art, they expressed the beauty and wonder of God’s creation — light, land, sea, plants, animals, and humankind — celebrating the goodness in all that God made.

The Grade One students have been reflecting on symbols and imagery of the Holy Spirit and the story of Pentecost — “Then a strong, driving wind filled the house, and they were all filled with the Holy Spirit” (Acts 2:2-4). Inspired by this breath of life and movement, they created pin artworks representing the Spirit’s energy that calls us to “get up and go” and do good for others. 

Through their art our students remind us that faith is alive, creative, and active in love. 

“In the beginning, God created the heavens and the earth” (Genesis 1:1).

“Then a strong, driving wind filled the house, and they were all filled with the Holy Spirit” (Acts 2:2-4).

Season of Advent – An Invitation

  Reflection and Renewal – Living Hope in the Year of Jubilee

In Weeks 8 to 11 of Term 4, our school community will come together in reflection and renewal of our faith. Inspired by the Year of Jubilee –  ‘Anchored in Hope’, our students will be invited to explore and wonder about waiting through the perspective of Mary, our first disciple, who said “Yes” to God and brought hope to the world.

Beginning in Week 8, each year level will take turns leading our Morning Advent Prayer Services from 8:50 – 9:00am. Following the service, families of that year’s level are warmly invited to join their child’s classroom to share in their faith learning from this term. These sessions will conclude at 9:30am.

Please find the dates below: 

Advent Service Lead by Preps – Waiting Anchored in Mary’s Hope

Week 8, Monday 24th November: 8.50 – 9.00am 

Followed by Prep classroom visit concluding at 9.30am.

Advent Service Lead by Gr 2 – Waiting Anchored in Mary’s Peace

Week 9, Monday 1st December: 8.50 – 9.00am 

Followed by Grade 2 classroom visit concluding at 9.30am.

Advent Service Lead by Gr 1 – Waiting Anchored in Mary’s Joy

Week 10, Tuesday 9th December: 8.50 – 9.00am 

Followed by Grade 1 classroom  visit concluding at 9.30am.

Advent Service Lead by Gr 3-6:  Waiting Anchored in Mary’s Love

Week 11, Monday 15th December: 8.50 – 9.00am 

Followed by Grade 3-6 classroom visit concluding at 9.30am.

Look out in coming weeks for an invitation from your classroom teacher.

Remembrance Day

On Monday 11th November, our school will pause to remember and pray for all those who have served and sacrificed for peace. Students will be able to purchase Remembrance Day badges and poppies in the lead-up to the day, with funds supporting the RSL. Our community will honour the courage and hope of those who served, reminding us to be peacemakers in our own lives.

Term 4 Class Masses
As we begin Term 4, each class will gather for Mass with our parish community. These celebrations give students an opportunity to come together in prayer and reflection, sharing in the Eucharist and deepening their connection to our parish family. All families and friends are welcome.

Term 4, 2025

Friday 21st November – Grade 3-6 Mass

Friday 5th December – Prep Mass

Thursday 11th December – End of Year Mass

Our ‘Designing with Land’ inquiry has been full of wonder, creativity, and dialogue!  Over the past three weeks, children have explored how design connects people, place, and purpose. 

From building and testing their own creations, our young designers have been asking big questions.

In prep, our children have been exploring patterns in costume and fashion design. 

Exploring print design (Prep)

In year 1, our children have been inquiring into how design thinking shapes the decisions made in a Zoo following their exciting excursion.

Designing an enclosure through Collage (Year 1)

In year 2, our children have been using their imagination to innovate of design that already exist, considering what problem they might be solving.

Redesigning our school uniform (Year 2)

In years 3-6, our children have been exploring the many ways the Wurundjeri Peoples designed with land with a strong focus on sustainable thinking.  Our recent excursion helped our learners experience this way of design through hands-on hut building, appreciating the beauty in nature, and following the history of the Wurundjeri People as they navigated the terrain to build for their families.

Hut building in Woodlands Park (Years 3-6)

Documentation is an important practice that our educators engage in through our inquiries. Our environments are intentionally designed to live and breathe our collective ideas, wonderings, and voice as we strengthen our understandings. 

Documentation of children’s learning (Years 3-4)

Documentation of children’s learning (Years 3-4)

Day for Daniel – Friday 31 October 2025

This Friday, our school will take part in Day for Daniel, Australia’s largest day of action for child safety. The day honours the memory of Daniel Morcombe and helps raise awareness about the importance of keeping children safe.

Students are encouraged to wear a splash of red to promote awareness. Students will take part in age-appropriate activities that promote the key safety messages — Recognise, React and Report as part of their wellbeing lessons. 

We invite families to have a conversation at home about personal safety and the importance of speaking up if something doesn’t feel right.

Together, we can help keep kids safe. 

For more information here is the website- https://danielmorcombe.com.au/day-for-daniel/ 

National Skin Cancer Action Week (17-23 November)

National Skin Cancer Action Week  highlights that we need to do more to keep sun protection front of mind when UV is 3 or above.

Protect your skin from getting caught off guard by UV exposure. No matter your age, you can reduce your risk of developing skin cancer by using all five forms of sun protection when the UV level is 3 or above:

• Slip on sun protective clothing that covers as much skin as possible.
• Slop on SPF50 or SPF50+, broad-spectrum, and water-resistant sunscreen. Apply it 20 minutes before going outdoors and re-apply every two hours afterwards.
• Slap on a hat—broad brim or legionnaire style to protect your face, head, neck and ears.
• Seek shade.
• Slide on sunglasses—make sure they meet Australian Standards.

At Mary Queen of Heaven we have a ‘no hat no play’ policy in Terms 1 and 4. This is the time of year the UV rays are strongest and pose the most threat. Students are encouraged to put sunscreen on each day before school and to carry sunscreen in their bag for top ups throughout the day. It is important that families teach their children how to safely apply sunscreen. Please support us to keep your child safe by ensuring they have their school hat at school each day.

In today’s diverse classrooms, one size does not fit all. Every student learns, thinks, and experiences the world in unique ways — and that’s something to be celebrated. At MQH, we are proud to be a neuroaffirming learning community, where all students, including those who are neurodivergent, are respected, supported, and empowered to thrive as their authentic selves.

What is Neuroaffirming Practice?

Neuroaffirming practice is an approach that recognizes and honors the natural diversity of human brains and minds. It moves away from trying to “fix” or “normalise” students and instead focuses on understanding, accepting, and adapting to individual differences in how students think, communicate, learn, and behave.

Neurodivergent students — which may include those who are autistic, ADHDers, dyslexic, or have other neurological differences — often experience education through a lens that wasn’t designed with them in mind. A neuroaffirming school seeks to change that.

How Mary Queen of Heaven is Neuroaffirming

Here are just a few ways Mary Queen of Heaven is actively creating an inclusive, affirming environment for all students:

🏫 1. Inclusive Classrooms

We design our learning environments to be flexible and responsive. From allowing students to select preferred seating to offering movement breaks and quiet zones, we aim to make our classrooms sensory-friendly and accessible.

🧍‍♂️🧍‍♀️2. Student-Centered Learning

We prioritise student voice and choice. Whether it’s through offering multiple ways to complete assignments or recognising that participation can look different for everyone, we work to ensure every student can engage in learning in ways that align with their strengths. These practices are consistent with the MACS Vision for Instruction and Vision for Engagement.

🧠 3. Strengths-Based Approach

Instead of focusing on deficits, we emphasise what students can do. We celebrate diverse ways of thinking and problem-solving, and we recognise that neurodivergent learners bring creativity, insight, and innovation to our school community.

🗣️ 4. Respectful Communication

We use respectful, person-first or identity-first language based on individual preferences. 

🤝 5. Staff Education and Professional Learning

Our Educators and Co educators are continually learning about neurodiversity and inclusive practices. Through professional development and collaboration with families and specialists, we are building a shared understanding of how to best support all learners.

Why It Matters

Neuroaffirming practice doesn’t just benefit neurodivergent students — it improves the learning environment for everyone. When we embrace flexibility, empathy, and inclusion, we foster a school culture where all students feel safe, valued, and empowered to succeed.

Every brain belongs.

STEM in Term 4

Prep

This term, Prep students have been exploring digital storytelling using the Book Creator app. They have experimented with designing pages, inserting drawings and images, and arranging layouts to share their ideas creatively. These hands-on experiences have strengthened their typing skills and built confidence in using technology with purpose.

Grade One

Grade One students have continued using Book Creator to build their typing skills while designing pages and inserting drawings and images. They have also further developed their coding abilities through Code.org, strengthening their understanding of sequencing and logic and learning that clear, precise instructions are essential for achieving a successful outcome.

Grade Two

In Grade two, students have extended their coding abilities further. After revising key concepts on Code.org — such as sequencing, loops and debugging — they have applied these skills using programmable hardware including micro:bits and Spheros. Seeing their code come to life in physical form has brought excitement to the learning process, as students plan, test, debug and refine their programs.

Grades 3/4 and 4/5/6

In our upper-primary levels, students have embarked on an exciting, creative project: producing their own stop-motion claymation films. They have begun the planning phase — crafting storylines, designing characters and settings, and mapping out narrative sequences. Students are now sculpting their characters and props from clay. In the coming weeks, they will animate their scenes frame by frame, combining art, design thinking and digital production to bring their stories to life.