Welcome to Community 7

Kia ora Koutou,

Welcome to Term 2 of 2018.

Our Inquiry Learning this term is Science, specifically the Living World with a focus on animals and classification. We are approaching this a little differently by forming mixed groups of children from Coms 4, 6 and 7 and rotating them around the three classrooms during our sessions. This means that our Com 7 children will get to have lessons for Science with Mrs Roberts, Miss Greenwood and myself. The rationale for this is to provide tuakana-teina opportunities which enables them to experience higher levels of thinking, rich discussion with other students and enables them to form learning relationships within the junior roopu.

On Tuesday, beginning in week 2,  we have PMP, Perceptual Motor Programme which will run for the term. This programme is reliant on parent helpers to be successful. We need some more helpers please. This is very valuable learning which develops fine motor skills, large motor skills, eye tracking and cognitive development.

This term is our school Cross-Country so weather permitting we will be out training most days.  Please ensure you child wears shoes suitable for running in everyday.

Preschool programme will also run every even week this term. During these sessions any child who is 4 and is going to start school at Southbridge is welcome to attend. We share our letter of the week and do fun based hands on learning activities which link to our class focus.

For all days and events coming up these will be on our school Website and e-newsletter so it is important to read and check all posts.

Our Maker Space in the shared breakout space between Community 6 and 7 is still going strong. We would love to use/recycle any boxes, craft materials, ribbons or “bits and bobs” that you might not need anymore. The children are veracious creators and any donations of sellotape will be most gratefully received.

Thank you for your continued support.

Nga mihi,

Mrs W


Com 7 Home Learning


Read their reading book everyday to ensure they are getting reading mileage.

Early reading books are designed to be read first in a guided reading lesson (with the teacher), then immediately afterwards with a buddy (paired up by the teacher) and then at home with you.

Work on the 36 high frequency words that I have sent home.

The sooner they get the first 18-20 words the better so it is important to work on these daily. Start with 3-5 words and add a new one as they learn them.

Work on their alphabet … all the letter names and all the associated letter sounds.

Alphabet knowledge is an important tool for decoding words.


It all begins with being able to write their own name. Focus on this if they can’t.

Early writing involves writing the letter sounds that they hear in words. They then progress to remembering how to write some high frequency words.

Work with them at home to write a simple sentence regularly.

Work on the Essential Spelling List words that I have sent home.

Start with List 1 and move onto List 2 when you feel they can spell List 1 confidently and fluently. Similarly move onto List 3 when they can confidently and fluently write most of the List 2 words.

Alphabet knowledge, especially letter to sound associations are crucial for writing because children write the letter sounds that they hear in words.



Practise counting everyday.

Count fruit in the fruit bowl, sheep in the paddock, macaroni on a plate.

Maths is fun and meaningful when you are dealing with real life situations.

When you shop get them to help you read the prices and talk about the coins and notes you will need.

Read the time with them and help them to tell the time mostly o’clock and half hour times. talk about am, pm and digital times as well as analogue times.

Fractions, cut things into halves and quarters with them when your cooking and making things with paper or craft.

Skip counting- they need to be able to skip count forwards and backwards in 2’s to 20, in 5’s to 50. and in 10’s to 100.

Don’t forget to count forwards and backwards in 1’s to 10, then when confident and fluent, to 20, then to 50.

Be on alert to pose problems for them, such as, if we have five biscuits and Dad has eaten three, how many are left?