In Maths, we started multiplicative strategies by looking at the relationship between multiplication and division, describing them as inverse operations. We looked at arrays and how we can use them to write fact families. We discussed ‘turnaround’ facts in multiplication (e.g. 2 x 4 and 4 x 2) and identified them in a multiplication grid. We used number lines to explore the relationship between multiples of 2 and 4; 4 and 8; 5 and 10; 3 and 6; and 3 and 9. We looked at square numbers, representing them visually and in written form and started problem solving with multiplication and division.
Mrs Nadjarian
Teacher
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Author: admin
Term 1 Writing update from 3rd Class
In English this week we completed studying the structure of narratives by looking at complications and resolutions. We looked at ‘okay’ endings and ‘super’ endings before children were given a complication and asked to write a resolution. At the same time, we have developed knowledge of narrative features by practising making noun groups using adjectives. We also looked at writing descriptions of settings which may be included in narratives. We read and created examples of noun groups that engage the five senses and used them to describe a city landscape. Adverbs were also discussed and it’s wonderful to see children starting to use them with intention in their writing. We revised how to correctly punctuate direct speech – a tricky skill! In Spelling we looked at the digraph ‘ey’ making long vowel /a/ at the end of words. Each week we also look at irregular words and morphology (rules about
Week 4: Just a normal busy week in Upper 1st (Year 1)
English: This week in spelling and reading, we have looked at two syllable words ending in y. The y makes a long e sound in these words. In grammar, we looked at the differencesbetween questions and statements. In short burst writing, the children wrote about
camping. In parent writing we focused on using adjectives to write an informative description about a pelican.
Maths: This week the children revisited Data and the features of a picture graph. This included how to gather data using concrete materials, tally marks, lists or symbols such as
pictures of objects. They learnt about scaling where one object or picture can represent more than one data value. Discuss/Revise the features of a picture graph. The children are
becoming more confident in interpreting the data, organise the data into a graph and answer questions about the data.
Science: This week we revised what sound is and how it travels. The children also
Look who might be starting school soon
We are excited to share that our school is trialing the introduction of a School Support Dog.
Klaus, an 18-month-old Mini Schnauzer, has completed both puppy and adolescent dog training. He is scheduled to undergo further assessment at school by a CPDT-KSA, CBCC-KA accredited Dog Trainer & Behaviourist to ensure he meets the highest standards for a support dog.
The use of support dogs in NSW schools has increased significantly in recent years, with both scientific research and anecdotal evidence highlighting their positive impact on student well-being. However, their presence must comply with all Commonwealth, State, and school sector regulations concerning animal welfare, legal and financial responsibility, and health and safety.
Mini Schnauzers are known to be hypoallergenic. However, if your child has a known allergy to dogs, please notify us at admin@johncolet.nsw.edu.au
Support dogs in schools must always be supervised, kept on a leash, and cared for by an adult who is not
On the vegetarian lunch menu for Week 5
Monday Spinach Tortellini served in nut free pesto cream sauce topped with parmesan
Tuesday Salad rolls with chef’s selection of cheese, iceberg, carrot, cucumber served with fresh lunch rolls
Wednesday Cheese and tomato puff pastry slice topped with fresh basil and confit garlic
Thursday Mushroom stroganoff served with Buttered rice Pilaf
Friday Zucchini and carrot vegetable slice with sweet chili sauce
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From our Deputy Head
This week I had cause to be in the Art room for a prolonged period of time during the U1st art lesson and the 3rd class art lesson. The work that the children are producing is excellent. This was the case for each child as they worked according to their natural talent. The art program from L1st teaches the children to pay attention to detail. They often work from a photograph, nature and as they get older, from works of different artists and learn to use their powers of observation to refine their attention. Each class has produced a ceramic piece for the Gala Night auction that combines work from every child. They are beautiful pieces.
Di Renshaw
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From our Head of School
This afternoon, we conducted our first safety drill of the year. Each term, we practice a different drill to prepare for emergencies such as bushfires, lockdowns, and evacuations, including off-site to Wyatt Avenue Oval.
We know these drills can cause anxiety, and students may have questions at home. Our staff support them through the process, but please reassure them that these exercises are essential for everyone’s safety.
Today’s pre-announced bushfire drill had two stages: returning to classrooms to await instructions, followed by the alarm sounding and movement to our four designated shelter rooms. Students responded excellently, especially our Lower 1st students.
Julian Wilcock
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On the vegetarian lunch menu for Week 4
Monday Gnocchi served with quattro fromage sauce topped with fresh herbs and parmesan
Tuesday Risoni with eggplant zucchini and semi-dried tomato in nut free romesco sauce
Wednesda Cream of Thia style Pumpkin soup served with fresh sour Dough and butter
Thursday Sweet potato and cauliflower Paneer curry served with rice pilaf
Friday Homemade cheese and spinach puff pastry rolls served with tomato chutney
(Chefs’ selection of fruits and vegetables provided daily)
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From our Deputy Head of School
This week during one of the 6th class Philosophy lessons, a student raised the question, “Is it better to lead a good life, or a happy life?” A great question to consider even though the two are not mutually exclusive. What it highlighted, is that if the aim is to develop good character, then everything else including happiness, follows from that. The idea of developing good character lies at the heart of everything that we do with the children and is regularly displayed in their behaviour. Our whole system of giving Value Awards is built around supporting this.
Di Renshaw
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From the Head of School
As we explore our Value of Respect during these first weeks of school, we began with a reading entitled The Way of Peace by Swami Shivananda. This passage challenges us to reflect on how we respond to negativity—whether we choose to engage, how we react, and the impact our actions can have.
Our assembly and classroom discussions have been rich and insightful, with students offering thoughtful perspectives on these themes. I encourage you to continue these conversations at home. Here is an example of a follow-up lesson from Third Class, where students expressed through art the impact of embodying these positive qualities.
Julian Wilcock
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