PREP B T1 W7 Weekly Timetable Prep 2021
SMB: Be My Best
Time Monday
EVEN PREP A SOs: Emma
TS PREP B SOs: ROBIN/KATRINA
Graisen: Speech visit 10-10:40am
ALEX AND ANNA AWAY @ ST
CATH’S
International Women’s Day
(Monday 8th)
8:20 Morning tubs: Students are to put
their bags on the rack, water
bottles and fruit snack on the
8:30
trolley, lunch boxes in the fridge,
answer the morning question and
pick a table activity.
8:40 PARADE
Students are to be seated ready for
parade by 8:45am; social
8:50
distancing applies.
?? to sit near a school officer.
NCT: School officers to sit in parade
and teachers given NCT to work on
PLC (FROM WEEK 4)
9:00
9:10 MORNING TIME (MISS B)
Morning song, morning question,
100 days of school, roll, calendar,
9:20 schedule, acknowledgement to
country, prayer and yoga/move
body
Look at International day of
Women slideshow (link above)
9:30 ENGLISH (InitiaLit)
LI: We are learning about the letter
sound ‘a’
9:40
SC: I can find the letter ‘a’. I know
the sound the letter ‘a’ makes. I can
identify objects/words with the
ESCM Focus Week 7:
Tuesday
PREP A SOs: Lindy
PREP B SOs: ROBIN/TRASY
Krystal: Observing
9:35-9:50am (Anna)
9:50-10:20am (Alex)
TIFFANY FROM SJB VISITING TUESDAY
9TH (ANNA)
Morning tubs: Students are to put their
bags on the rack, water bottles and fruit
snack on the trolley, lunch boxes in the
fridge, answer the morning question and
pick a table activity.
MORNING TIME (MISS W)
Morning song, morning question, roll,
calendar, 100 days of school, schedule,
acknowledgement to country, prayer and
yoga/move body
PREP B READING GROUP: CB, AW, AW,
OE, GF
Read the Zebra Who Ran Too Fast and
discuss likes, dislikes and personal
connection (retelling as well)
ENGLISH (InitiaLit)
LI: We are learning to read using familiar
sounds.
SC: I can identify familiar sounds. I can
blend sounds to make words. I can read
familiar words. I can read the non-words.
Sounds Warm Up
Lesson 27: Reading Words
Lower: cued articulation with visual and
kinaesthetic movements to support
blending and segmenting (HE, NM, ZF, ES,
CB)
Upper: independent recognition of /a/
words (O.E)
CRUNCH N SIP. Max. 10 mins.
LITERACY GROUPS
Time spent at ‘Must-do’ activities is based
upon ability and teacher judgement.
School Officer Plan
Wednesday Thursday
PREP A SOs: PREP A SOs: Lindy/ Mrs Maltby 8:40-9:40am/ Miss Kristy PREP A SOs: Lindy
11:20am-12:20pm PREP B SOs: ALANA/KRISTY (9:40am)
PREP B SOs: EMMA/KRISTY (9:40am)/CHRISTINE (9:40am)
Beginning Teachers Meeting:
School Officer Meeting @ 1:50pm (Term 2) 3:00-3:30pm
Staff Meeting @ 3:15pm
SCIENCE: Students to drink from their cups and record how many cups they
drink throughout the day
Morning tubs: Students are to put their bags on the rack, water bottles and fruit Morning tubs: Students are to put their
snack on the trolley, lunch boxes in the fridge, answer the morning question and bags on the rack, water bottles and fruit
pick a table activity. snack on the trolley, lunch boxes in the
fridge, answer the morning question
and pick a table activity.
MORNING TIME (MISS B) MORNING TIME (MISS W)
Morning song, morning question, roll, calendar, schedule, 100 days of school, Morning song, morning question, roll,
acknowledgement to country, prayer and yoga/move body calendar, schedule,100 days of school,
acknowledgement to country, prayer
PREP B READING GROUP: NO PARENT VOLUNTEER and yoga/move body
PREP B READING GROUP: AY, HDG, LB,
ES, WM
Read the Zebra Who Ran Too Fast and
discuss likes, dislikes and personal
connection (retelling as well)
ENGLISH (InitiaLit) ENGLISH (InitiaLit)
LI: We are learning about the letter sound ‘p’ LI: We are learning about the letter
SC: I can find the letter ‘p’. I know the sound the letter ‘p’ makes. I can identify sound ‘p’
objects/words with the letter sound ‘p’, I can write the letter ‘p’. SC: I can find the letter ‘p’. I know the
sound the letter ‘p’ makes. I can identify
Sounds Warm Up objects/words with the letter sound ‘p’, I
Lesson 28: Beginning sound /p/ can write the letter ‘p’.
Lower: cued articulation (HE, NM, ZF, ES, CB) Sounds Warm Up
Upper: independent recognition of /p/ words (O.E)
Lesson 29: Linking the sound /p/ to the
letter ‘p’
Lower: cued articulation with visual and
kinaesthetic movements to support
blending and segmenting (HE, NM, ZF,
ES, CB)
Upper: independent recognition of /p/
words (O.E)
CRUNCH N SIP. Max. 10 mins. CRUNCH N SIP. Max. 10 mins.
Prep A Library with Librarian LITERACY GROUPS
English (InitiaLit) Librarian to take the students for a Time spent at ‘Must-do’ activities is
Storybook lesson (beyond the book) lesson (focus based upon ability and teacher
Friday
PREP A SOs: Emma
PREP B SOs ROBIN/KATRINA
Morning tubs: Students are to put their
bags on the rack, water bottles and fruit
snack on the trolley, lunch boxes in the
fridge, answer the morning question
and pick a table activity.
Homework/reading logs and library
books needs to be placed in the
trolley.
MORNING TIME (MISS B)
Morning song, morning question, roll,
calendar, schedule,100 days of school,
acknowledgement to country, prayer
and yoga/move body
PREP B READING GROUP: HB, ZF, IA,
HE, NM
Read the Zebra Who Ran Too Fast and
discuss likes, dislikes and personal
connection (retelling as well)
ENGLISH (InitiaLit)
LI: We are learning to read using familiar
sounds.
SC: I can identify familiar sounds. I can
blend sounds to make words. I can read
familiar words. I can read the
non-words.
Sounds Warm Up
Lesson 30: Reading words
Lower: cued articulation with visual and
kinaesthetic movements to support
blending and segmenting (HE, NM, ZF,
ES, CB)
Upper: independent blending and
segmenting of words (O.E)
CRUNCH N SIP. Max. 10 mins.
LITERACY GROUPS
Time spent at ‘Must-do’ activities is
based upon ability and teacher
9:50 letter sound ‘a’, I can write the Teacher to take groups at a time. School A Surprise for Dingo by Rina A Foti & unit/Health/HASS/Science/Tech) judgement. Teacher to take groups at a judgement. Teacher to take groups at a
letter ‘a’. officer to ensure all students are Sandra Kendell time. School officer to ensure all time. School officer to ensure all
completing their activity. Remaining Lesson 4 students are completing their activity. students are completing their activity.
Sounds Warm Up students choose flexibility from 2 Remaining students choose flexibility Remaining students choose flexibility
play-based literacy activities. See sit spots Craft activity: Make a Bilby Pencil from 2 play-based literacy activities. See from 2 play-based literacy activities. See
Lesson 26: Linking /a/ to ‘a’ as guide for groupings. Students must Topper sit spots as guide for groupings. sit spots as guide for groupings.
complete the ‘must-do’ activities. ● Pipe cleaner Students must complete the Students must complete the
Handwriting letter ‘a’ ● Red felt ‘must-do’ activities. ‘must-do’ activities.
● Googly eyes
Lower: cued articulation (HE, NM, Must do (mustard jar) activities: ● PVA glue
ZF, ES, CB) ● Scissors Must do (mustard jar) activities: Must do (mustard jar) activities:
Upper: independent recognition of 1. Read a story: ANCHOR CHART:
/a/ words (O.E) SURFACE AND DEEP 1. (Teacher) Orally forming a 1. English Assessment:
CONNECTIONS Start by using sentence formative Answer personal
read-aloud texts that you are assessment: connections questions
10:00 CRUNCH N SIP. Max. 10 mins. Library with Librarian Prep A
confident most, if not all a. Students orally about books
Librarian to take the students for a English (InitiaLit)
students will be able to have form a sentence
lesson (focus Storybook lesson (beyond the book)
some sort of connection with. about their 2. InitiaLit picture sort activity
10:10 Craft: Ants on apples craft (read unit/Health/HASS/Science/Tech) A Surprise for Dingo by Rina A Foti &
Model your own connections favourite food in booklet (School Officer)
paper, black ants cut outs, leaf cut Sandra Kendell
and invite others to share b. I like apples, as
out) Lesson 4
theirs. Discuss the difference an example 3. Rhyming card game
10:20
between deep connections, c. Students draw revision (Parent helper)
ORAL LANGUAGE INTERVENTION Craft activity: Make a Bilby Pencil
and surface a picture and
(see individual class school office Topper
connections.(teacher) verbally say May do (mayo jar) activities:
plan) ● Pipe cleaner
their sentence 1. Reading Eggs
● Red felt
2. Support-A-Talker: Lesson 3 to be scribed.
English (InitiaLit) ● Googly eyes
(School Officer) d. Students
Storybook lesson (read the book) ● PVA glue
present to the
Lesson 1 ● Scissors
3. InitiaLit Picture Sort activity group.
A Surprise for Dingo by Rina A Foti
(hands on version) (Parent
& Sandra Kendell
helper) 2. Support-A-Talker: Lesson 4
Whole Cohort
(School Officer)
May do (mayo jar) activities:
1. Reading Eggs 3. InitiaLit activity: picture sort
hands on revision (Parent
helper)

May do (mayo jar) activities:

1. Reading Eggs
.

10:30 Prepare for lunch:
Sunscreen song
Students are to eat in the
classroom then Miss Bennett to
take all students to the junior
playground. Healthy down
approach to food.
Prepare for lunch:
Sunscreen song
Students are to eat in the classroom then
Miss Bennett to take all students to the
junior playground. Healthy down
approach to food.
Prepare for lunch: Prepare for lunch:
Sunscreen song Sunscreen song
Students are to eat in the classroom then Miss Bennett to take all students to the Students are to eat in the classroom
junior playground. Healthy down approach to food. then Miss Bennett to take all students
to the junior playground. Healthy down
approach to food.
Prepare for lunch:
Sunscreen song
Students are to eat in the classroom
then Miss Bennett to take all students
to the junior playground. Healthy down
approach to food.

10:40 EAT EAT EAT EAT/PLAY EAT

Duty: 10:50-11:05am Duty: 10:50-11:05am Duty: 10:50-11:05am Duty: 10:50-11:05am Duty: 10:50-11:05am
10:50

11:00 PLAY PLAY PLAY PLAY PLAY

Junior Playground only Junior Playground only Junior Playground only Junior Playground only Junior Playground only
11:10

11:20 Meditation: Students sit
comfortably in a circle for 5 mins,
saying the christian mantra. Pass
around the prayer labyrinth.
11:30 MATHS: EXPLICIT
NUMBER FOCUS
Whole Class Concept introduction
English (InitiaLit) Meditation: Students sit comfortably in a circle for 5 mins, saying the christian English (InitiaLit) Meditation: Students sit comfortably in
Storybook lesson (re-read the book) Lesson mantra. Pass around the prayer labyrinth. Storybook lesson (Word Work) Lesson 3 a circle for 5 mins, saying the christian
2 A Surprise for Dingo by Rina A Foti & mantra. Pass around the prayer
A Surprise for Dingo by Rina A Foti & Sandra Kendell labyrinth.
Sandra Kendell Whole Cohort
Whole Cohort
MATHS MATHS SCIENCE
LI: Good mathematicians can subitise. LI: We are learning how all living things
Explicit maths lesson: SC: I can look at a group of objects and need the same things to stay alive
 LI: Good mathematicians can
connect the number 7 to its name,
numeral and quantity
SC: I can write the number 7 in
numeral formation. I can show the
number 7 in a 10 frame and
identify groups of 7.
Song and powerpoint
11:40
Maths Prep B:
MUST DO
1. Imaths books na21
(number 7)
2. 10 frame activity
MAY DO
3. Sorting shapes in hoola
hoops
4. Tracing shapes
11:50
5. 2d shape roll and cover
12:00
12:10
12:20
12:30
12:40 RELIGION
LI: We are learning about the
goodness of God’s creation and
God’s plan to help each other to
live safely and happily together for
the good of all.
SC: I can share what is a good
choice (thumbs up choice). I can
list the creations of God. I can
identify that people are a creation
of God. I can demonstrate a safe
action to care for God’s creations.
Revise rules: revisit the St Mary’s
Rules and discuss why we have
them
Using digital images to help
students identify examples of
12:50 societal laws (e.g. property, safety,
traffic, environment, classroom,
school, family) that are intended to
SCIEN be for the good of all (e.g. traffic
1:00
lights, safety signs, rules).
COMPLETE SHAPE ASSESSMENT:
Students to engage in play based activities
while assessment is going:
1. Playdough number mats
2. Connector blocks
3. Number puzzles
4. Magnetic blocks
COMPLETE SHAPE ASSESSMENT:
RELIGION
LI: We are learning about the goodness of
God’s creation and God’s plan to help each
other to live safely and happily together for
the good of all.
SC: I can describe the consequences of
good and bad choices (thumbs up/thumbs
down). I can identify someone in the
community who cares for God’s creations. I
can explain how I can care for God’s
creations.
HITS: Collaborative Poster
In small groups, students with a range of
musical instruments, create their own
music and songs about how to care for
God’s creation (teacher observations and
prompts provided).
Revisit Genesis 2 and as a class, make a
poster on the rules God wants us to follow:
love each other, pray, love God,
Students work collaboratively in groups to
design a poster for each: thumbs up
choices in the classroom, in the library, in
LI: Good mathematicians can subitise.
SC: I can look at a group of objects and know how many there are without
counting.
Introduction to subitising:
Explain subitising to students
“Subitising is when you see a group of objects and know how many there are
without counting”
Demonstrate how to subitise with a dice
Roll dice and show students how to submit.
Play video and do activity with students
https://www.youtube.com/watch?v=ib5Gf3GIzAg
Do:
RoleM Learning Experience 4 - p19 Teacher book (swatting flies)
Prep A groupings/ differentiation
Lower: L.G, N.S, J.L, T.M, M.D, A.S, L.F, J.L-K, N.B
Differentiation: guidance and longer time given to complete activities. Adjust
accordingly to activities and provide clear, short and concise instructions.
Scaffolding for the imaths.
Upper: H.J, L.F, N.C, P.J, A.P, O.P, E.B, A.K, E.M
ITALIAN (NCT)
PREP A
RELIGION
LI: We are learning about the goodness
of God’s creation and God’s plan to
help each other to live safely and
happily together for the good of all.
SC: I can share what is a good choice
(thumbs up choice). I can list the
RELIGION
LI: We are learning about the goodness
of God’s creation and God’s plan to
help each other to live safely and
happily together for the good of all.
SC: I can share what is a good choice
(thumbs up choice). I can list the
creations of God. I can identify that
people are a creation of God. I can
demonstrate a safe action to care for
God’s creations.
Divide the class into two groups (one
with teacher and one with a school
officer) and each group will do a good
deed for creations:
1. Picking up rubbish
2. Watering the
gardens/composting
ITALIAN (NCT)
PREP B
know how many there are without SC: I can compare what human and
counting. crabs need need to stay alive.
Science Assessment: Circles of me and
COMBINATION OF CONCEPTS hermit crab
Play-based (Walker Learning Theory) Students are to draw in the circles the
Maths session. Set up table activities. . different things humans need to
1. S.O: Imaths book- INSERT PAGE survive.
NUMBER TOMORROW
2. Teacher Activity (Body): BRAIN BREAK (possibly complete after
RoleM Learning Experience 4 - p19 FOTS)
Teacher book (swatting flies)
3. Hands on activity (hands): Then the students are to draw the
Domino and number match different things hermit crabs need to
4. Playdough numbers survive.
5. Ipad activity Online dice have
students use ipad and roll dice.
Students practice subitising by
writing number on whiteboard
Prep A must do:
complete imaths books as a whole
class and role m as a whole class
Maths Intervention time
Prep A groupings/ differentiation
Lower: L.G, N.S, J.L, T.M, M.D, A.S, L.F,
J.L-K, N.B
Differentiation: guidance and longer
time given to complete activities. Adjust
accordingly to activities and provide
clear, short and concise instructions.
Scaffolding for the imaths.
Upper: H.J, L.F, N.C, P.J, A.P, O.P, E.B,
A.K, E.M
ART (NCT) PREP A RELIGION
PE (NCT) PREP B LI: We are learning about the Fruits of
the Spirit.
SC: I can identify the focus fruit of the
spirit. I can describe ways I can show
‘love’. I can participate in the prayer
experience. I reflect upon my own
actions relating the fruit of the spirit.
WHOLE COHORT
Fruits of the Spirit
1. Introduce FOTS
2. Introduce ‘love’
3. Craft activity
4. Recap and add fruit to the
bowl
5. Closing prayer with FOTS
focus.
SCIENCE
REVIEW NEED AND NOT NEED FOR
PEOPLE AND HERMIT CRABS
ASSESSMENT ON WEDNESDAY NEXT
WEEK
1:10 Re-read Genesis 2:4b-9; 15-25 and
unpack the literal and symbolic
meaning within the story,
emphasising good and bad. This is
how God helps us with rules.
Visit the St Mary’s ABC and discuss
those rules.
Lower:
Upper:
the playground and in parade. Students
draw pictures; teachers scribe.
Lower:
Upper:
ORAL LANGUAGE INTERVENTION (see
individual class school office plan)
creations of God. I can identify that
people are a creation of God. I can Hermit Crab circles (formative
demonstrate a safe action to care for assessment)
God’s creations.
Divide the class into two groups (one Need not Need next week for People
with teacher and one with a school
officer) and each group will do a good
deed for creations:
1. Picking up rubbish
2. Watering the
gardens/composting

Lower:
Upper:

1:20 EAT/PLAY EAT/PLAY EAT/PLAY EAT/PLAY EAT/PLAY

Eat under the green shaded area.
Students leave their lunch boxes
1:30
and water bottles in the black tubs.
Students will sit in the big shed on
1:40 the white line. Students must go to
the toilet before coming to class.
Eat under the green shaded area. Students
leave their lunch boxes and water bottles
in the black tubs. Students will sit in the
big shed on the white line. Students must
go to the toilet before coming to class.
Eat under the green shaded area. Students leave their lunch boxes and water Eat under the green shaded area.
bottles in the black tubs. Students will sit in the big shed on the white line. Students leave their lunch boxes and
Students must go to the toilet before coming to class. water bottles in the black tubs.
Students will sit in the big shed on the
white line. Students must go to the
toilet before coming to class.
Eat under the green shaded area.
Students leave their lunch boxes and
water bottles in the black tubs. Students
will sit in the big shed on the white line.
Students must go to the toilet before
coming to class.

1:50 Pack bags + story online Pack bags + story online Pack bags + story online Pack bags + story online Pack bags + story online

2:00 MARY’S WAY
Social skill building through
focusing on a school rule
2:10
THIS WEEK’S RULE: Show respect
1. Discuss the focus rule
2. Teachers act out then
students then model
3. Game with that focus
rule
PREP A: LIBRARY
2:20 Library Borrowing
Students choose 4 readers at their
level and 1 picture book.
2:30
PREP A: MARY’S WAY LESSON
SCIENCE SCIENCE PE (NCT) PREP A KETCHUP & PICKLES
LI: We are learning what living things need ART (NCT) PREP B
to stay alive Drinking investigation to continue:
SC: I can look after a class pet Prep A Activities:
Talk about how many cups of water we all drank.
How much water do I need? Put this on a graph
● Provide small clear plastic cups
of the same size for the class Put crabs water intake on the graph Prep B Activities:
pet, students and teacher - Ask students for that week
(draw line) Talk about how we need more water to survive than crab the term anecdotal
● Prepare a blank page in the question
class science journal for a Discuss how this was a fair test: -
graph with the title, ‘How Because all cups were the same size
much do we drink?’. Include a
row for the class pet, students Begin review:
and you. Review the ‘Pet and person’ table, class science journal, including the ‘My five
● Cut out the pictures of cups senses’
on ‘Measuring cups’ (Resource
sheet 6). Arrange to store the Talk about how class pet and living things use senses to survive
pictures and glue near the
class graph.
Brainstorm and predict:
● Introduce a cup of water and
ask students if they would
drink more or less than the
cup of water in a day. (debate
style)
● Ask students if they think the
class pet might drink more or
less than the cup of water in a
day (debate style)
● Tell students that tomorrow
we will record how much we
drink in the day (students to fill
cup from sink up to the line)

For the crab: put a cup of water in the tank

and after school tip a bit out to make it
look like it’s drunk water.
CHECKLIST TEMPLATE
CHE
2:40 Pack up/Prayer/Goodbye Pack up/Prayer/Goodbye Pack up/Prayer/Goodbye Pack up/Prayer/Goodbye Pack up/Prayer/Goodbye

2:50 HOME HOME HOME HOME HOME