Start of Year Learning

Stage 2

Weekly Prayer

Religious Education


As we start a new school year we remember that Jesus is with us always. Jesus asks us to go out to the world and share with the world the Good News of God's love. Listen to the song and think about how might I share the love of God with others in my world (at home and at school) this year.

As we begin a new school year, we need to take time to stop and reflect and look ahead. Read the following reflection questions and pick one from each category to write about:

Looking Back:

  • How did I show God's love to others last year?

  • When did I not show God's love to others?

  • Who showed God's love to me?

Looking Forward:

  • How will I show God's love in my world this year?

  • Who do I need to try hard to show God's love to? Why?

  • How will I show the light of my goodness?


  1. Jesus is with you every step of the way. Write a prayer asking Jesus for help to show God's love to others.

  2. Think about the people in your class this year. Make a plan to show an act of kindness to each one this term.

  3. Create actions to this song to teach to students in younger grades


Journal or an exercise book, pen, or pencil, colouring in pencils


Hello and welcome back to school 2022!

This week we will explore a range of texts to help us understand how to get to know someone by exploring their identity. Be curious!

"Getting to know someone else involves curiosity about where they have come from, who they are."

Penelope Lively

You will need

Lead Pencil


Colour Pencils

Slideshow (below)


  1. Click on the slideshow.

  1. There are four files within. Please choose a different one each day.

  1. Share your work with your teacher and friends so that they can get to know more about you.

S2 Start of Year Learning


Learning Intention

We are learning how to multiply.

Syllabus Outcome

Multiplication and Division


uses mental and informal written strategies for multiplication and division

You will need



Activity 1

Card Games

Shuffle a deck of cards and place in a pile.

Draw 2 cards and multiply.

Make the game harder by drawing 3 cards and multiplying a 2 digit number x a 1 digit number.

Questions to support my thinking

  • How can you use what you know to work out what you don't know?

  • Do you know 2x? 5x? 10x? How might this help?

For Parents

  • If your child draws cards for 3 x 6 for example and does not know the answer, ask them to think about what they do know. “Do you know double 6? And now add one more 6”. We call this “use what you know to work out what you don’t know”.

  • Another strategy is to draw the array on a piece of grid paper. Colour in 3 rows of six on the grid and work out how many altogether.

  • You may also want to include the card numbers in your child’s “comfort zone” first, then work up to tricky numbers.

Learning Intention

We are learning how to add money in efficient ways.

Syllabus Outcome

Addition and subtraction


uses mental and written strategies for addition and subtraction involving two-, three-, four- and five-digit numbers

You will need



Activity 2

Adding money

Empty out the money box or grab a handful of coins.

How much money do you have?

Try to work it out two different ways.

Questions to support my thinking

  • How can you organise the coins and notes to help you to count?

For Parents

  • Notice whether your child groups like coins together, or creates whole dollars out of mixed coins.

  • Ask which way they counted was the most efficient and why.

Learning Intention

We are learning how to measure lengths.

Syllabus Outcome



measures, records, compares and estimates lengths, distances and perimeters in metres, centimetres and millimetres, and measures, compares and records temperatures

You will need




Activity 3

Measuring Length

Find out the difference between the tallest and shortest person in your house.

Try this problem..

Louis is growing 1 cm each month. He is 11 and 6 months old.

How tall might he be and how tall will he be by the time he is 12 years old?

Questions to support my thinking

  • How can you quickly work out who is the tallest?

  • What can you use to help you find the difference between the heights?

  • Can you describe the difference in centimetres?

  • Record the heights on a paper, draw a picture to match.

  • Can you record your height in two different ways?

For Parents

  • You may use string or wool or a mark on the wall to help determine the heights.

  • Then introduce a ruler or tape measure to work out the heights in cm/m.

Learning Intention

We are learning about the properties and features of 2D shapes.

Syllabus Outcome



manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features

You will need




Activity 4

Making Shapes

Use a length of wool or elastic tie together to make shapes together.

Make shapes with 3 sides, 4 sides, 5 sides and more.

Questions to support my thinking

  • Draw the shapes you have made.

  • How are they the same?

  • How are they different?

  • What are the rules for making a triangle?

  • What are the rules for making a rectangle?

For Parents

  • Let your child think about what makes a rectangle, and how it is different form other quadrilaterals. This classification will help them to understand the properties.

Learning Intention

We are learning about patterns.

Syllabus Outcome

Patterns and Algebra


generalises properties of odd and even numbers, generates number patterns, and completes simple number sentences by calculating missing values

You will need




Activity 5


Use a collection of mixed items to make a pattern. These could be gumnuts and sticks and leaves.

Now try and make a number pattern.

Go on a hunt for patterns in your home.

Questions to support my thinking

  • Draw the pattern and number it.

  • Describe your pattern.

  • What is the rule for your number pattern?

  • Draw the patterns that you see at home. How do you know it is a pattern?

For Parents

  • Your child might make a pattern that is counting by a certain number. They may add 2 to the previous number and grow their pattern. They may double numbers. Let them work out how many number patterns they can create.

Brain Break

Be sure to take a break at least every hour or so.

There are some ideas in the slideshow, but feel free to come up with your own ideas.

Start of Year Brain Breaks