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CELEBRATIONS

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CULTURAL DIVERSITY WEEK DRESS UP

KEY INFORMATION FOR THE WEEK

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LAST DAY OF TERM – THURSDAY 2ND APRIL

The last day of term 1 is this coming Thursday the 2nd of April 2026.

Students will finish at the usual time (2:30pm-3:00pm). If you wish to collect your child before then, please notify their classroom teacher via SeeSaw Messages.

 

TERM 2 CLASSROOM INFORMATION SESSION

Our term 2 classroom information session will be held on Wednesday April 29th (week 2) starting promptly at 4pm and concluding at 4.30pm. Please note that this session is for parents and carers only. Unfortunately, we are unable to supervise students during this time, so we kindly ask that students do not attend.  

We understand that arranging supervision for students can be challenging. To support participation families will also have the option to join the session online via Webex. Information about the topics to be covered will be sent home at the beginning of next term.

We look forward to seeing you online or in person for this session.

BUILDING KNOWLEDGE

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KEY WORD SIGN OF THE WEEK

For Term 1, 2026 we will have a focus on key school signs.

Wait

Performance: With hand flat, fingers pointing forward and slightly upwards. Slowly bounce hand downwards twice.

E-SCOOTER SAFETY AND ROAD RULES INFORMATION

*Wayi School does not endorse this advertisement*

Please see the attached e-scooter road rules flyer, which provides important information about safe and legal e-scooter use, including age requirements, speed limits, and where riders can travel. For further details, please refer to the link below.

e-scooter Factsheet_Oct 2024

CLASS IN FOCUS

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ROOM 5

Continuous Reporting Focus – Mathematics (algebra)

Room 5 students engaged in Mathematics learning during Term One with a focus on recognising and replicating repeating patterns. As part of our Algebra strand, students developed their ability to copy simple two-element (ABAB) patterns through fun and interactive activities.

Using body movements, music, and hands-on materials, students practised patterns such as touch nose–touch head–touch nose–touch head. These activities supported their understanding of sequencing, memory, and early algebraic thinking. Students also completed a variety of differentiated worksheets to reinforce their learning, including matching, colouring, and continuing patterns. These tasks were tailored to individual learning needs and provided opportunities for students to demonstrate their understanding in different ways.

Room 5 students showed growing confidence as they participated in group routines, followed patterns, and began to anticipate what came next. It was wonderful to see them actively engaged and enjoying their learning.

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