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5.  Encourage your child to read in bed at night or in the car when shuttling from one place to another.
7.  Can your child read the first 100 high frequency words?  Download them here and work your way through them. This entry was posted in English, Key Stage 1, literacy, Reading, Top tips and tagged Year 1. Is there sufficient evidence that students have made progress as a result of these experiences? What content, learning experiences and instruction will allow students to demonstrate these outcomes? This guide is provided to help you follow your child’s early learning and to assist you when talking to teachers about day-to-day classroom activities and your child’s progress. New South Wales joined with the Australian Government and all other states and territories to develop an Australian curriculum. In K–6, the syllabuses are designed to be taught within BOSTES recommended percentages of time for each key learning area in a typical school week. In this guide you will find some examples of the kinds of things your child may learn in each year of primary school. The BOSTES syllabus requirements can be taught in 80% of a typical 9 am to 3 pm five-day school week. English and Mathematics make up about 50% of the school week – this is equivalent to at least 12 hours each week. Having a range of percentages allows schools to be flexible in implementing the syllabus and to program more time for English in the earlier years.

The BOSTES syllabuses have been developed to be inclusive of the learning needs of all students. Teachers may need to make adjustments to their teaching, learning and assessment activities in order for some students with special education needs to be able to participate fully in the curriculum. More information about the collaborative planning process and adjustments for students with special education needs can be found on the BOSTES website. Mathematics: select appropriate technology to collect data, measure and graph using scale and 2D and 3D shapes. Science and Technology: investigate environmental, cultural and safety factors to design and make a model of a Japanese garden. HSIE: research Japanese culture including traditional dress and costumes, art, beliefs, environment, food, geography and history. Creative Arts: investigate the significance of colour in Japanese culture, design a mask or puppet, listen to traditional Japanese music and learn about traditional Japanese dance. PDHPE: develop team skills, problem-solve in designing and making, learn traditional games of Japanese children and compare them to Australian games and activities, host a ‘Japanese meal’. BOSTES has produced a number of very popular and useful guides to help parents understand and be active participants in their child’s schooling.
This guide is designed to assist parents in teaching their children, from birth through the primary school years, about reading in the home. From scribbling to drawing to experimenting with the shapes of letters, children progress at their own speed towards writing fully formed words.
It explains several strategies to help their children read unknown words at home and how to use these when reading.

You and your child’s teachers will be the most important influences on your son’s or daughter’s education. The Board of Studies, Teaching and Educational Standards NSW (BOSTES) developed new K–10 syllabuses for English, Mathematics, Science (incorporating Science and Technology K–6) and History and Geography that incorporate agreed Australian curriculum content. There are many ways for teachers to organise lessons effectively, and individual lessons may cover topics from more than one subject. The remaining 20% of the school week is left free for additional activities at the school’s discretion. This could involve several learning areas such as English, Science and Technology, Human Society and Its Environment, and Creative Arts. Teachers also plan explicit skills-based lessons to ensure that students develop core skills in English and Mathematics.
Parents can help their children learn to read by showing them how we use reading to make sense of the modern world.
It includes a section on helping children who are having trouble learning to read, and offers a range of useful hints and tips to build your child’s skills and confidence. For example, many schools use this time for languages, additional school sport, concert rehearsals, religious education and special projects.

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