A fully sequenced, ACARA v9.0-aligned after-school curriculum for Reception students at your school. Designed to augment the your school programme — extending mastery in literacy and numeracy while honouring the school's values of unlimited kindness, courageous curiosity, and whole-student education. Every session is intentional. Every week builds on the last.
Establishing scholar identity, belonging, and academic baselines. Each girl discovers who she is as a learner. Enrichment: Creative Arts.
Baseline oral language assessment. Environmental print walk. Name recognition and tracing. Shared read-aloud. Introduce the Scholar's Pledge. Model active listening and prediction.
Count the students present. Body counting (clap, stamp, tap). Manipulative counting to 10. Subitising flash to 3. Baseline numeracy assessment.
Mirror observation for 2 minutes. Draw with felt-tip on cartridge paper. Lead Educator models alongside students. Discovery Report: 'The most interesting thing I noticed about my face is...'
Correct pencil grip and formation with sky-grass-ground lines. Jolly Phonics A–E actions and sounds. Oral storytelling circle: 'My story starts with Once there was a girl named ___'. Shared read-aloud. Letter hunt in picture books.
Count cups of counters. Make groups of 3, 5. Subitise games to 5. Ten-frame flash (1–5). AB pattern with coloured blocks. Real-world counting: chairs, snacks, pencils.
Large-print name filling the page. Watercolour or tempera fill each cell. Red+yellow=orange, blue+yellow=green. Connect to literacy: 'Which letter is your favourite to look at?'
Jolly Phonics F, G, H, I, J. Environmental alphabet book using your school grounds photographs. Shared reading: alphabet in rhyme and context. Letter sort by starting sound (kinesthetic). Decodable reader level matching.
Giant 1–20 floor track game. Order numeral cards race. Missing number sequences. Number track dice race. Count backwards from 10: 'Countdown to active break!'
Natural material collection during active break. Arrange before gluing — discuss foreground, balance, focus. Add torn paper and fabric. Kind specific feedback gallery walk.
Jolly Phonics K, L, M, N, O — oral articulation emphasis. Phoneme isolation: 'Tell me the FIRST sound in cat, dog, mop.' Oral blending: /c/-/a/-/t/ → cat. Phoneme segmentation intro: clap sounds in 'sun'. Running records for L2+ students.
Ten-frame flash 2 seconds. Subitise to 10: dot cards, dice. Compare two groups — 'Which has more? How can you tell without counting?' Number partners: 'I have 3. I need 5. How many more?' Each girl creates own number book 1–5.
Eyes closed, listen to gentle/dramatic/playful music. Choose clay, wire, card, fabric. Process over product. Photograph sculptures. 'My sculpture represents ___ because ___'
Jolly Phonics P, Q, R, S, T. Oral narrative structure: Beginning/Middle/End. Each girl tells a family story to a partner who draws what they hear. Retell a picture book using 3-part frame. Sight words: I, the, a, is, my.
Clap-clap-stamp ABB pattern. Colour block patterns. your school pattern walk (brickwork, tiles). 'What comes next? How do you know?' Create and describe rule to a partner.
Heavy oil pastel → watercolour wash creates glow effect. Discuss portraits as records of love. Look at Renoir family portraits. 'What makes each person recognisable?'
Complete the alphabet — celebrate knowing all 26. PREDICT: cover, title, illustrations. Shared reading response: draw favourite moment. Introduce author identity — lead educator shares favourite author. Independent book browsing 5 min: model reading behaviours.
Real line-up game. Story sequencing with ordinals. Match ordinal cards 1st–10th. Ordinal race game with dice. 'What do we do FIRST at Scholar Studio? Second? Third?'
Analyse 10 real covers. Design own cover: pencil → marker → colour. Title in 'cover font' — explore how letter styles create moods. 'by [name]' author byline.
Celebrate all stages of mark-making as valid writing. Directionality: left-right, top-bottom. Spaces between words. Sentence stem: 'I can ___'. Shared writing modelling. Sky-grass-ground revision of tricky letters.
'How many handspans is the table? Different students get different answers — why?' Footstep measurement. Non-standard units: pencils, paper clips. Comparative language: longer, shorter, taller, heavier. Height line on class chart.
5-min free exploration of clay. Teach: pinch pot (thumb in, pinch round), coil (roll snake), slab (flatten). Create a meaningful small object. Air-dry overnight for Week 8 glazing.
Explicit blending: sound buttons tap phonemes, slide into word. CVC word bank: cat, hat, sit, mop, bun. Magnetic letters: build CVC, change first letter. Running records for all students this week. Word family: -at (cat, bat, rat, mat, sat, hat).
Five-frame: all ways to make 5. Story problems acted out with objects. Number bond triangles (2,3,5). Part-part-whole mat: two colours of counters. Introduce + and = symbols formally.
Retrieve Week 7 clay. Apply undercoat. Layer colours: colour mixing choices. PVA + water clear glaze for shine. Observe wet vs dried glaze. Term 1 Gallery display preparation.
Review all 20 HFW: I, the, a, is, my, we, go, to, he, she, it, and, on, in, was, has, his, her, you, are. Rainbow writing (3 colours). Speed flash cards — build automaticity. Decodable sentences. L4+ girls: write own sentences with 3+ sight words.
Shape gallery walk (hidden around Studio). Attribute sorting: sides, corners, curved/straight. Shape in your school architecture (arched doorways, rectangular windows). Freehand and ruler drawing. Shape repeating patterns (link to Week 5).
One model holds movement pose. 60-second drawings × 8 rotations. Review: which captures movement? What shows energy? Connect to body awareness.
Full running record every girl. HFW check (20 words — automatic/slow/unknown). Phonics screening: isolate, blend, segment CVC. Alphabet letter-sound check all 26. Celebration: each girl reads a favourite page to partner or group.
Count collection to 20. Subitise to 10. Numeral recognition 1–20. Number backward from 10. All bonds to 5. Pattern: copy/continue/create/describe. Shape attributes for 5 2D shapes.
Select best 2–3 pieces. Write/dictate labels: 'I made this because ___.' Gallery arranged in Studio. Parents invited. Each girl presents to parent. Discovery Reporter delivers closing speech.
Learning anchored in your school's natural environment. Science inquiry through observation, prediction, and testing. Literacy moves from decoding into reading for meaning and early writing composition.
How information texts differ from stories. Read about seeds — 'I learned ___ from this text.' Observation writing with adjectives. Vocabulary: germination, shoot, root, seedling. Decodable reading Stage 2+ for all.
Introduce ruler: 'This is 1 centimetre — the same for everyone!' Measure seedlings in cm. Record weekly plant growth data. Measure Studio objects, order shortest-longest. Create column data table.
Question first: 'What do seeds need?' Record predictions. Plant in clear cups × 3 conditions. Label and place. Daily observation drawings in Science Journal. Discovery Report on prediction.
Venn diagram: living vs non-living. Writing frame: 'A ___ is living because it ___. A ___ is non-living because it ___.' Vocabulary: needs, grows, reproduces, responds, organism. New HFW: new, from, they, what, where, when, how, this, that, with.
Socks and shoes: count pairs → skip count by 2s. Colour every 2nd number on number line — 'What pattern do you see?' Body rhythm: clap-clap-STOMP. Story problem: 5 pairs of shoes = how many? All bonds to 10 introduced.
Gather bark, leaves, seeds, stones, feathers. Science classification Venn diagram with real objects. Texture rubbings: paper over objects, crayon sideways. Arrange into scientific display. Gallery label writing.
Procedural text structure: steps in order, imperative verbs, numbered sequence. Write a weather observation: 'First I look at the sky. Then I feel the air. Next I record the temperature.' Sequence words wall. Begin class weather journal.
Hand counting: 1 hand = 5 fingers. Count hands around the circle × 5s. Nickel intro (preview): '5 cents, 10 cents.' Body rhythm: 5-beat stomp pattern. Story problems: 'I have 3 bags of 5 apples — how many apples?'
Set up class weather station with simple tools. Identify cloud types (cumulus, stratus, cirrus — just names). Daily recording. Make a simple wind sock from materials. your school weather vs Adelaide weather patterns.
Upgrade retelling: not just events, but WHY characters do things. Inference: 'The character looks worried. How do we know? What clues are in the picture?' Retell with 5+ events using sequence words. Oral retell partner practice.
Bundle 10 icy-pole sticks: 'This bundle of 10 = one ten.' Count bundles: 1 ten, 2 tens, 3 tens… to 10 tens = 100! Place value introduction: 12 = 1 ten and 2 ones. Teen numbers concept.
Investigate 3 habitats. Use magnifying glasses. Record findings: drawing + word labels. Create simple habitat map of your school grounds. 'What does each creature need in its habitat?'
Information report structure: topic sentence (what/who), 2 detail sentences (facts), concluding sentence optional for L3. Research: each girl chooses an Australian animal. Find 3 facts from picture books. Write report. Edit together.
Teen numbers fully consolidated. Count collections to 30. 'What happens after 19? After 29?' Decade pattern. Number track to 30 race. Write numerals 20–30 with correct formation.
Choose animal from information report. Detailed drawing with labels: beak for ___, claws for ___, fur for ___. Discuss adaptation: how does the body match the habitat? Annotated scientific illustration style.
Interrogative sentences: model questioning as thinking. Transform statements to questions. Read a text and generate 3 questions before/during/after. Write a 'wonder question': 'I wonder why ___'. Discuss: good questions lead to good learning.
Number line addition: start at the bigger number, jump forward. Addition to 10 fluency games. Story problems: 'There were 6 birds. 3 more came. How many now?' Introduce unknown: '6 + ___ = 10 — what goes in the box?'
Choose a habitat (ocean, desert, rainforest, underground). Design creature with adaptations for that habitat. Labelled drawing: 'Has ___ because ___.' Explain design to the group — persuasive speech practice.
Read a nature story/picture book. Identify setting description: what can the character see, hear, smell, feel? Write a setting description of your school grounds using all 5 senses. Introduce simile: 'The sky was as blue as ___'.
Subtraction stories acted out with objects. 'There were 7 birds. 3 flew away. How many are left?' 10 – 3 = 7 links to bond knowledge. Number line backward jumps. Connection: if 4+6=10, then 10-6=4. Fact families intro.
20-minute outdoor session in your school grounds. Each girl selects one thing to study closely: insect, plant, stone, shadow. Draw in fine detail. Write 3 observations + 1 question. 'Real scientists keep journals exactly like this.'
Close reading: how did the author make this interesting? Identify: repetition (Bears on chairs), onomatopoeia (CRASH! BANG!), power verbs (darted, crept, thundered). Girls underline their favourite words. Try one technique in own writing.
Class survey: 'What is your favourite animal?' Tally marks. Create picture graph. Read graph: 'Which animal got the most votes? How many more than ___?' Introduce: data helps us understand our world.
Review 5-week weather journal data. Assign colours to weather types. Create a large paper artwork where each day = one coloured square. Like a data quilt. Discuss: 'What patterns do we see in our weather data?'
Return to Week 15 animal reports. Re-read, identify: 'What could I add? What could I make clearer?' Editing process: re-read, mark changes, rewrite. Add a labelled diagram. Publish in neat form for Term 2 showcase.
Read plant growth data from Week 11–18. Create a timeline/bar graph: 'Our bean grew ___ cm in ___ weeks.' Measure: 'How much did it grow from Week 11 to Week 19?' Subtraction in real context.
Tri-fold poster: Question (W11), Findings (W11–16 observations), Conclusion (did our prediction come true?). Write, draw, and label each section. Practice oral explanation: '30 seconds to explain your experiment.'
Running record — all students. HFW speed check now 30 words (20 + 10 new). Comprehension tasks: PREDICT, INFER, RETELL assessment. Writing sample: 'My favourite animal is ___. It is interesting because ___' — two paragraphs for L3.
Addition to 10 (fluency). Subtraction to 10. Skip count: 2s, 5s, 10s. Measurement in cm. Data: read a picture graph. Numbers to 30.
Posters displayed around Studio. Each girl stands at her poster and presents her experiment (30 seconds). Visitors (parents, Junior School teacher invited) ask questions. Certificates: 'I Am a Nature Scientist.'
Term 3 is the creative explosion. Building on identity (T1) and world knowledge (T2), students now express themselves through performance, music rooted in the Kodaly/Orff method used by your school, poetry, and playwriting. Literacy reaches fluency and early composition. Numeracy extends to 100.
Poetry is a genre — different from stories and information. Read 5 poems aloud (A.A. Milne, Emily Dickinson basics, Banjo Paterson). Discuss: rhyme scheme, rhythm, emotion. Each girl learns one poem by heart (short). Recite to partner.
100-chart: fill in missing numbers, count along rows, jump in 10s. Tens and ones place value with blocks. 15 = 1 ten and 5 ones. What is the biggest number you know? How far can we count?
Sol-mi is the first interval in Kodaly method — used universally in children's singing. Hand signs: sol (hand at shoulder height), mi (hand at chest). Call-and-response songs. 'The cuckoo goes sol-mi. Can you echo?'
Acrostic: write your name down the left side, each letter starts a describing line. Shape poem: write poem in the shape of the subject. Free verse: no rules — write from feeling. Illustrate published poems.
'I have 3 groups of 4 bears. How many bears?' Count groups. Array: 3 rows of 4. 'How many altogether?' Equal groups story problems. Connect to skip counting: 3 groups of 4 = 4 + 4 + 4 = 12.
Kodaly rhythm syllables: taa = 1 beat, ti-ti = 2 sounds in 1 beat. Clap simple 4-beat patterns: taa-taa-ti-ti-taa. Read from rhythm cards. Write own 4-beat rhythm. Step the beat while clapping the rhythm.
A script is a different text type: character name: what they say. Stage directions in italics. Read a short reader's theatre script together — assign parts, read aloud with expression. Discuss: how does voice change the story?
Fold paper: half = 2 equal parts. Quarter = 4 equal parts. Fraction of a shape: shade 1/2, 1/4. Fraction of a group: 'I have 8 apples. Half is ___. One quarter is ___.' Real-world: share pizza, share 12 counters into quarters.
Orff approach: body is first instrument. Part 1: stamp the beat. Part 2: pat thighs on beats 1 and 3. Part 3: clap off-beats. Part 4: snap accent. Layer in gradually — 'Ostinato' concept introduced by feeling, not word.
Story-drama connection: a play needs a problem. Brainstorm problems (lost, scared, disagree, need help). Plan 3 scenes: Scene 1 = introduce characters and problem. Scene 2 = attempt. Scene 3 = resolution. Write 3 lines of dialogue per scene.
Clock faces: o'clock (minute hand at 12). Half-past (minute hand at 6). Make clocks from paper plates. 'What time does Studio start? What time does it finish?' Duration: '3:30 to 5:30 = ___ hours.' Connect to daily schedule.
your school uses tuned percussion in Reception music. Each girl plays sol and mi on a glockenspiel. Play 'Cuckoo' — the 2-note song learned in Week 21 — now on instrument. Add rhythm from Week 22. Ensemble: half play, half sing.
Persuasive text: trying to convince someone. Difference from story and information. Opinion + Reason + Example (ORE). Scaffold: 'I think ___ is the best pet because ___. For example, ___.' Mini debate: Dogs vs Cats. Audience awareness.
'Which is bigger: 47 or 74? How do you know?' Tens and ones comparison. Order 5 numbers: 34, 71, 28, 60, 45. Skip count from any number by 2s, 5s, 10s. 'Count from 35 by 5s. What numbers do you land on?'
Read through plays. Assign props from around Studio. Practice blocking: where do you stand? Voice projection: can the back row hear you? Expression: happy voice, scared voice, surprised voice. Video review (if possible).
Fluency = not just fast but meaningful. Read with: phrasing (chunk words together), expression (change voice for character), punctuation (pause at comma, stop at full stop, raise voice for ?). Choral reading. Partner reading with expression feedback.
Make-10: 7+5 = 7+3+2 = 10+2 = 12. Doubles: 6+6=12, 7+7=14. Near doubles: 6+7 = 6+6+1. Practise all strategies. 'Which strategy works best for which problem?' Mental mathematics focus — move away from counting on fingers.
Extend from sol-mi to include la (hand sign above sol). Collaborative composition: choose a topic (the garden, the spirit of your school). Write 2 couplets. Set to a simple melody using sol, mi, la. Notate using Kodaly hand signs + rhythm cards.
Theme vs topic: topic = what happens, theme = what it means. Read picture book with clear theme. Discuss: 'What is this book really about?' (courage, kindness, belonging). Connect to own life. Write: 'The message of this book is ___ because ___'.
Count back: 15-3 = start at 15, jump back 3. Known fact: if 7+8=15 then 15-8=7. Think addition: '9+___=13'. Practise all strategies. Story problems requiring subtraction within 20.
Mime warm-up: express happy/sad/scared/excited/surprised without sound. Character walk: how does a confident person walk? A shy person? A monster? Mirror game. Emotion freeze-frame: freeze in an emotion, partner guesses.
Purpose + audience: 'Who am I writing for? What do they need to know?' Write a letter to a parent or the your school principal explaining why Scholar Studio should continue (persuasive + personal). Draft, conference, edit, publish.
Introduce Australian coins: 5c, 10c, 20c, 50c, $1, $2. Make amounts: 'Show me 35c in different ways.' Count coins. Change: 'I have 50c and I spend 20c. How much is left?' Real-world: Studio snack shop game.
Performance order: 1) Class song (your school Song). 2) Individual poems (recited). 3) Mini-plays in pairs. Technical: where do you enter/exit? What are the props? Costume pieces. Timing. Support each other. 'We perform for each other first.'
Revision ≠ editing. Revision = making ideas better. Editing = fixing errors. 'ARMS': Add, Remove, Move, Substitute. Peer conference: read partner's work and give 1 specific positive + 1 specific suggestion. Edit: capital letters, full stops, spelling common words.
Real-world scenarios requiring 2 steps: 'Mia had 12 cards. She gave away 5. Then she got 3 more. How many now?' 'Which strategy will I use?' Explain to partner. Multiple solution paths celebrated.
Full dress rehearsal. Peer audience gives feedback using the 'kind and specific' your school framework: 'I noticed ___ [specific] and it made me feel ___ [effect].' Notes acted on. Final performance tomorrow or Day 30.
Running record. HFW now 40 words check. Writing portfolio: each girl selects her best piece and explains why she chose it. Oral performance: read a passage from her own writing or favourite book to the group.
Numbers to 100 — read, write, order. Fractions: half, quarter of shape and group. Time: o'clock and half-past. Money: count to $2. Multiplication: groups of. Strategies: addition/subtraction to 20.
25-minute performance in the Studio or school performance space. Order: Welcome by Studio Leader. Song. Individual poems (3 each). Mini-plays. Final bow together. Discovery Reporter thanks the audience. Certificates awarded.
The final term consolidates everything and lifts it to the next level. Girls develop as leaders — both within the Studio and within your school. Literacy reaches true independence. Numeracy extends into problem solving and mathematical reasoning. Enrichment: Leadership and Entrepreneurship. Girls design and run a mini Scholar Studio for Reception B — teaching what they know.
What makes a chapter book different? Chapters. More words. Less pictures. Longer story. Introduce a simple chapter book (e.g. Ivy + Bean, Treehouse series). Read first chapter aloud. Discuss: how do we remember what happened across chapters? Use a 'story map' — ongoing tracking document.
Mixed operation challenge: 'Which operation do I need?' Story problems that could be + or −. 'Does this problem mean joining or separating?' Groups-of story problems. Self-assessment: rate own confidence 1–3 per operation.
Brainstorm: name a leader. What do they do? What do they NOT do? Research: 3 women leaders (related to your school ethos — science, arts, community). Each girl identifies her own leadership strength. Begin 'My Leadership Badge'.
Inquiry process: 1) Choose a question. 2) Find information. 3) Take notes (key words, not full sentences). 4) Write up. 5) Share. Each girl chooses her own question ('How do bees make honey? Why do volcanoes erupt?'). Find 3 facts from books provided. Write 5-sentence report.
3D shapes in everyday life: can of soup = cylinder. Dice = cube. Ball = sphere. Ice-cream cone = cone. Count faces, edges, vertices of cube, rectangular prism. Build structures from 3D shapes: tallest tower? Strongest bridge?
Design thinking steps: EMPATHISE (who has the problem?) — DEFINE — IDEATE (brainstorm) — PROTOTYPE (build it) — TEST. Each girl identifies a small real problem. Example: 'The books fall off the shelf.' Design and build a book holder.
Girls self-select genre based on strength and interest. Extended writing over 2 days (W33 and W34). Lead Educator conferences with every girl during writing time. Discuss: 'What genre is this? Who is it for? What makes it good?' Anchor to exemplary texts read this year.
Probability language: 'Is it certain, likely, unlikely, or impossible that it will snow today?' Roll dice 20 times — which number comes up most? Tally and graph. Class survey: 'What will you be when you grow up?' Picture graph. Interpret together.
Choose ONE thing you know really well from the year. Prepare a 2-minute lesson: explain, show, ask a question. Teach it to a younger buddy (arrange with school) or a Studio partner. Reflect: 'Teaching is the best way to really know something.'
Continue and complete extended writing from W33. Final edit conference with Lead Educator. Publish: best handwriting, illustrations, cover, author's note (1–2 sentences about why I wrote this). Bind into mini-book with title page.
The 'prove it' challenge: 'Is 5+6 the same as 6+5? How do you know?' Represent in 3 different ways: objects, drawing, number sentence. Encourage: 'I know because...' Mathematical language focus. Challenge: find the error in the working shown.
Plan in groups: choose a numeracy or literacy game from this year. Prepare materials. Practise teaching it. Deliver a 20-minute mini-lesson to a younger Reception group (arrange with school) or present to parents. Debrief: 'What was hard about teaching?'
Close reading as a writer: read a favourite picture book and annotate (post-it notes or copy). Mark: 'technique I want to borrow.' After reading: write a paragraph using one borrowed technique. Share the technique used.
'What comes after 100?' Count on from 99: 100, 101, 102... Count by 10s: 100, 110, 120. Hundreds block = 10 tens. Story: 'We have counted to ___ this year. That is a lot of numbers!' Stretch: 'What is the biggest number you can imagine?'
Based on the Scholar's Pledge format, each girl writes her own. 'As a leader, I will ___. I will ___. I will ___.' Calligraphy style (careful neat writing). Decorated and laminated as a keepsake. Incorporated into Year-end ceremony.
Book review structure: title/author, brief summary (no spoilers!), recommendation, who would enjoy it. Write a review of favourite book of the year. Peer share: swap reviews, choose a new book to read based on recommendations.
Scholar Studio 'shop': items priced 50c to $2. Each girl has $5 play money. Choose 3 items. Calculate total. Make change. 'Did I have enough? How much did I save?' Connect to real-world decision-making.
your school values: kindness, courage, curiosity, resilience, integrity. Choose one. Write a true personal story (3 sentences): 'A time I showed [value] was when ___. I [action]. After that, ___.' Share in circle.
Synonym wall: beautiful = gorgeous, stunning, lovely, striking. Word families: play, played, playing, player, playground. Morphology: un- = not (unhappy), re- = again (rewrite). Word-rich writing: revise a past piece and 'upgrade' 5 words to more powerful synonyms.
Mixed problems: 'Sam has 3 bags of 4 apples. She eats 5. How many are left?' (groups-of then subtract). 'Half of 12 children like sport. How many is that?' Work independently, check with partner. Track own score.
Create a display for your school library/staffroom: 'Our favourite books and why.' Each girl contributes a handmade card with title, drawing, and 2-sentence recommendation. Delivered to the library.
The writer's notebook is not a journal — it's an idea collection. Show examples (Roald Dahl's notebooks). Today: fill 4 pages with seeds for future stories: overheard conversations, interesting words, questions, drawings of interesting things. Girls keep their Scholar's Journal as their own writer's notebook.
Fold shapes to find lines of symmetry. Mirror image drawing: draw one half, fold to check, draw the other. Tessellation: does this shape tile without gaps? (triangles, squares, hexagons yes; circles no). Create a symmetrical pattern.
Each girl writes a letter to a student who will join Scholar Studio next year. Include: what to expect, what you'll love, a tip, and a your school wisdom. Sealed in envelopes. Kept by Lead Educator to read aloud at start of next year's programme.
Look back through all archived literacy work (writing samples, reading records, journal pages, published pieces). Each girl selects: 1 favourite, 1 that shows most growth, 1 that shows courage (tried something hard). Write a 3-sentence reflection for each piece.
Review archived maths work. Select: 1 piece showing growth, 1 showing strategy, 1 showing connection to real life. Write: 'I chose this because ___. I learned ___ when I made it.' Create a personal 'Year in Numbers' page.
Girls lead the planning. Programme committee: what will happen and in what order? Decoration committee: design and make. Speech committee: who will welcome? Who will thank? Each girl has a role. Lead Educator is producer, not director.
Complete running record. HFW 50-word check. Writing sample prompt: 'Write about a time you showed courage this year.' Literacy benchmark final: L1–L6 across reading, writing, oral language.
Counting to 120. All bonds to 10 (oral, written). Skip counting 2s, 5s, 10s. Addition/subtraction to 20. Fractions half/quarter. Time and money. Shapes 2D/3D. Data. Full benchmark report generated.
Full celebration event. Girls deliver: Opening address by Studio Leader. Class song. Leadership Pledge recitation together. Mini-performances. Certificate ceremony: each girl awarded her Scholar's Certificate listing her growth milestones. Afternoon tea. Each parent receives child's Scholar's Journal and Portfolio to keep forever.
All students are assessed against a 6-level benchmark (L1–L6) in both Literacy and Numeracy at the end of each term and informally every week. These levels are specific to Scholar Studio and calibrated above the ACARA Foundation Year expected standard — the goal is extension, not just meeting the bar.