Foundation Curriculum Evening

Introduction: our staffJessica Coles - Foundation A

Louise Dleski - Foundation B

Rachel Edmond - Foundation C

Kim Ng - Foundation D

Caleb Knappett - Integration Aide

Specialist ClassesScience- Mrs Andrea Kinsey

PE- Miss Jaimee Plum

Art- Mrs Carol Kozlowski

Music- Mrs Helen Griffiths

Kitchen- Mrs Jennifer Leason

L.O.T.E - Frau Heike Barker

Perceptual Motor Program (PMP) - Classroom Teachers

Early Intervention- Mrs Christine Day

Our GoalsIn our school and classrooms we have high expectations of

students.

● Independent

● Curious

● Positive attitude

● Problem solvers

● Risk takers

● Confident and resilient

Literacy - Reading

Write to Read

- 26 letters in the alphabet

- 45 sounds in the English language

- 70 combinations of the letters: single, 2 letter, 3 letter, 4 letter sounds

(codes)

- 30 rules learned over time

A PowerPoint of the codes is available to all families.

Sight Words● Some words are easy to sound out

● Some words don’t sound as they should

● We call these red dot words and they have to be learned by sight only

● Practise these to automatic response, choosing words randomly

● Safari words

The 3 P’s - Pause, Prompt, PraisePause

Before responding it is important that helpers first wait, giving the child time

to try to work out the word for themselves, using their codes or clues in the

book.

The 3 P’s - Pause, Prompt, PraisePrompt

Encourage the child to look at the pictures.

Ask: What word might make sense?

What sounds (codes) are in this word?

What do I see in the picture?

If the word doesn’t make sense encourage the child to use their codes to work

out the word.

The 3 P’s - Pause, Prompt, PraisePraise

It is important that children are praised and encouraged for their efforts by teachers, parents and classroom helpers for work well done.

Try comments such as:

I like the way you…

You must have been practising…

You worked very hard today…

Well done…

Reading with your childWhen reading aloud

● Read slowly and enjoy the story

● Use an expressive voice

● Avoid interruptions

● Keep the flow and rhythm of the language alive

After ReadingEncourage the children to talk about the book and its meaning. Ask them to:

● Share and compare their own experiences to those in the book

● Describe characters and events they especially liked-disliked and say why

● Retell the story in sequence…main events ( You may need to prompt

without telling)

● Ask questions. What might happen next? Why did the character feel that

way?

Take Home Readers & PouchPurpose

To build fluency, comprehension, word solving and a love for reading in a

supportive, loving environment.

Books will come home that can be read at an independent level.

Pouch

Contains blue folder and Resilience Project Diary.

Literacy - Writing

Understandings about print● There is a difference between print and pictures.● Print is a constant message that is written down.● Writing goes from left to right and from top to the bottom of the page.● Print is made up of words, letters, spaces and punctuation marks.● Letters and groups of letters can represent a range of sounds/codes.

Writing and Spelling stages● Scribble

● Copying (often strings of letters)

As children learn sounds/codes they can be encouraged to

● Write the sounds/codes that they can hear

● Listen to word sounds- beginning, middle and end

Hearing & Recording sounds in wordsRandom placement of letters: a m m n l p a a h

(often letters in their own name)

Dominant sounds: I w t s p a g s l

(I went to the shop and got some lollies)

I wl cum to git vu cat

I will come to get the cat.

Recording hard-to-hear sounds:

I went home with my bruver.

Learning wordsAsk the child to

● Close their eyes and picture the word in their mind.

● Listen for the sounds/codes in the word.

● What choices does the child have for spelling? What tools does your child

have for working out a word? Any rules?

● Check their spelling with the correct word. Their spelling will tell you what

they need to know.

● Spelling will not always be corrected, depending on the focus of the

writing lesson

Handwriting● Letter formation

● Sizing

● Baseline placement

● Letters ‘Close but not touching’

● 7 strokes to practice

Literacy -Speaking & Listening

Helping with Speaking and ListeningBe a role model for the children.

Gently correct:

● Sentence structure, pronouns, pronunciation● Grammar e.g. tenses ‘bought’ instead of ‘buyed’

● ‘Baby talk’

Helping with Speaking and Listening● Value listening- prevent interruptions

● Attend to the speaker

● Try to eliminate distractions

● Engage in conversation –practise listening and speaking

● 5L’s ~ look, listen, lips, legs and laps.

Numeracy

Foundation NumeracyThree Dimensions of Mathematics

● Number and Algebra

● Measurement and Geometry (Space)

● Statistics and Probability

Number● Recognition of numbers

● Recognition of groupings – smallest, largest, same (to 10, extending to 20)

● 1-1 correspondence – touch and count (move object)

● Counting to 10+. Counting on...counting back

● Ordinal number 1st, 2nd, 3rd...

● Before, after, more, less

● Early concepts of addition and subtraction

Measurement ● Length, area, capacity, mass

● Comparatives- taller, shorter, longer

● Days of the week...yesterday, tomorrow, seasons

● Telling the time to o’clock on analogue and digital clocks

● Sequencing... in order (e.g. times of the day, days of the week and

seasons)

● Tools – spinners, dice, rulers, clocks

● Measuring units – using uniform units e.g. counters

Geometry● 2 dimensional shapes – matching, sorting, attributes, everyday objects

● 3D shapes- boxes and balls

● Position and location – follow simple directions

- place objects - beside, behind, in front of, forward,

back, next to

Probability and statistics● Pictographs – reading and entering data

● Unpredictability of chance – you can’t always win!

Maths Learning at SchoolChildren learn at school when:

● They are shown maths processes and strategies

● They use appropriate materials e.g. ruler, string, counters

● They are supported through focus group learning

● They use equipment to model and solve problems

● They use maths to build or make things

● They share their learning and understandings

Maths Learning at HomeChildren learn at home when:

● They are encouraged to use maths to solve everyday problems

● People explain what they are doing and why

● They can ask for assistance

● They use objects to make and build things

● They count, calculate and problem solve

● They make their own decisions and ask questions

STEAM (Science, Technology, Engineering, Arts, Maths)STEAM is a creative and innovative way to solve a problem and apply what has been learned.It is all about learning being collaborative and project-based; students work closely together in a hands-on way to solve real-world problems.

Foundation students complete two guided STEAM projects, incorporating at least two areas of STEAM, in the second half of the year.

Integrated TopicsTerm 1 - All About Me

Term 2 - My Family

Term 3 - Animals

Term 4 - Toys

Digital TechnologiesIn Foundation, the students attend a weekly digital technologies sessions.

They learn the parts of a computer, to log in and to use the internet to access

educational programs. We use:

- Mathletics

- Code.org

iPads are used in classrooms to complement

learning activities.

Resilience Project, YCDI & Growth MindsetOur social skills programs are the Resilience Project and You Can Do It.

Children will learn:

● How to distinguish between fair and unfair play

● How to deal with teasing and bossy peers

● How to build body language awareness

● How to solve conflict with their words

The Resilience Project will visit CPS later this year.

Resilience Project & Growth MindsetWe encourage students to develop a growth mindset, to change negative

thinking into positive thinking.

“I can’t do this” - “I can’t do this yet”

“I made a mistake” - “Mistakes help me learn”

Parent Helpers

Assisting in the classroom under the direction of the classroom teacher by:

● Working with small groups of children

● Providing a role model for learning

All parent helpers must have a Working With

Children Check.

How you can help students learn● Support and encourage students by praising their efforts

● Demonstrate and model appropriately

● Ask the teacher for help if you are not sure

● Encourage children to work quietly and remain on task.

When Helping In The ClassroomBeware of making judgements:

● All children can learn● Children learn at different rates and have different learning needs.

Retain Confidentiality

● Privacy of families must be respected at all times.● Children can be hurt by apparently harmless remarks from peers or other

children.

Building IndependenceIn the mornings your child should:

● Carry in their own bag

● Take our their pouch and drink bottle

● Go outside to the synthi to play until the bell goes

(Please arrive before 9am to help children to settle into their day)

WednesdayWednesday is optional for your child until Labour day.

No new learning will take place on this day.

If your child needs to have a rest day, this is the perfect day to do it.

Foundation NewsletterA newsletter will come home every Friday which will include:

● Reminders of special events

● What is being learnt in class

● Birthdays and Star of the Week

Newsletters will come home weekly in Term 1, fortnightly in Term 2, monthly

in Term 3 and once in Term 4.

Thank you

any questions?