Foundation 2022 - fcps.vic.edu.au

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Foundation 2022 Information Session

Footscray City Primary School

Wednesday 21st July 2021

Acknowledgement of Country

We acknowledge the Traditional Owners of the land on which we meet, the

Wurundjeri Woi Wurrung and Bunurong peoples of the Kulin Nation, and pay

our respects to Elders past, present and emerging.

Aboriginal people have a deep and continuous connection to the Maribyrnong

River valley for at least 40,000 years and we acknowledge this rich history of

community and of storytelling.

Introducing our Leadership Team

PrincipalJessie Hand

Acting Assistant Principal

Foundation - 2Eliza Kerin

Acting Assistant PrincipalYears 3-6

Anthony Curnow

Introducing our Leadership Team

Learning Specialist Grades 5-6

Anthony Curnow

Learning SpecialistGrades 3-4

Juliet Thompson

Acting Learning Specialist

Foundation-2

….

Introducing our 2021 Foundation Professional Learning Team

Eliza Kerin

Vita Coppola

Rebecca RasoPLT Leader Rose Girdwood

Victoria Richards

Introducing our Administration Team

Business ManagerJo Diaco

Office ManagerSue Southern

Administration ManagerMichelle Cox

Our Mission, Vision and Values

We are future making for every child so that they are learning to learn, learning to thrive

and learning to contribute.

Our students will possess the skills, knowledge and ways of thinking that enable them to

embrace learning, respond to challenges and thrive as active members of the

community.

At Footscray City Primary School we are a diverse and inclusive COMMUNITY who value

▶Taking RESPONSIBILITY for our learning and our impact on our selves, others and

our environment.

▶Thinking and acting with KINDNESS which means we are friendly towards others and

considerate of their feelings.

▶Demonstrating RESILIENCE by persisting and being courageous when faced with

challenges in our learning and relationships.

Putting our

Mission, Vision &

Values into action

. . .

What our students want to know . . .

What is the work?

Can I do it?

Am I accepted?

Will I get help?

Clarity of Purpose

This session is designed to

💧 communicate our key messages around how we approach student learning,

engagement and wellbeing

💧 provide an overview of school operations and our involvement in the

Footscray Learning Precinct

💧 provide clarity on the next steps in the enrolment process

By attending it is our intention that you will have

💧 knowledge of the learning programs your child will participate in

💧 understanding of how we approach learning and teaching

💧 connections with what you want and need for your child to learn and thrive

To be covered in this session . . . .

Part One Student Learning Programs

Part Two Student Engagement and Wellbeing

Part Three School Operations

Part Four What Happens Next

PART ONESTUDENT LEARNING AT FCPS

CURRICULUM

INSTRUCTION

ASSESSMENT

We are focused on

LEARNING - COLLABORATION - RESULTS

https://www.education.vic.gov.au/school/teachers/management/improvement/Pages/dimension1evidence.aspx

PART ONESTUDENT LEARNING AT FCPS

Each Lesson follows the following format:

Mini Lesson(modelled instruction)

“I do”

Independent Practice

“You do”

Guided Practice

“We do”

Conferencing“We do”

Sharing/Reflection

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Reading

Reading is Thinking.

Reading is a message-getting,

problem-solving activity which

increases in power and flexibility the

more it is practised.

Decoding is the skill of applying your letter-

sound knowledge, including letter-pattern-knowledge, to correctly

pronounce words.

Comprehension is the reason for reading. If readers can read the

words but do not understand what they are

reading, they are not really reading.

Decoding Comprehension

FCPS Decoding Strategies

► Letter recognition (alphabet)

► Letter sounds (graph, digraphs, trigraphs)

► Decoding strategies

Comprehension Strategies

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Writing

Writing is . . .

• Translating speech into symbols to communicate with an

audience.

• Composing meaning in a wide range of texts.

• A social practice used to accomplish a range of purposes

across a range of contexts through language experience

• Used to influence others to make them feel a certain way

• Encoding written language using letters, words,

sentences, grammar and knowledge of the social context.

• The application of knowledge and understandings to

compose texts using cyclic processes.

The Components of Writing

Writing as a Production

•Spelling – Handwriting – Punctuation - Grammar

Writing as Creativity

•Writing as a form of self-expression

Writing as a Process

•A focus on teaching the processes proficient writers use when creating text

Writing as Genre

•Explicit instruction in specific genres – versatile writers

SMART Foundation Approach

💧 We explicitly teach letters and sounds in the context

of a ‘word of the week’.

💧 Focus is on building phonemic awareness and a strong

understanding of letter-sound relationships.

💧 We explicitly teach high-frequency words from a

‘sentence of the week’.

The use of Mentor Texts

Language ExperienceLanguage experience is a practice where speaking and listening,

reading and writing are mutually supportive of each other.

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Mathematics

Developing real-life problem solving skills

Problem Solving Strategies

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Concept Curriculum

Concept Curriculum - Pedagogical Model

Concept Curriculum - Units of Learning

Physical Science HEALTH HISTORY BIOLOGICAL

SCIENCE

SUSTAINABILITY

DESIGN

TECHNOLOGIES

Form

Function

Causation

Form

Connection

Causation

Form

Reflection

Perspective

Form

Function

Connection

Connection,

Causation

Responsibility/Change

Enduring Understanding:

Things move in different

ways.


We all have a role to play in

creating a safe, happy and

supportive learning

environment.


Documenting personal

histories allow us to reflect

on and celebrate who we

are and where we’ve come

from.


Living things live in different

places and have basic

needs to survive.


We have a responsibility to

care for and respect our

community of living things.

Key Questions:

● What can move?

● How do things

move?

● Why do things

move in different

ways?

Key Questions:

● What are my

strengths?

● How do my

actions affect

others?

● How can I help

to make a safe,

happy and

supportive

learning

environment?

Key Questions:

● What is my history

and how do I know?

● Why do we share

stories of our past?

● How do we reflect on

past experiences?

Key Questions:

● What is the difference

between living and

nonliving things?

● What do living things

need to survive?

● What is the

connection between the

features of living things

and their habitats?

Key Questions:

● How are we

connected to our

environment?

● What is our impact on

our environment?

● What are the actions

we can take to look

after our environment?

Specialist Programs

Our teachers work across the whole school enriching the

learning, engagement and wellbeing of our students

1 session of each specialist subject timetabled

weekly:

💧Music

💧 Art

💧 LOTE Chinese

💧 PE

Art ProgramCreating and Making

💧 Art materials, equipment, skills and technique

💧 2D drawing, painting, printing and collage’

💧 3D sculpture, papier-mache’ and ceramics. School has a kiln

💧 Elements and Principles of Art and Design: colour, shape, line, pattern

etc... And responding to theme in Junior years

💧 Choice-based projects in Senior years based on Studio Habits of Mind and

Thinking for Artistic Behaviors

Responding and Exploring:

💧 Learning About Artists and Art Styles

💧 Documenting Art Processes- sketchbooks

💧 Self-Assessment and Discussing Artworks

💧 Biannual Art Show- whole school event

Classroom Music Program

What approaches?

A mixture of Orff and Kodaly methodologies in the early

years

💧 Mixture of performance, theory, history and appreciation.

💧 Exposure to appropriate terminology and vocabulary.

💧 Introducing students to new styles of music that they

may not encounter at home

💧 Exposure to all genres and media – including ICT as

both a tool for recording, sampling and creating.

Classroom Music Program

💧 “Muso of the week” – students share something of

their personal musical journey – perform, show,

play

💧 Composer of the month

💧 Choir – junior and senior

💧 String Orchestra – performances in the local

community

💧 Class Awards – Mozart, Bach and Glass

Instrumental Music Program

💧 Piano, guitar, percussion, violin, viola, cello, harp, trumpet, horn,

trombone and voice

💧 Clarinet, flute and saxophone – currently sourcing teacher

💧 Lessons during school hours

💧 Places subject to teacher availability

💧 All teachers have tertiary qualifications in music performance

and/or education

💧 Invoiced by individual teachers

💧 Instruments for loan/hire when available

💧 Instruments can be hired from a number of different providers –

can provide contact details

Physical Education Program

💧 Motor Skills i.e. hand eye co-ordination, foot eye co-ordination

💧 Fitness, flexibility and dexterity

💧 Skill Building- kicking, throwing, catching

💧 Gymnastics, Athletics and team sports eg. baseball, tennis,

netball, basketball and soccer

💧 Team Work, turn taking, sharing, responsibility and resilience

💧 Swimming Program prep-6

💧 Inter-School Sport

💧 Tennis Hot Shot

💧 Perceptual Motor Program

💧 Athletics Carnival

Language Program - Mandarin

💧 Cultural Understanding

💧 Prep Chinese students learn greetings, everyday

phrases, Chinese words for colours, and common

objects

💧 From Grade 1 students start to recognise Chinese

characters and practice tracing and stroke order

💧 They expand their speaking and listening skills

💧 FCPS LOTE teacher is a Mandarin native language

speaker

PART TWOSTUDENT ENGAGEMENT & WELLBEING

School Wide Positive

Behaviour Support

Respectful Relationships

Personal and Social

Capabilities

School-wide positive behaviour

support (SWPBS) is a framework

that brings together school

communities to develop positive,

safe, supportive learning cultures

SWPBS in the Classroom

Growth Mindset - Carol Dweck

Student Engagement and Wellbeing

A Personalised Approach

We implement approaches that are individualised, flexible and proactive and

these can include:

💧 Program Support Groups - for all students who are funded through the

Program for Students with Disabilities

💧 Student Support Groups - for students with diagnoses that have an

impact on their learning, engagement and/or wellbeing

💧 Communication and collaboration - within our Professional Learning

Teams and with our families

💧 Professional learning and coaching - building teacher capacity and

shared knowledge of how to meet student needs

💧 Collaboration - Allied health and DET Student Support Officers

PART THREESCHOOL OPERATIONS

Foundation x4 Average - 18

Year One x4 Average - 18

Year Two x4 Average - 23

Year Three x4 Average - 20

Year Four x3 Average - 22

Year 5 x3 Average - 24

Year 6 x2 Average - 30 *

GRADE STRUCTURE


Footscray Learning Precinct (FLP) to be a world-class education precinct, providing

excellence in learning and teaching in Melbourne’s inner west in all stages of

education.

Partners in the Precinct vision include the Department of Education, Maribyrnong

City Council, Victoria University, Footscray City Primary School, Footscray Primary

School and Footscray High School.

INFRASTRUCTURE COLLABORATION

EXCELLENCE IN

LEARNING &

TEACHING

STEAM


Being a member of the Footscray Learning Precinct means that

we are part of a new revolution for schools in the Inner West.

We will extend our learning in the curriculum areas of STEAM,

now and into the future. Because of the precinct, we can learn in

modern spaces like our Gymnasium And Performing Arts Building.

We are partners in learning with Footscray Primary School and

Footscray High School. This has meant that some of us have

already had the chance at the age of 9 to work with 14 and 15

year olds in the Student Action Teams and the STEAM Labs.

Rosa Nicholson and Taihan Rahman

School Captains 2020


The vision is for Footscray Learning Precinct to be a world-leader

in STEAM education, where students have a strong voice in their

learning and are nurtured to develop the capabilities they will need

to thrive throughout their schooling and in their future work

endeavors.

FLP schools have agreed on a set of guiding principles for the Labs in 2020. These are:

STEAM Labs will be run in each individual school, with students and teachers coming together for

collaborative activities when meaningful opportunities arise

STEAM leads in each school will implement the Labs in a way that aligns with their own context

There will be a focus on building teacher capability through Professional Learning and coaching that

enables teachers to share and spread learnings and increase STEAM capability across the whole FLP.

STREETWorks Mural Project

STREETWorks Mural Project

PART FOURWHAT HAPPENS NEXT - ENROLMENT

Children have the right to be placed in their designated neighbourhood school.

The designated neighbourhood school is the school that is nearest the student’s

permanent residence. Where there are insufficient places at a school for all students who seek entry, students are enrolled in the following priority order:

💧 Students for whom the school is the designated neighbourhood school.

💧 Students with a sibling at the same permanent address who are attending the school at the same time.

💧 All other students in order of closeness of their home to the school.

💧 In exceptional circumstances, compassionate grounds.

PART FOURWHAT HAPPENS NEXT - ENROLMENT

💧 We are currently taking enrolments for students for whom we are their local school and/or who have siblings already enrolled in the school

💧 We are taking Expressions of Interest for those who live outside of our local area and these families are being placed on a Wait List

💧 September – we will consider whether we have the capacity to take any enrollments from the Wait List and will notify families if this is the case

💧 If students are enrolled from outside of the local area, this will be done in order of closeness of their home to our school.

PART FOURFOUNDATION TRANSITION PROGRAM

Buddy Program

Language Experience

Supervised play at break

times

What we’ve done and what is next . . .

Term 2 Information Sessions

Enrollment Forms and Expressions of Interest Forms completed

Early Childhood Setting identified and consent for collaboration with the school gained

Term 3 FCPS staff visiting early childhood settings

Building relationships and knowledge of students and families

Collaborating with early childhood educators

‘Play Group’ style visits

Term 4 Students visit the school for transition sessions with Foundation teachers (October-

December)

Parents can attend further information sessions around school readiness and transition

Documents

Foundation 2022 - fcps.vic.edu.au