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
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
💧
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
💧
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.
💧
Mathematics
Developing real-life problem solving skills
Problem Solving Strategies
💧
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.
Enduring Understanding:
We all have a role to play in
creating a safe, happy and
supportive learning
environment.
Enduring Understanding:
Documenting personal
histories allow us to reflect
on and celebrate who we
are and where we’ve come
from.
Enduring Understanding:
Living things live in different
places and have basic
needs to survive.
Enduring Understanding:
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
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
Footscray Learning Precinct
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
Footscray Learning Precinct
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
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