2016 INFORMATION BOOKLET

Appendix 1Appendix 1Information for FoundationInformation for Foundation

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CONTENTS1 Foundation – Transition to School.........................................................................................3

1.1 Tips for helping prepare your child for school:................................................................3

1.2 Social skills:......................................................................................................................3

1.2.1 Motor skills:.............................................................................................................4

1.2.2 Auditory skills:..........................................................................................................5

1.2.3 Visual skills:..............................................................................................................5

1.3 Language skills:................................................................................................................5

1.4 Memory skills:.................................................................................................................6

2 Additional Points for School Preparation...............................................................................7

2.1 Get to know the school locality:......................................................................................7

2.2 Remember each student is an individual:.......................................................................7

3 First Days at School................................................................................................................7

3.1 First Day of School...........................................................................................................7

3.2 School Procedures...........................................................................................................8

3.3 Wednesdays in February will be assessment day for Foundation students....................8

3.4 School Yard......................................................................................................................9

3.5 New Family Liaison Contact.............................................................................................9

3.6 School Medical Service for Foundation students............................................................9

4 Celebrating Milestones and Events with Foundation students............................................10

5 Foundation Curriculum........................................................................................................11

5.1 Teaching and Learning Programmes.............................................................................11

5.2 Outline of the Foundation Programme.........................................................................11

5.3 Listening and Speaking..................................................................................................11

5.4 Writing.......................................................................................................................... 12

5.5 Reading..........................................................................................................................12

6 Foundation Timetable..........................................................................................................13

1 Foundation – Transition to SchoolYour child’s first year of school is probably the most important one. We want your child to form positive attitudes which will last throughout his / her school life. Together, parents and teachers can provide the support and encouragement needed to help your child’s introduction to school be both enjoyable and successful.

Beginning at school is an exciting time in the life of your child and they may have to make a number of adjustments. We believe that transition from home to school or from pre-school, kindergarten, child-care to school can be assisted if parents:

Provide a wide range of experiences for their child Talk to their child Read to their child Are positive about school and the teacher Look upon school as a happy place

1.1 Tips for helping prepare your child for school:There are six important preparation / school readiness areas: Social: interacting positively with others Motor: body movement, coordination and balance Auditory: hearing, understanding and responding appropriately Visual: discriminating between shapes and colours, recognising different letters and numbers Language: knowledge and understanding of words Memory: remembering and applying what is heard and seen

1.2 Social skills:It is helpful to reflect upon the following in relation to your child: Coping with separation Able to relate well to others, both children and adults Able to handle conflict Demonstrate self-control Happy to be involved in activities with others Share and co-operate Take turns Able to ask for help if needed Able to take care of his / her belongings Able to take care of him / her self

o undo a lunchboxo undo a food packeto feed him / her selfo peel a piece of fruito drink with a strawo unscrew a drink bottleo get a drink from a tapo wash his / her handso dress him / her self

o flush the toileto put things away after using themo tie his / her own shoelaceso take off and put on shoeso recognise his / her name in Englisho use a handkerchief or tissue correctly

In order to assist your child in developing his / her social skills the following is suggested: Have other children to play Encourage free creative play with others Ensure the child tidies up after him / her self Ensure the child carries out directions as requested Allow your child to make simple decisions about his / her behaviour, eg. what to play, who to have

home to play Ensure your child understands the social conventions of language Limit television and computer games; these activities do not promote the development of social

skills Provide many unscheduled activities Allow your child to entertain him / her self

1.2.1Motor skills:It is helpful to reflect upon the following in relation to your child: Capabilities when using scissors or pencils Drawing skills Skills / interest in jigsaw puzzles Use of manipulative toys such as Lego Keen to play on large climbing playgrounds

In order to assist your child in developing his / her motor skills the following is suggested (supervision with many activities is required): Climb appropriate play equipment Walk on the path without touching lines Throw and catch balls and beanbags Skip with a rope Crawl around objects in play Dribble balls with hands or feet Ride 3 wheeled bikes or a scooter Freely move in any way to music Engage in adventurous play Play with sand Walk a reasonable distance instead of using the car Eat healthily Cut and paste Tear and stick paper, creating collages Use playdough / plasticine Thread beads / buttons

Jigsaw puzzles Colour in using an appropriate grip Help with cooking Dress / undress self

1.2.2Auditory skills:It is helpful to reflect upon the following in relation to your child: Ability to remember songs and rhymes Ability to sit and listen to a story Ability to follow directions

In order to assist your child in developing his / her auditory skills the following is suggested: Drum a beat to music Listen to and identify special sounds while outside Discuss the different types of sounds Discover the different sounds you can make with household objects Provide your child with instructions, increasing the length of the instruction if the child copes Give instructions once only and expect them to be followed; repetitions teach the child he / she

does not have to listen the first time Be consistent with your language

1.2.3Visual skills:It is helpful to reflect upon the following in relation to your child: Recognition of name in print Recognition of own belongings Interest in books and pictures Capabilities with jigsaws Moves freely Recognise difference between letters and numerals In order to assist your child in developing his / her visual skills the following is suggested: Jigsaws Find things in the garden Colour in Sort items such as buttons by size, colour, shape etc. Draw things seen after an outing Set the table Do up fasteners Throw and catch Copy patterns

1.3 Language skills:It is helpful to reflect upon the following in relation to your child: Your child’s ability to converse with a variety of people Ability to clearly state name Ability to speak in sentences Ability to understand simple concepts

In order to assist your child in developing his / her language skills the following is suggested: Allow the child to chat to friends and family on the telephone Talk to your child rather than at your child Ask questions that promote an extended response rather than yes / no answers Limit television and computer. Discuss familiar things with your child When on outings, discuss the environment and elicit responses from your child Use concepts such as top, bottom, over, under, beside, behind, in, above, below, between, inside,

outside, through, many, few, less etc. Be a role model of good language Reduce baby talk

1.4 Memory skills:It is helpful to reflect upon the following in relation to your child: Ability to follow simple directions Ability to remember simple rhymes Ability to remember a simple story that has been told or read

In order to assist your child in developing his / her memory skills the following is suggested: Involve your child with story retells Provide simple instructions to follow in order Order coloured pencils Provide the child with instructions to follow starting with two items eg: put on your shoes, pick up

your bag whilst allowing time for the child to process the information offered.

2 Additional Points for School Preparation2.1 Get to know the school locality:Before school starts you might make sure your student knows the way to school and home again. Practice by walking to school a few times if you live locally.

Talk about road rules and road safety. Practice using the school crossing. Discuss the dangers of talking to and accepting rides from strangers. Visit the school and play on the playground equipment on weekends.

2.2 Remember each student is an individual:It is important for you to be aware that each student is different: some students will be just starting to handle writing implements while others will be writing their names. Some will be wanting you to read to them and others will be beginning to read. Some need extra affection and understanding at this time while others do not. Some eat very little during the day while others are constantly hungry. Some refuse to discuss the happenings at school but others won’t stop talking.

While it is understandable that you willl be curious to know what has been going on at school and may question your child about activities of the day, don’t be concerned if your child is not anxious to talk. He / she will tell you about the school when they are ready.

Above all, remember that parents and teachers need to work together both at school and at home to ensure that your child has the chance to develop at his or her own rate.

3 First Days at School3.1 First Day of SchoolFoundation students’ first day of school will be Monday February 1st 2016 from 9:00am to 3:30pm.Foundation students will not attend school on Wednesdays throughout February. See below for furher details.

The first day provides a gentle start to the school year. As the students will be at school for recess and lunch please provide your child with fruit for the mid-morning break, a snack for recess (preferably a healthy snack, eg. fruit, vegetables, etc.), lunch and a drink.

When you arrive at school for day one, take your child to the classroom. The teacher will meet you, show your child around and settle him / her with a game or activity.

It is best to leave reasonably quickly as the room can become extremely noisy and disorienting for students if there are a lot of people around. Tell your child you are going and that you (or guardian) will come back to the room at home time. If someone else is to collect your child, please notify the classroom teacher.

3.2 School ProceduresTo encourage appropriate before school procedures we ask that the students line up outside their classroom each morning. We also ask that you encourage and support your child’s independence by allowing them to stand in line and for them to then come inside after the bell has gone, with all the other students, to hang up their own bag.

It is important that punctual arrival at school is encouraged. Students are expected to be at school by 8.55am and move into class at 9.00am. Much learning is organised in the first ten to fifteen minutes of the day. In order to minimise disruption to teaching and learning students who are late are required to sign in at the office.

Punctual collection of students at the end of the school day is essential. Students can become highly anxious if this does not occur. Students not collected by 3.45pm will be directed to Camp Australia After School Hours Programme or the office area where parents will be contacted to collect their child/ren. If someone other than parents is collecting a student please inform your child’s teacher in writing.

It is advantageous to register with Camp Australia even if you do not intend to use the service on a regular basis. This will cover any circumstances that may arise where you cannot collect your child by 3.45pm. Casual booking can be made by contacting Camp Australia on the day. (www.campaustralia.com.au / 1300 105 343)

3.3 Wednesdays in February will be assessment day for Foundation students

In 2016, it is mandatory for Foundation students to be assessed at the beginning of the year during the English Online Interview assessment period. The one-to-one nature of the Interview allows teachers to consider the needs of individual students. This includes ESL student, students with disabilities and additional learning needs. Teachers will need to interpret the results of the Interview in relation to the normal expectations for individual students.

At Caulfield Junior College all Foundation classroom teachers will be implementing this assessment on the first four Wednesdays in Term 1.

* Foundation students will not attend school on Wednesdays on the following dates unless they have an interview time with their classroom teacher.

Wednesday the 3rd of Febraury Wednesday the 10th of February Wednesday the 17th of February Wednesday the 24th of February

The first Wednesday they will attend will be Wednesday March 2nd 2016.

Bookings for these interviews will be made online via www.schoolinterviews.com.au. Details will be made available at a later date.

3.4 School YardDuring playtime and lunchtime students have many areas where they can play. Students eat their morning snack and lunch in their classrooms, where they are supervised. Students are then sent outside for recess and lunch play, where they are again supervised.

At these times students can play on the large Junior adventure playground, in the shaded sandpit or anywhere near the Junior Building. The library is also a supervised area of play.

Students are very adaptable and are initially encouraged to play with a class mate until they feel more comfortable about exploring or approaching others on their own.

During the first term your child’s teacher is close at hand to assist in making your child feel happy and comfortable in the playground. Your child will have an older “buddy” who they can go to if they have any incidental problems or just for a chat. This will assist your child and provide a happy and safe playground environment.

3.5 New Family Liaison ContactIf you have any questions or queries about life at Caulfield Junior College during your first days at the school, please feel free to get in touch with the New Family Liaison Contact, Tara Blanchy (e-mail: tara.blanchy@internode.on.net).

3.6 School Medical Service for Foundation studentsA Department of Education and Training nurse visits the school each year to examine all students in Foundation. You will receive a confidential School Entrant Health Questionnaire (SEHQ) to complete and return to the school before this occurs. The SEHQ covers general health, dental, speech and vision development and gives parents/guardians with the opportunity to raise any concerns they may have about their child’s health and development.

It provides a clinical tool to assist nurses to prioritise those children who may require further assessment / support in the early school years and enables teachers and nurses to work collaboratively with families to improve outcomes for children.Once the examination has been conducted, the nurse will contact you if there are any concerns regarding your child's health. Other students may be referred, if a medical problem is suspected.

4 Celebrating Milestones and Events with Foundation students

Below are some of the exciting ‘firsts’ your child will experience in their first year of school:

Formalising and learning to read and write ‘100 days at school’ celebration Hosting a celebration assembly First excursion and bus ride: Werribee Zoo and ACMI Receiving a ‘value award’ at our whole school assembly Participating in our school ‘camp’ programme by way of an after school disco. This is a part of

the ‘Footsteps’ dance programme Participating in our Perceptual Motor Programme (PMP) Participating in the Junior School Athletics carnival Malvern Fire Brigade incursion school visit Participating in the Whole Wchool Swimming programme ‘Living Eggs’ programme in the classroom Icy poles Term 1 and Term 4 Participating in the fete or the Whole School Musical (alternate years) Participating in ‘Better Buddies’ programme with the Year 5/6 students Enjoying Class breakfasts twice a year

5 Foundation Curriculum 5.1 Teaching and Learning Programmes The school runs a comprehensive, integrated and well rounded educational programme for all students. To support the development of the whole child it is important that all students participate in all aspects of school life at Caulfield Junior College. Accepting your child's unique rate of progress and celebrating his/her achievements - no matter how small ensures that you will have done your best to support his/her first school learning experiences.

5.2 Outline of the Foundation ProgrammeIn order to build on that which children have already experienced and to link with that which is familiar, CJC instigates an experiential-based programme during the first few weeks of Foundation. This has the students involved with tasks that are linked to their kindergarten / pre-school experiences and are play-based. Extensive research advocates strongly for this approach enabling a more gentle and familiar transition between the educational facilities.

Play-based tasks have a definitive link to all academic areas promoting investigations into literacy and numeracy along with the building of relationships. Positive relationships form a strong base for learning allowing students the stability to take risks with their learning and accept challenges.

During these sessions teachers are involved with assessing the students through observation and monitoring, in particular, social and language development.

The Wellbeing Team at Caulfield Junior College has developed a school wide social skills programme that is implemented across the first few weeks of the school year.

The Foundation Programme is the initial learning experience for all students starting a formal education. While all subject areas are integrated across the curriculum, for conveneince the different areas will be individually described throughout this school information booklet.

A note of caution: In order to support a smooth transition into the Foundation year and to build on the learning that has taken place in kinders and pre-schools, initially the programme will be similar to Kindergarten, so try not to give unreasonable expectations, eg. “You’re going to school to learn to read”, as when your child hasn’t by the end of the first week, disappointment can occur.

5.3 Listening and SpeakingAt SchoolLanguage development is most important to learning, particularly the elements of talking and listening. Students work as a class and in small groups where they are encouraged to discuss, explain and express their ideas. They are at all times encouraged to express themselves clearly and with confidence. Students are encouraged to actively listen and respond to all types of oral communication. Oral language development is the key to supporting sound written and read literacy skills.

At HomeShare good times together. Encourage your child to talk about their experiences during the day even though they may be reticent initially. Express interest and ask questions that elicit more than a yes or

no response. Help them to widen their own vocabulary and assist with correct pronunciation. Show them how to use appropriate language when answering the telephone, greeting adults, expressing thanks, etc. Regularly tell stories and encourage your child to do the same.

5.4 WritingAt SchoolStudents learn to write by writing. They write about their experiences and ideas. Writing is taught as a process that may involve drawing, talking and discussion. Students are encouraged to attempt spelling initially by recording sounds. Their approximations are praised. They receive positive feedback in discussion with the teacher. Students will be expected to ‘have a go’ at writing from their first day at school. Emphasis is placed on the whole writing process. We regard the ideas and the fluent expression displayed as the most vital aspects at this stage.

At homeLet the children see you write (letters, shopping lists, etc.). Encourage them to write letters to a friend etc. Have writing displayed at home (reminders, postcards from friends). Use a notice board or magnets on the refrigerator door to hold notes. Provide a quiet place where children can write. Give children presents associated with writing, eg. different types of pens, pencils, paper of different shapes and colours. Praise their writing. At this early developmental stage, pay more attention to what they are writing about rather than to the correct spelling of words.

5.5 ReadingAt SchoolStudents’ ability to read begins in the language they have at home. Students develop a real ‘feel’ for books and stories because they have been read to regularly, and have already taken the most important steps in learning to read. The teacher builds on these early experiences. Students are read to frequently. They are given time to read themselves. Usually the more students love and read stories, the better readers they will become. Emphasis is always placed on finding meaning in print. Reading must make sense. Students must see a relationship between the spoken and printed word. To do this, students are immersed in meaningful print. They are involved in shared reading of big books, listening to stories, reading poems and singing songs. They work individually and in groups to make their own books and write their own stories.

It is important to remember that children learn to read by reading in a happy, positive environment. Students will be given take home stories from the middle of Term 1. The expectation is that you share these nightly with your child and they will reread them the next day at school. Further information will be provided when students bring their books home.

At homeRead to your child as often as you can. Explain how print works by pointing to words as you read them aloud. Praise every effort in reading. Refrain from comparing your child’s performance with that of others. Go to the library, give books as presents, have a bookshelf in the bedroom so that their favourite books are readily available. Have a routine of reading in bed before lights out.

6 Foundation Timetable

Monday Tuesday Wednesday Thursday Friday

9.00 - 9.50am

9.00-9.15 - AssemblyChange readers

Roll callChange readers

Roll callChange readers

Roll callMaths block

Roll callLiteracy block9.30 – eat Fruit snack

9.50 - 10.40am

Literacy block10.15 – eat Fruit snack

Maths block10.15 - eat Fruit snack

Literacy block10.15 – eat Fruit snack

10.15 – eat Fruit snack Music with Claire

10.40 - 11.10am Recess Recess Recess Recess Recess

11.10 - 12.00pm Mathematics P.E with Leora Maths block ICT Jnr Computer Lab Maths block

12.00 - 12.50pm

12.30 – eat Lunch Art with Diana12.30 - eat Lunch

12.30 - eat Lunch Literacy block12.30 - eat Lunch

Library12.30 – eat Lunch

12.50 - 1.50pm Lunch Lunch Lunch Lunch Lunch

1.50 - 2.40pm

1.50-2.00 - Quiet timeInquiry, Maths and Literacy

1.50-2.00 - Quiet timeScience block

1.50-2.00 - Quiet timeWellbeing block

Singing with Claire 1.50-2.00 - Quiet timeIcy poles

2.40 - 3.30pm

3.15 - Pack up classroom

3.15 - Pack up classroom

3.15 - Pack up classroom

Literacy block3.15 - Pack up classroom

Action Learning3.15 - Pack up classroom

Please note that this timetable is also applicable to FSE students

for example purposes only and is subject to change