2016 INFORMATION BOOKLET

Appendix 1

Information for Foundation students

CONTENTS

1Foundation – Transition to School

1.1Tips for helping prepare your child for school:

1.2Social skills:

1.2.1Motor skills:

1.2.2Auditory skills:

1.2.3Visual skills:

1.3Language skills:

1.4Memory skills:

2Additional Points for School Preparation

2.1Get to know the school locality:

2.2Remember each student is an individual:

3First Days at School

3.1First Day of School

3.2School Procedures

3.3Wednesdays in February will be assessment day for Foundation students

3.4School Yard

3.5New Family Liaison Contact

3.6School Medical Service for Foundation students

4Celebrating Milestones and Events with Foundation students

5Foundation Curriculum

5.1Teaching and Learning Programmes

5.2Outline of the Foundation Programme

5.3Listening and Speaking

5.4Writing

5.5Reading

6Foundation Timetable

1Foundation – Transition to School

Your 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 frompre-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

1.1Tips 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

1.2Social 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
  • undo a lunchbox
  • undo a food packet
  • feed him / her self
  • peel a piece of fruit
  • drink with a straw
  • unscrew a drink bottle
  • get a drink from a tap
  • wash his / her hands
  • dress him / her self
  • flush the toilet
  • put things away after using them
  • tie his / her own shoelaces
  • take off and put on shoes
  • recognise his / her name in English
  • 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

1.3Language 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

1.4Memory 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.

2Additional Points for School Preparation

2.1Get 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.

2.2Remember 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.

3First Days at School

3.1First Day of School

Foundation students’ first day of school will beMonday February 1st2016from 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.

3.2School Procedures

To 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. ( / 1300 105 343)

3.3Wednesdays 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 fourWednesdays 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 10thof February
  • Wednesday the 17th of February
  • Wednesday the 24th of February

The first Wednesday they will attend will be Wednesday March 2nd2016.

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

3.4School Yard

During 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.

3.5New Family Liaison Contact

If 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: ).

3.6School Medical Service for Foundation students

A 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.

4Celebrating 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

5Foundation Curriculum

5.1Teaching 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.

5.2Outline of the FoundationProgramme

In 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 FoundationProgramme 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.

5.3Listening and Speaking

At School

Language 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.