Foundation to Year 6
We want our students to be successful in learning and life. We want them to achieve their full potential today and learn skills for tomorrow. To achieve that we focus on supporting our students to:
Be a learner
In doing that, our students learn:
To lift their abilities in literacy and numeracy
To build and develop relationships at their point of need
To work in partnership with you, their parents and carers
We know our youngest students learn best when they feel safe and secure in their classroom, so we ensure our Foundation classroom daily routine is familiar and predictable. That makes their learning spaces reassuring, calm and productive.
Each day we start with circle time where students share important milestones, sing songs and play games to kick start their school day. (Read more)
Their daily Literacy program includes explicit phonics instruction, Writing, Reading and Oral Language sessions. (All Foundation students receive Speech and Language screening at the beginning of the year and are provided with targeted small group Speech Therapy sessions if required.)
Daily Numeracy sessions support development of fundamental number fluency skills and Applied Mathematics session engage them in hands-on learning and problem solving.
Foundation students also have access to several extra programs to help support their learning and development such as the weekly ‘Happy Hands’ session to help develop their fine motor skills. Gross motor, directional and instructional language are targeted through our perceptual motor program in Terms 2 and 4.
Wellbeing is at the forefront of all our teaching and learning programs. Foundation class Wellbeing sessions develop each child’s ability to understand and recognise emotions using the Zones of Regulation. And Developmental Play sessions build social skills, conflict resolution strategies and collaborative learning capabilities.
The highlight of the week is our Buddies session where Grade 3 and 4 students work with Foundation students on a different activity each week. This could be anything from making fairy bread, playing games outside, learning new computer skills or learning how to tie shoelaces.
In the Junior classes (Grades 1 & 2) we focus on collaborative learning.
While, students have a designated classroom teacher with whom they develop a strong relationship, sometimes they are grouped with children from other Junior classes. This allows the Junior teaching team to teach each child at their point of need, providing every student with the best opportunity to flourish, personally and academically. And, because the Junior classrooms share a fabulous new space, learning and class routines and structure are familiar and reassuring.
We truly value the wellbeing of our students and, so that they are in the best space to learn, we explicitly teach the Zones of Regulation to help them develop emotional literacy and resilience. We also spend time developing social skills both in the classroom and out in the yard as building positive relationships is a key life skill.
In the Middle classes (Grades 3 & 4) we focus on greater independence and responsibility.
Students participate more actively in setting their individual learning goals and furthering their education. They have the opportunity to attend the 3/4 camp, district sports and conduct a greater number of research-based assignments.
Each day is set up predictably with the flow of the day visible on the board for all students to see. Each morning begins with the roll and circle time to allow students to feel comfortable and welcome within the classroom.
In the morning, students participate in phonics, reading activities (oriented towards CAFÉ goals), maths and writing skills. In the afternoon, students take the skills learnt in the morning and apply them to real work scenarios through Applied Maths lessons and Inquiry. Inquiry topics change from term to term and within each topic, students show initiative in exploring their particular interest.
It is very exciting to see students grow academically, socially and emotionally, and take responsibility of their own learning.
In the Senior classes (Grades 5 & 6) we focus on leadership and independence.
As the senior students of the school, students now get lots of opportunity to show leadership. This not only includes opportunities to be a school representative (such as a school or house captain) but also in taking responsibility for and directing their learning.
As a school leader, students work collaboratively with the school community to help improve the school and provide the student voice. As learners, student-led projects and hands on experiences direct topics of inquiry and learning
Each morning students work on phonics, reading activities (CAFÉ focused), writing and numeracy lessons. As in earlier years, different classes often work together so that students work alongside their peers and with other teachers. This usually happens in differentiated maths groups, reading intervention or focus groups for example.
At this point we also start to work alongside Monterey Secondary College incorporating immersion programs as a way to support students with their transition into a secondary school setting. They get to explore different subjects and, most importantly, begin to see and experience the subtle differences between high school and primary school. These activities really help students to overcome some of the anxieties that may come with a new stage of life and learning.
Within the Senior space, teachers work had to ensure that these last few years at primary school are the most fun and that students are ready for their next adventure.
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