Welcome to Foundation
The Foundation year is the start of an exciting educational journey. We provide a safe and stimulating environment that nurtures and promotes the physical, social, emotional and learning development of your child.
Our students develop their reading skills. They use picture cues, build their sight vocabulary and retell stories. Students enjoy the rhythm of language through stories, songs, poems and rhymes. They learn to read predictable texts with familiar vocabulary and supportive images, recalling events and recognising a variety of text structures. They practise English sounds and letters and apply their knowledge when writing familiar words and phrases to express their ideas. Students develop their formal handwriting skills, along with correct pencil grip. They focus on using appropriate vocabulary to participate in social and class discussions. Students talk about their experiences, and retell events with others.
They develop their numeracy skills. They independently estimate, count and compare small groups of objects. Students recognise and order number words and numerals to 20 and beyond. They form number patterns and solve simple number problems, using a range of strategies. Students compare the length, mass and capacity of familiar objects.They make simple patterns and identify and sort shapes, within their environment, according to their features. Students sort data into categories and make comparisons. They learn to collect, display and interpret data.
The children are engaged in ‘hands on' differentiated learning experiences to develop skills and knowledge in all areas of the Victorian curriculum . We celebrate 'One Hundred days of school' with special activities and dressing up.
Our Foundation students have a Year 6 buddy. The buddies help the Foundation students to settle into school and visit them in their classrooms to help with their learning. Both year levels participate in the 'Better Buddies' program from the Alannah and Madeline Foundation.
Discovery Learning sessions occur, where students explore, create and investigate tasks together. They learn the Colby and Scratch junior coding programs.
Our school student well being program is the 'Resilience, Rights & Respectful Relationships" program. We use mindfulness strategies to develop resilience and confidence.
Our 'Swim and Survive' program at the Monash Aquatic centre is an important event, as learning to swim confidently is an essential survival skill.
Other activities will be placed on the Foundation Blog, as they occur.
2024 Semester 1 Curriculum
English
Foundation students developed their early reading skills through using picture cues, decoding and comprehension strategies. After reading, they practised retelling and sequencing story events. Students enjoyed the rhythm of language through stories, songs and rhymes. They explored sounds and words and applied their knowledge to their writing. Students examined the components of a simple sentence. They focused on formal handwriting skills, along with the correct pencil grip. Students were encouraged to use specific vocabulary when participating in class discussions and oral presentations.
English as an Additional Language (EAL) students follow a pathway of development in learning English that is different from students for whom English is their first language. EAL students deepen their understanding of the English language through practical activities and focus lessons in school. The two EAL stages are A (Early Immersion) and B (Mid Immersion). EAL students work through this continuum until they have a confident grasp of the English language.
Foundation students recognised, matched and ordered numerals, quantities and words to ten and beyond. They developed their counting skills; learning to count forward and backward from any starting point. Students estimated, counted and compared small groups of objects and applied a range of strategies for adding groups. They identified, created and continued simple patterns, and named and ordered the days of the week and months of the year. Using informal units, students compared the length of everyday items. They utilised positional language to describe the location of objects. Students explored the features of shapes, and collected and interpreted simple data displays.
Foundation students explored who is in their family, their family origin and how they are connected. They discussed different family structures and made comparisons. Students investigated special places and their significance. They identified the reasons why these places are special to them.
Foundation students learned about day and night, and the seasons and how these change. They discussed how seasonal changes affect their daily lives, including behaviour such as dressing for different weather conditions. Students explored the way objects move and the factors that affect movement, such as size, shape, push and pull.
Foundation students developed skills in maintaining a steady beat to music through creative movement and by playing percussion instruments. When using the instruments, they focused on taking turns and utilising the correct technique. Students learnt about pitch (high and low sounds), demonstrating the difference through movement, playing instruments and singing.
Visual Art
Foundation students focused on exploring art principles and elements, including line, colour, value, shape, form, space, texture, contrast, emphasis, unity, repetition, pattern, balance, movement and rhythm. They became familiar with art room practices, routines and safety. Students used scissors effectively, and developed their drawing skills, colouring, gluing and pencil grip. They experimented with pencil, crayon, mixed media art techniques, and were introduced to collage, creating multi-structured/layered art pieces. Students made layered mountains, radiating patterned suns, under the sea crayon and watercolour ocean animals.
Foundation students participated in a range of physical activities both individually and with their peers. They focused on a variety of fundamental motor skills such as throwing, catching, running, jumping, balancing and skipping. Students started to develop a movement vocabulary, and learned simple rules and procedures for safe movement, equipment use and following instructions.
Foundation students covered topics including basic self-introductions. They expressed gratitude such as hello, thanks and farewell. Students learnt to recognise numbers 1-10 in Chinese as well as exploring vocabulary related to family members. Learning activities included dancing, singing, craftworks and celebrations of the Chinese New Year and the Dragon Boat Festival.
Parents are most welcome to help in our classrooms, in the library, on excursions and camps and on our parent group committee and School Council committees.
All parents who assist in any way must have a Working With Children Check. This card must be presented at the office when parents sign in
