Starting School – Foundation

At Tullamarine Primary School, the beginning year of school focuses on building the foundations of learning, social-emotional development and independence.

Transition

At Tullamarine Primary School, we understand the transition from kinder to school is both an exciting and daunting time for children and parents alike. Our Foundation Transition program begins in October and includes three transition sessions for children who are enrolled to start at Tullamarine Primary School the following year.

These sessions allow your child to become familiar with the Foundation learning spaces, teachers and their new friends. During the transition sessions, your child will participate in a range of speaking and listening activities, as well as activities based on reading, writing and counting with the support of the teachers. These sessions also provide opportunities for teachers to begin to get to know your child’s learning behaviour, personality and learning requirements. The final transition session also includes a parent information session to share information about our school programs and processes and to share important information regarding preparing your child for school. Supporting children to feel comfortable, confident and excited about their new school is the first step in a positive transition from kinder to school.

Curriculum

English – Speaking and Listening

In Foundation, there is a significant emphasis on Speaking and Listening through a range of engaging oral language activities, including hands on learning experiences such as cooking, and developmental play to promote authentic language experiences where oral sentence structure and vocabulary can be developed. Students also participate in a range of songs, rhymes, shared reading experiences and Turn and Talk.

English – Reading

At Tullamarine Primary School, we endeavour to foster an early love of reading through exposure to a range of engaging genres and text types. Students work in whole class, small group and independent learning experiences to develop and practise reading skills and strategies.

The Foundation Reading program also develops:
• concepts about print (including the parts of a book, direction of print, the concept of letters, words and sentences)
• letter and sound knowledge
• decoding strategies (word reading strategies)
• blending sounds in simple words (cat, run, sat)
• sight word recognition
• comprehension strategies

English – Writing

The Writing program in Foundation aims to engage our students into the writing process to develop young authors who can create texts for different purposes. We support our students to progress through the developmental stages of writing by developing:
• correct pencil grip
• early concepts of writing (print direction, leaving spaces between words)
• letter and sound knowledge and using letters to represent sounds in words
• handwriting – correct upper and lowercase letter formation
• punctuation (uppercase letters and full stops)
• spelling strategies

Mathematics – Number

Through a range of hands on and game-based experiences, Foundation students will explore a range of concepts to develop their Number sense. These include:
• creating patterns and sorting
• connecting number names with numerals and pictures (initially to 10 and then beyond)
• counting numbers in sequence
• comparing and ordering quantities
• subitising (recognising the amount in a small collection without the need to count)
• representing addition, subtraction and sharing using practical situations

Measurement, Geometry and Statistics and Probability topics are also explored throughout the year.

Inquiry

Our Inquiry topics are aimed at fostering thinking skills and questioning and curiosity through the exploration of Science and Humanity topics.

Respectful Relationships Program

Students also participate in the Respectful Relationships Program that promotes the development of interpersonal skills and developing resilience.

Expectations

Our Values

We show RESPECT by using positive actions and words at all times.
We show LEADERSHIP by taking responsibility for our learning and actions.
We show CREATIVITY by using initiative when solving problems and when faced by challenges.

Grade 3/4 students are expected to come to school each day, ready to learn, with the necessary mindset and resources. They must be prepared to be challenged in their learning and follow the school values, rules and policies at all times.

Students recite the school pledge at assembly each week. It is expected that all students implement what is recited in this pledge and that they embrace and demonstrate the school values highlighted in the pledge. They are also expected to be aware of and follow the processes outlined in the School Wide Positive Behaviour plan and the behaviour matrices displayed around the school, in classrooms, in the yard and in the toilet area.

ALL Grade 3/4 students receive a diary in the bookpack at the commencement of the school year. It is expected that the students have this diary with them each day and use the diary to record important events, due dates of notes/work and their home reading. This diary is expected to travel home at the end of each day and return to school with the student the following day.

Grade 3/4 students have ready access to digital technologies within their classroom. At the commencement of the year, they fill out and agree to a School Policy around the appropriate usage of these devices, which they must adhere to at all times.

With regards to homework expectations, the school has developed the following policy for Grade 3/4 students:

Homework Policy

Rationale:

Homework helps students by complementing and reinforcing classroom learning, fostering good lifelong learning and study habits, and providing an opportunity for students to be responsible for their own learning.

Aims:

• To cultivate positive study habits and enhance development of the student’s self-discipline and time-management skills
• To encourage responsibility for student’s own learning
• To provide opportunities for reinforcement and extension of the classroom program
• To provide opportunities for parents to share in their child’s learning
• For homework to be purposeful and appropriate

Implementation:

Homework expectations will be outlined at the beginning of the school year through the Learning Community brochure. A copy of the school’s homework policy can be found on the school’s website.

Homework in Years 3 to 4 will;

• Mainly consist of daily reading to, with and by parent or siblings. Children will be expected to record a brief summary of what they have read in their diary.
• Include, if necessary, students finishing work that is not completed during class time
• Include learning times tables and other number facts
• Not exceed 30 minutes a day
• Enable the extension of class work by practicing skills or gathering extra information or materials
• Not be set on weekends or during holiday periods

Teachers will not provide homework for children taking extended family holidays. Children will be encouraged to do daily reading and keep a journal of their holiday.

Expectations:

• Teachers will assess homework and provide timely and practical feedback and support;
• Failure by students to complete homework on a regular basis will be followed up with parents
• Students will use homework diaries. Diaries provide a means of regular communication between parents and the school.

Curriculum:

All students undertake the following subjects in Grade 3/4 during the year:
• Reading (5hrs/wk)
• Writing/Language Conventions (5hrs/wk)
• Numeracy (5hrs/wk)
• Inquiry (alternating between History, Science, Geography, Civics & Citizenship, each term – 2hrs/wk)
• Respectful Relationships (1 hr/wk)
• SAKGP (1 hr/week)
• Library (30 mins/week)
• Specialists (4 of STEM, Performing Arts, Visual Arts, LOTE-Italian and PE each term)
In addition, students are offered the opportunity to participate in:
• Grade 3/4 swimming program (8 days over 2 weeks)
• Grade 3/4 Camp (3 days)
All students are also involved in the End of Year Celebration Concert in both a class item and a LOTE – Italian item.

Selected students may also take part in events such as:
• Tournament of Minds
• Interschool Athletics
• Interschool Cross-Country
• ICAS-UNSW testing in areas including Digital Technologies, Numeracy, Reading, Writing, Spelling and Science.