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 2 Curriculum
English
Foundation students read fiction and non-fiction texts with familiar vocabulary and supportive images, recalling events and recognising a variety of text structures. They practised English sounds and letters and explored word families, applying their knowledge when writing familiar words and phrases. Writing genres focused upon included recounts, narratives, procedures, persuasive texts, information reports and transactional texts. Students edited their work with consideration for punctuation and grammar. They talked about their experiences and retold events with others. Students planned, rehearsed and delivered short and simple 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 continued to skip count and applied their knowledge to number patterns and sequences. They used simple addition, subtraction and division (sharing) strategies to solve mathematical problems. Students explored the value of Australian coins and notes. They considered the duration and sequence of familiar daily events. Students further compared the length, mass and capacity of everyday objects. They identified and sorted 2D and 3D shapes within their environment. Students collected, displayed and interpreted data, and investigated maps and used positional and directional language.
Foundation students identified and mapped local places around the school to gain an understanding of their local community and neighbourhood. They discussed how to keep themselves safe in different environments and who to approach for help, including police officers, fire-fighters, paramedics and trusted adults. Students further explored how to lead a healthy and active lifestyle.
Foundation students explored the world of science through hands-on activities. They investigated reactions in mentos and cola and dancing popcorn experiments. Students separated colours using moving water, and created swirling colours when the surface tension of the milk was broken. They enjoyed the elephant toothpaste and rubbery egg demonstrations. Students investigated living things, their needs and how to care for them.
Foundation students began learning how to differentiate between the rhythm and the beat and used gross and fine motor skills to demonstrate this. They explored dynamics and tempo whilst performing classroom songs. Students prepared and practised songs for the Foundation End of Year Concert. They learnt how to recall lyrics and melodies and focused on stage movement and dancing.
Visual Art
Foundation students continued to become familiar with art room practices and used the art principles of contrast, repetition, pattern, emphasis, balance, unity, movement and rhythm, as well as the art elements of line, form, colour, value, space, shape and texture. They found inspiration through different cultural artists, artistic styles and each other. Students explored projects such as bird mosaics, collaged Dala horses, fauve portraits, decoupage boxes, icy pole frames, maraca musical instruments and construction fish.
Foundation students worked on the motor skills of dribbling, passing and shooting to take part in modified basketball activities. They continued to develop their kicking, throwing and catching skills, building toward simple gameplay and working within a team. Students participated in the PMP program, expanding their hand/eye and eye/foot coordination as well as improving fitness and balance. They also participated in a water safety program where they learned the fundamentals of swimming and being safe around water.
Foundation students continued to review the vocabulary for the numbers 1 to 10, family members, greetings, basic self-introductions (including sharing their names and ages) and farewells in Chinese. They started to learn simple Chinese character strokes and character formation, and terms for colours, feelings and sea animals. Students also started to make observations about similarities and differences between languages, for example, Chinese, English and the language of First Nations. They practised writing and distinguishing between similar Chinese characters. Students were exposed to a variety of Chinese cultures through stories about pandas, dragons and the Moon Festival, and comparisons between Christmas and Chinese New Year celebrations. Activities included games, craftworks, dancing and singing.
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
