Early Stage 1

Parent Information Evening

2017

Maroubra Bay Public School

The Early Stage 1 teachers are:

Class Teachers

KP: Miss Paula Hatziantoniou

KH: Mr Kevin Harty

KV: Mrs Kathleen Vouros

During the week your child will also be taught by :

Library- Ms Kay Spicer

RFF (Science) : Mrs Penny Hozier

Consistent, high quality teaching practices

Meaningful, connected and engaged 21st

century learners

Highly participative and collaborative

school culture

SCHOOL PRIORITIES

ENGLISH Speaking and Listening

Reading and Viewing

Writing and Representing

Handwriting and using Digital

Technologies

Responds to stories and retells familiar stories.

Communicates effectively within the classroom

staying on topic using voice and expression.

Understand how to effectively communicate in pairs

and groups (skills for Public Speaking).

Spelling

Grammar, Punctuation and

Vocabulary

Thinking Imaginatively &

Creatively

Expressing

Themselves Reflecting on

Learning

To develop basic skills of writing such as

pencil grip, posture, forming most lower and

upper case letters in correct foundation.

Writing from left to right.

Recognise high frequency words

and identify sounds in a word.

Read and understand some sight

words in simple predictable

texts.

Compose simple texts to convey

and idea or message based on a

shared experience.

Understand that punctuation is

a feature of written texts.

Spell unknown words

phonetically & know that letters

represent sounds. Respond to imaginative texts

through illustrations and

authors.

Discuss likes

& dislikes

after reading. Compare & connect own experiences to

those depicted in stories.

The L3 Focus

L3 is a program we use in

Literacy at MBPS as it

provides rich literacy

experiences to support all

students in Kindergarten to

become successful Readers

and Writers.

What is L3?

L3 is taught in short, sharp

explicit lessons of 10

minutes in both reading

and writing.

What is L3? L3 is taught in the classroom to small groups of

three students as part of the daily literacy lesson.

The remainder of the class works independently

on carefully selected literacy tasks.

How can you help your child in English?

• Nightly reading and comprehension questions – Ask questions about text or pictures to encourage

greater understanding of text

• Go and experience Sydney – One of the best ways to improve your child’s creative

writing is to get them to experience different environments.

– Challenge your child with new words to expand their vocabulary

• Ask your child to explain their likes or dislikes by using reasons. Eg. Do you prefer vanilla milkshakes or banana milkshakes? And why?

Number and Algebra

Working Mathematically

Measurement and Geometry

Whole Numbers: (Semester 1 & 2)

Counts to 30 and orders reads and represents

numbers to 20.

Addition and Subtraction: (Semester 1 & 2)

Use concrete materials to solve simple addition

and subtraction.

Multiplication and Division (Semester 2)

Fractions and Decimals (Semester 1)

Describes to equal parts as halves.

Patterns and Algebra (Semester 1)

Recognise, describes and continues repeating

patterns.

Length (Semester 1) use everyday language to

describe and compare length.

Time (Semester 2)

Sequences events and duration of events and reads

time on the hour.

2D Shapes (Semester 1)

Manipulates and sorts 2D shapes (triangles,

circles, squares & rectangles).

Area (Semester 1)

Describes and compares areas using comparative

language.

Volume and Capacity (Sem 2)

Describes and compares the volume and

capacities of objects using everyday language.

Mass (Semester 1)

Describes and compares masses of objects.

3D Shapes (Semester 2)

Manipulates and sorts 3D objects.

Position (Semester 2) Describes position and gives

simple directions.

Communicating, Problem Solving & Reasoning

Data (Semester 1)

Represents and interprets data.

Statistics and Probability

MATHS

EXAMPLE OF MATHS PROGRAM

TEN IN MATHS FOR NUMERACY

TEN offers the following: • Deeper understanding of the Numeracy continuum K-10 • Explicit and systematic teaching • Differentiated whole class lessons and small group instruction • Short, focused, frequent activities • Implementing the assessment process and monitoring students’ progress every five weeks • Developing differentiated learning plans. • Strategically targeted activities focusing on early arithmetical strategies

How can you help your child in maths?

• Complete regular number work for home

learning

• Ask regular questions involving numbers – You could be in the car – ask questions involving time.

– At the supermarket – ask questions involving weight.

– Mark events on a family calendar

– Cutting fruit into halves and quarters.

– Adding and subtracting objects.

Personal Development/

Health/ Physical Education

HSIE (History & Geography)

Creative Arts

Science and Technology

Students explore the places they live in and belong to. They examine their home as a special place and learn about their own history and that of their family. They develop an understanding of what makes a place special and how this may differ for different people over time. Students build on their knowledge and understanding of how the past is different from the present and how their family has changed. Students learn about the importance of looking after places and explore how the location of places can be represented.

TERM 1: HISTORY & GEOGRAPHY

MY PLACE MY HISTORY

TERM 1: SCIENCE & TECHNOLOGY

ON THE MOVE

In this unit students develop an understanding of how things move. They explore the push and pull forces they can use to move objects in ways such as sliding, bouncing and spinning. Through investigations, students observe and gather evidence about rolling objects and explore the idea of fair testing. Students learn to understand that everything in our universe is moving and changing and this depends of a variety of factors, including their size and shape. Movement and change are concepts that we need to understand to make sense of the world around us. They are linked to concepts of energy and force.

OVERVIEW TERM 1: PDHPE

Physical Education

Monday and Wednesday Fitness

Each class goes outside for 20

minutes of fitness with the rest of the school.

Friday Sport

Each class goes outside for an hour of sport.

OVERVIEW TERM 1: CREATIVE ARTS

Based on THE VERY HUNGRY CATERPILLAR. STUDENTS EXPLORE ASPECTS OF • Dance: perform dances using control of body movement and expression • Drama: imaginative play by taking basic roles from the story. • Music: perform music using body percussion and self made sounds by activities

that involve moving and playing, demonstrating an awareness of muscial concepts.

• Visual Arts: Make simple pictures and experiments with a range of media such as pencils, crayons and paint.

Homework is based on current

class work Due each week on a

Friday.

Homework will incorporate Literacy and Numeracy and a

news topic to be presented to the class.

Homework is issued on a

Monday each week.

Sight word Booklet NEWS

Home reading Matific & Mathletics

Literacy Planet

SIGHT WORD BOOKLET

TO BE COMPLETED EVERY WEEK IN PENCIL

HOME READING • 1 new book • 1 book that has been

previously read. • Make sure that titles of books

have been written on log sheet.

• Mark A-E on log to communicate how your child has read that day.

• Home Reading folder to come to school every day MON-FRI.

• Home Reading folder stays over the weekend.

NEWS: LISTENING & SPEAKING

• NEWS IS JUST AS IMPORTANT AS READING AND WRITING AS IT TARGETS LISTENING AND SPEAKING.

• IF NEWS IS NOT PREPARED STUDENTS SHOULD STILL MAKE AN ATTEMPT.

ONLINE PROGRAMS:

LITERACY PLANET, MATHLETICS & MATIFIC

• Students will be given their passwords this week and will be in their home reading folders.

• Every week tasks will be assigned for each student on Literacy Planet, Mathletics and Matific.

HOW YOU CAN HELP THROUGHOUT THE YEAR…

Please help us by ensuring your child comes to school in

full school uniform and on time.

Each Friday your child is to wear their sports uniform

for Sport.

Each child needs to wear a hat everyday. It is an

expectation under the schools SAFETY core value.

CLASSROOM SUPPLIES NEEDED:

Paint Shirts

• Tissue Boxes

• Hand Soap

Reminder: Each child needs to bring in a box of tissues

for class use.

OUR Core Values

Respect Responsibility Care

Each class has a class set of awards and are distributed weekly.

Rewards are reset each semester, ie Term 1 and Term 3. It is expected that all students receive 1 Core Value Award, many students will receive 2 awards and a few will receive 3.

Merit Award System

10 class awards receive a Core Value Award

Core Value Award presented

at Assembly

3 Core Value Awards = Morning Tea with Principal

Reports sent home at the end of Term 2 and 4

Cross Country Carnival 28th March 2017

Athletics Carnival 22nd June 2017

DATES FOR YOUR DIARY

Organisational Matters

• Arrival to school and morning routines

• Afternoon pick up – Bus

• Birthday cakes

• Class timetable

Monday Tuesday Wednesday Thursday Friday

Fitness 11.20am-

11.40am

Scripture 9:30-10:00

Ethics 9:30-10:00

Assembly 2.20pm -3.00pm

Fitness 11.20am-

11.40am

LIBRARY

Sport

CLASSROOM ORGANISATION

SCHOOL INFORMATION

Absent Day and Late notes

Please provide a note if your child has been away from school. Late notes need to have a reason for lateness and to be signed and dated. These should be brought in within 3 days.

Late arrival / early leave

Please sign your child in/out at the office. This is a legal requirement.

Payments for excursions, events etc.

Put money in a school envelope sealed with all details filled out on the front. Staple permission notes to the outside of the envelope.

School Newsletter

Sent via email every second Thursday

Skoolbag

Updates sent on a regular basis

Social Media

Follow Maroubra Bay Public School on Facebook and Instagram

Assemblies

Tuesdays 2.20pm-3.00pm

Check the newsletter to find out which class is hosting the assembly each week.

Be informed! Read ALL notes sent home and check your emails every Thursday for the Newsletter!

COMMUNICATION

Publishing your child’s work and photo

Parental permission is needed to publish your child’s work and/or

photo in the bulletin and on the internet (school website only). Fill out

the note provided and return ASAP.

CLASS PARENT PROGRAM

Role of the Class Parent is to provide additional communication

between school and home via email for events e.g. excursion

information, discos, fundraisers, reminders etc. – we are updating this

process and will keep you informed.

The Staff Car parks are for staff only. Please do not use them or

enter/exit the school from them.

COMMUNICATION

CONTACT PROCEDURES Concern/Question/Information Appropriate Contact

Academic progress of child Arrange interview with class teacher. Any referrals to the school learning and support

team must go through the class teacher.

Welfare of own child Arrange interview with class teacher.

Health issues - minor Notify class teacher in writing.

Health issues - more serious Arrange interview with deputy principal or principal. Develop health care plan with class

teacher and deputy principal or principal.

Administering of medication at school Complete and sign form provided at the office. Medication to be provided in

original packaging. Advice from a medical doctor may also be required.

Custody/Court Orders Arrange interview with principal; provide copy of orders.

Change of address or emergency contact details Contact office staff and provide proof if required.

Notify class teacher.

Explanation of absence Explanation in writing to class teacher.

Application for exemption (leave longer than 20 days) Collect form from office and return to the principal for approval.

Child leaving the school Notify the class teacher and the school office

Behaviour or actions of a student other than your own child (in

class) Contact your child's class teacher.

If there are any issues or concerns you have regarding

your child the best form of contact would be to

Arrange a face to face meeting before or after school.

Arrange a time in which I can call your phone before

or after school.

Either come and see us, call the school or write a note

and give it to your child to give to me to organise a time

to meet regarding concerns.

CONTACTING US REGARDING CONCERNS

OR ISSUES

Best Start

Kindergarten Assessment

Information for Parents

• continues the strong school entry assessment practice of effective teachers

• Allows teachers to identify students’

literacy and numeracy skills and understandings at school entry

The Best Start Kindergarten Assessment:

Who is involved?

All Kindergarten students in public schools.

What are students asked to do during the

Best Start Literacy Assessment?

Teachers ask a series of questions to

gather information about children’s early

literacy knowledge.

What is the Assessment for?

• To provide information that supports teachers in

meeting students’ individual learning needs;

• To provide parents and caregivers with feedback

on what their child can do, and how they can

best support their child’s learning; and

• To assist the monitoring of student learning

throughout the school years.

How is the data recorded and

analysed? Software will assist teachers to record and

analyse data to

• support teaching and learning

• provide feedback and practical advice to

parents and caregivers.

What are the critical aspects of literacy that

are assessed?

Reading texts Writing

Speaking Comprehension

Concepts about print Phonics

Phonemic Awareness

For example:

To assess a child’s understanding of a

text read to them, the teacher may ask

the student to retell what happened in

the story in their own words.

What are the critical aspects of numeracy to

be assessed?

• Counting (numeral recognition and forward

number word sequences)

• Counting as a problem solving process

• Pattern recognition

For example:

To see how far a child can correctly

count, the teacher may ask them to

start counting.

The child will be asked to stop when the

teacher gets a sense of how well they can count.

Best Start website

• For further information:

http://www.curriculumsupport.education.ns

• w.gov.au/beststart/index.htm

·.e:>).:

P L A N Kindergarten Assessment

In Llterac) Ideas to uae at home

Reading texts Attempts to read words m simple

books or words he/she can see

around them. e.g 1n signs ,at

shopping centres Tells a story based on pictures or names pictures when trying to read a book

At the supermarket or on outings talk about words • their look. sound and meaning Point to and readlabels on packets/products Share books with your child Encourage him/her to JO'" 1n as you read

Comprehension Can retell a story 1n a

sequence thatincludes a beginning. middle and end Is able to recall many details

from illustrations tn a story book

After reading a storyor watching a film. talk about the beginning. middle and the end. Encourage your child to notice how characters

behave/change as the story/film progresses Talk with your child about why the author/illustrator has used particular features. e g Why are dark colours used in the picture? How does this picture help us to understand the story better?

Aspects of writing Attempts to write his/her name

with one or two letters correct Tnes to wnte using letters or marks

Encourage name writing as a fun act1v1ty, e.g finger pa1n11ng on butchefs paper writing 1n dirt. painting with a wet paintbrush. etc.

Wnte a word then ask your child to trace over the word Then encourage your childto copy the word onto a sheet of paper.

Aspects of speaking Uses

some extended sentences

when speaking Cons1stendy speaks m a clear and confident wav

After reading a story, encourage your childlo discuss the events,

characters etc. Ask hun/her to explain why things happened or how

characters felt Tell your childan ending for a story Ask your child to provide a surtae tv.ninn1no and middle for the storv

Phonics Names someletters m words

Says the sounds for one letter m a word

l

Use magazines or unk mailfrom yourletterbox. Ask your child to find letters that they can name. Help your child to name three new letters

Use words from signs and posters to talk about the sounds that etters make

Phonemic awaraness

Can sometimes identify

rhyming words

Can sometimesidentify words

that start with the same initial

sound

Read books to your childthat have rhyming words inthem Encourage your child to JO'" 1n reading the words that rhyme. Play ISpy with your child That 1s. say, Ispy with my hltle eye something that starts with /pl. Can you guess what 1t is? Your chId

tnes to guess the thing that begins with the sound

Concepts about print Can point to the first word to read ina sentence or

story Identifies a word. a letter

and whenpromped. identifies

capitalletters

Encourage your child to use their finger or another pointer of some

sortlo follow a story as you read to them.

Use plasllcletterslo match capital tellers with lower case tellers Wnte

sentences using magnetic lettersleaving off capilal letters

and ful stops Ask your child to add the capital letters and full stops

Explains what your child can do upon school entry.

Some examples of ideas to use at home to best support your child in moving forward in the learning process.

LITERACY

- :"(..:.)..:

P L A N Kindergar ten Assessment

Clu s : K M

Dear PantntslCaregivers

This enn your child took part 1n the Best Stan K1nderganen Assessment

The le8chet' obseflled your child individual ly completing a range of speaaUy designed tasks IOguide ongoi n g literacy and numeracy plann ng for teaching

The following pages containinformation about what the teacher has leamed about your child

We have also included some ideas for how you can assist your child's leam1ng at home

In keeping with our usual practice, you are very welcome to discuss this feedback with your chlld s teacher

Pnnapal

In Nunwnc:v, Nlc:a Ideas to UH at home

Counting sequenc:n •

Forward number -ci sequenc:a Correctly counts from 1to 10 Counts from 1to find the

number that comes after a 1given number from 1to 10

Start from the number 1O andcount forwards and backwards as you and your ch ld throw a baU to eachother Count the number of foot steps from the front door IO your letter box or a similar location

Counting Hquenc:es • NumenilIdentification

Recognises numerals from 1 to

10

Read the numbers on a dock face.

Play games where your child has to match a number to a collection of

more than ten things

Early artthmetlc:al stnitegln Says a

number word for each object

when counting and knows that

the last number word is the total

amount Correctly adds two groups

of objects and subtracts objects

from a group

Count the number of eggs m a carton and againafter some have

been removed

Use empty plastic bottles and a baH to make a game of sk !ties Let

your child arrange the bottles and encourage your child to ton you how

many bottles were knocked down and how many are sull standing after

each bowl

P.U.mand number structure ua.groups of obiects to

creete......,.., oattems

Ask your child to make a pattern where each part consists of two or

more objects Ask your child to descnbe the pattern to you

Explains what your child can do upon school entry.

Some examples of ideas to use at home to best support your child in moving forward in the learning process.

NUMERACY

It is important that we work together to ensure that your child reaches his/her full potential.

If you have any questions or concerns please do not hesitate to contact us to arrange an appointment.

THANK YOU FOR ATTENDING