Transcript Blaxcell Street PS

Thornleigh West
Public School
Getting to know us
Agenda
 Welcome
 Shared book
 Parents are the first teachers
 My vision – What is your?
 Best Start
Starting School can be an
anxious time for parents too
Parenting is one of the most
challenging ‘jobs’
This is a role to be proud of and is
certainly valued by your child’s
first school teacher
Children develop much of their capacity for
learning in the first 3 years of life, when their
brains grow to 90% of it’s eventual adult
weight.
You are your child’s first
teacher!
What have you taught your
child?
To….
 walk
 talk
 dress themselves
 feed themselves
 go to the toilet
 count to ten
 turn the page of a book
 say the alphabet
 play games
 have good manners
You have taught your child so
much
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To read…they can all recognise signs and
symbols such as McDonalds and road signs
To count…a child always knows when their
brother or sister gets more of something than
they do
Colours and counting…”please pass me 2 red
pegs to hang your t shirt on the clothes line”
Routines and reactions…the phone rings…your
child knows to answer it
To share
To socialise and interact with others
Can you think of more?
Is your child ready to Start
School?
Skills that will help your child
transition to school
smoothly…
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Encourage your child to attempt these
things…but don’t worry if they can’t do
them all…
Teachers are experts at teaching your child
to write, read and count (and much more)
and it will make learning these things so
much easier if your children have
developed social and self help skills such
as:
Social and Self Help Skills
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Uses the toilet independently
Can say own name
Adapts to unfamiliar settings and new
experiences
Can finish a task and tidies up afterwards
Plays cooperatively with other children –
shares and takes turns
Can sit and listen to a story for at least 10
minutes
Can share an adults attention with several
other children
Participates in imaginative play
Recognises own possessions and packs them
away eg lunchbox, clothes
Can put on and take off jumpers, shoes, socks
independently
Can tie shoe laces
What can you do to help
prepare your child for school?
You have done so much already, but here are a
few more ideas….
 Allow opportunities to socialise with other
children
 Encourage independence
 Be positive about school and learning
 Visit the school with your child
 Talk to your child about school
 Read to your child in your home language
and in English
 Share many different experiences
 Provide a variety of play materials
 Encourage your child’s curiosity by asking
questions and by encouraging questions
 Start a daily routine. Encourage your child to
help lay out clothes and make lunch.
So, your child is starting
school…
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You have taught them so much already…
You have enrolled them at school…
You are attending the transition program…
You have talked a lot about school…
You may have bought their school uniform
You may have bought a school bag and lunch box…
You have worked hard and done a
great job…
A new journey begins!
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When your child starts school, it
is not a time to step back and be
less involved in your child’s
learning. It is, in fact quite the
opposite, a time to be involved,
supporting, helping and learning
together
The research tells us…
The most accurate predictor of a student’s
achievement in school is not income or social
status, but the extent to which the student’s
family is able to create a home environment
which encourages learning, communicate
high yet reasonable expectations for their
children’s achievement and future careers
and become involved in their children’s
education at school and in the community.
Anne Henderson and Nancy Berla (1995)
How to be a partner in
learning…
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Take an interest in school events by reading
newsletters and attending functions
Get to know your child’s teacher. Join in with
classroom activities if possible or offer to help at
home
Volunteer to help in anyway you feel comfortable
Take part in any opportunities offered to help
increase your own skills or understanding of ‘how
schools work and why’
Join a parent organisation such as the P&C,
School Council or Parent Group
Attend ‘Parent Teacher Interviews’
Use all communication options to ensure you know
what is going on at school, and the school knows
what is going on at home
Working together….
Parents are children’s first
teachers.
Children learn a lot from their
parents.
Parents never stop being teachers
for their children.
Teachers and parents can work
together to make school an exciting
place to be and to help children
achieve their best at school.
Why Vision ?
A vision is a picture of the future
you seek to create described in
the present tense, as if it were
happening now. Vision statements
show where we want to go and
what we will be when we get
there. Vision gives shape and
direction to the school’s future. It
helps people set goals to take the
school closer to its desired future.
It builds trust, collaboration,
interdependence, motivation, and
mutual responsibility for success.
Vision helps people make smart
choices, because their decisions are
made with the end result in mind….
Vision allows us to act from a proactive
stance. Moving forward what we
want…Vision empowers and excites us
to reach for what we truly desire.
My vision
21st century skills are paramount:
• Collaboration: discuss and issue, solve a problem
and create a product
• Knowledge construction, interpret, analyse,
synthesise and evaluate
• Self regulation: learning task is long term students
are in task
• Real world problem solving and innovation:
investigate, generate and design
• The use of ICT for learning: use directly to finish a
task
• Communication: extended communication linked to
connected ideas, not just a single thought.
Australian Curriculum
Our Ed Purpose as captures
in the Melbourne Declaration
Goal 1: Australian schooling
promotes equity and excellence
Goal 2: All young Australians
become:
 Successful learners
 Confident and creative
individuals
 Active and informed citizens
www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html
(accessed 16/10/2010)
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MINDMAP:
What skills, attitudes, understandings
and knowledge would you hope these
students have acquired when they
graduate from your school?
Best Start
Best Start assists children to
move from informal to formal
learning
Parents and prior to school
service providers lay the
foundation for learning that
school education will build upon
in a more formal setting.
What is Best Start?
Best Start is one component of a
NSW Government initiative to
increase literacy and numeracy
learning support in the early
years.
Who is involved?
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All Kindergarten children in
public schools participate.
Best Start
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Identifies children’s literacy and
numeracy skills and
understandings at school entry.
Best Start:
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provides important information that
supports teachers in meeting
children’s individual learning needs
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provides parents and caregivers with
feedback on what their child can do
and how they can best support their
child’s learning
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assists teachers to monitor children’s
learning
Best Start in action
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Best Start begins with the
teacher interviewing each child.
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At TWPS, each family attends
an individual appointment in the
first three days of school.
What are children asked to do?
Teachers ask a series of questions to
gather information about children’s
early literacy and numeracy
knowledge.
What information do parents
receive?
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Feedback to parents is provided as
close as possible to the completion
of the interview.
Parents and carers receive clear,
accessible feedback on:
their child’s learning at school entry
the next steps in the learning
process
how to support their child’s learning
Feedback on your child’s progress
In Numeracy your child
Ideas to use at home
Pattern and the repeated unit
Uses groups of objects to create
simple patterns.
Ask your child to make a pattern where each part consists of two or more
objects. Ask your child to describe the pattern to you.
Counting Sequence
Play board games where your child has to read numbers up to 100.
Numerical identification
Ask your child to read the numbers on road signs.
Recognises the numerals from
1 to 20.
Counting Sequence
Read and talk about stories and rhymes that use numbers.
Forward number word
Ask your child to tell you the number after a number in the range of
sequences
1 to 10.
Correctly counts from 1 to 10.
Is learning to say the number
after a given number from 1 to
10.
Early arithmetical strategies
Count objects into a bucket with your child, saying each number as
Is learning to correctly count
you put the object into the bucket.
the number of objects in a
Play dominoes with your child and count the number of dots.
group.
Feedback on your child’s progress
In Literacy your child
Phonics
Ideas to use at home
Make lists of interesting words with your child, e.g. a list of jungle
Names most letters in words.
animals. See how many letters your child can point to and name in
Says some of the sounds for
each word.
letters in a word.
Use old magazines or advertising brochures. Ask your child to cut out letters
for the sounds they know. Help him/her to learn three new sounds and their
letters.
Phonemic awareness
Read books to your child that have rhyming words in them.
Can sometimes identify
Encourage your child to join in reading the words that rhyme.
rhyming words.
Play I Spy with your child. That is, say, I spy with my little eye
Can sometimes identify words
something that starts with /p/. Can you guess what it is? Your child
that start with the same initial
sound
tries to guess the thing that begins with the sound.
Counting Sequence-Forward Number Word Sequence
Count with your child
Read and talk about rhymes with numbers, for example, Alice the
camel, 5 little ducks, 1,2,3,4,5
Ask your child to tell you the number after a particular number
Counting Sequence- Numeral Identification
Play card games where your child has to say the number on
the card or find pairs of numbers.
Counting Sequence- Numeral Identification
Ask your child to point to numbers in story books and tell them
the name of the number.
Read the numbers on a clock face
Ask your child to read the numbers on road signs.
Early Arithmetic Strategies
Count the number of eggs in a carton and again after some have
been removed.
Play dominoes with your child and count the number of dots.
Early Arithmetic Strategies
Use empty plastic bottles and a ball to make a game of skittles.
Let your child arrange the bottles and encourage your child to
tell you how many bottles were knocked down and how many
are still standing after each bowl.
Patterns and number structure
Ask your child to create other patterns using everyday objects suc
as beads, stones, or pegs and describe the pattern.
Reading Text
Share books with your child. Encourage him/her to join in as you
read.
At the supermarket or on outings talk about words - their look,
sound and meaning. Point to and read labels on
packets/products.
Phonics
Use magazines or junk mail from your letterbox. Ask your
child to find letters that they can name. Help your child to
name three new letters.
Use a set of alphabet cards to play games such as Memory
and Snap where the aim is to have your child match letter
cards that are the same.
Use an alphabet chart or an alphabet book to talk about the
shapes and names of letters. Teach your child to name the
letters in his/her name.
Phonemic Awareness
Sing and recite rhymes and jingles with your child. Help
him/her identify the words that rhyme.
Encourage your child to use a describing word with the
same initial letter of a friend or family member, e.g. smart
Sally, kind Kale.
Concepts about Print
Before reading a book to your child, ask him/her to show
you where to start reading.
Ask your child to follow with their finger as you read
Ask your child to point to a letter, and to point to a word
Comprehension
Look through a book with your child before reading and talk
about the main events and characters.
As you read the story to your child, pause at key events and
ask him/her what might happen next.
Aspects of Speaking
After reading a story, encourage your child to discuss
the events, characters.
Encourage your child to talk to a variety of people while
with you when you are out shopping.
Aspects of Writing
Write a word then ask your child to trace over the word.
Encourage name writing as a fun activity, e.g. finger
painting on butcher's paper, writing in dirt, painting with a
wet paintbrush, etc.
Planning 2015 2017
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Management plan
Strategic
Annual School Report
Focus Areas 2015
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Literacy and Numeracy
21st century learning and
teaching
Leadership capacity building
Curriculum and Assessment
Student Engagement
Your child’s
lunch
Your child
Your camera
Tissues