A Parents Guideto Starting School

Starting School

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Cont

ents

The First Day of the SchoolStarting School 5Getting ready for the school 5

A healthy breakfast and lunchA healthy breakfast and lunch 6

How I behavePsychosocial Development 6/7 year-old children 7

What I know what I sayCognitive Development 6/7 year-old children 8

I can doPsychomotor Development 6/7 year-old children 9

CurriculumSubjects 10English 10B/S/C Language 10Art 10Science 10Math 11Music 11Physical Education 11

School Refusal What is School Refusal? 12Dealing with School Refusal 12Signs of School Refusal 14Reasons for School Refusal 14

Homework Homework Policy 15The Teacher’s Role 16The Role of Parents 16

Notes

A Guide for Parents

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Dear parents,

We extend a very warm welcome to you and your child and trust very much that the years in our school will be bothvaluable and enjoyable.

Our school aims for the very highest standards and has been recognised as one of the leading primary schools in the country. This has been due to the dedication of a highly qualified team of staff and the close partnership that exists between the school and the home.

We aim not only for academic success but also to build a tradition of respect, good manners, pride in work and sense of responsibility amongst our children. Your children will have the widest possible curriculum in a positive climate that enables everyone to succeed.

We hope they will have a great deal of fun in their years with us and that our school will be as special to them as it is to us.This booklet will give you some insight in to the work your child will cover at school and it will be useful for you tosupport your child at home.

However, if you have any questions please don’t hesitate to contact us.

Welcom

e

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The

Firs

t Da

y of

the

Sch

ool So your child’s first day is as enjoyable as

possible ensure your family is prepared and allow time for your child to eat a balanced breakfast. Arrive at school well before the first class or activity so they have time tobecome settled.

To help them to become secure, be positive and reassuring. Demonstrate your trust in the teacher and your enthusiasm about school and learning. Once your child is settled into school, a short and reassuring goodbyeencourages independence.

You should tell your son or daughter when you leave. Be guided by your child’s teacher who will use a number of strategies so that the first day is as stress-free as possible for students and parents!

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A Guide for Parents

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Starting SchoolStarting school can be a stressful time for young children. Schools can sometimes be confronting places with lots of children of different ages and new routines to learn. Your son or daughter needs lots of support from you before they start school and especially in the first few weeks.

Getting ready for the schoolIt is common for children, and their parents, to be a little anxious about starting school. To reduce any uncertainty it is helpful before starting school to familiarise your child with the school and their teacher before they start and encourage them by focusing on the benefits of interesting new experiences and friendships.

Consider developing a school day routine and practise getting ready for school. This routine will involve a set bedtime to ensure your child has enough sleep and a morning routine of getting dressed in the school uniform and packing their school bag.

Please follow the school website for also specific orientation programs for children starting the school and advice for parents.

The First Day of the School

Starting School

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A healthy breakfast and lunch

It is vital that your child begins their day with a nutritious breakfast. Participation in school activities will burn up their energy and a hungry child will lose concentration and become tired.

Food allergiesIt is vital you let your school know if your child is allergic to certain food groups such as •peanuts•soy•eggs•milk•fish•wheat•shellfish•tree nuts.

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A Guide for Parents

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How

I BehavePsychosocial Development 6/7 year-old children•Irevealmyfeelingssuchaslove,happinessandanger

•Icanplaywithmyfriends(limitedtoagroupoffourorfive)withoutbeingsupervised

•Icanexplaintherulesofagametoothers

•Icanimitatetherolesofandadult

•IcanchatasIhavemymeal

•Icanfollowtherulesofagame

•Icanchoosemyfriends

•Icanplayconstructiongameswithsomesimpletools

•IcansetmygoalsanddowhatIneedtodotoachievethem

•Icanperformapuppetshowortakepartinadrama

•Icantakeresponsibilitiesandfulfillthem

•Icanmakelong-termfriends

•Iamawareoftheeffectsofmyattitudesonothers

•Iamawareofthethoughtsandthefeelingsofmypeers

•Ihavedifferentfeelingssuchastemper,jealousyandhappiness

•Imayhavepreposterousphobias

•Iplaceimportancetheapprovalandappreciationofmybehaviorsbyadults

•Icanprotectmyownrights

•Itrytounderstandthereasonsofthesocialrulesandnorms

•Ifollowtherulesinagroup

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Cognitive Development 6/7 year-old children •Icancountto20objectsandIcantell“howmany”theyare

•Icannamethenumberfrom1-20

•Icanputthenumbersfrom1-10inorder

•Iamawareofmy“left”and“right”

•Icangroupstheobjectbytheirsizeorlength

•Icanplacetheorderofanobjectbytheirsequence

•Icansaythedaysoftheweek

•Icandosimpleaddition(by5)

•Icanguesswhatmayhappenafteracertainthinghappens

•Icanshow“half”and“full”objects

•Icanfocusonaspecificthingforacertaintime

•Iknowprimaryandsecondarycolors

•Iknowthemeaningof“thefewest,theleast,afewandalittle”

•Icanmakesimplejokes

•Icantellaboutmydailywork/routines

•Icanre-tellastoryinacorrectorder

•Icangivedirections

•Icananswera“WHYQuestion”bygivingexplanations

•Icanrepeatasentencewithnotmorethan4’5words

•Icando2-3consecutiveorders

•Icanmakesentencesof5-6words

•Icanreplythestatementof“Tellmetheopposite.”

•Icanuse“yesterday”and“tomorrow”appropriately

•IcanrememberthedetailsofastorythatItellorIhavebeentold

•Icantellaboutthedifferencesandsimilarities

Wha

t I

know

wha

t I

say

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I can doPsychomotor Development 6/7 year-old children•Icanbuttonandunbuttonofmyownclothes

•Icanwalkpacedbyfollowingtheordersofstartandstop

•Icangetdressedbymyself

•Icandrawvertical,horizontal,andcurvedlines

•IcanpickupanobjectasIrun

•Icanrideabicycle

•IcanjumpasifIskiparope

•Icanwashanddrymyface

•Icanusetheappropriateobjectsforfood

•Icancatchaballwithonehand

•Icanhelpsettingatable

•Ibrushmyteeth

•Ibrushmyhair

•Icancutsimpleshapesfrompaper

•Icanskiparopebymyself

•Icandrawhouse,tree,carandhumanandmakeacompositionoutofthem

•Icancompletethemissingpartsofahumanportrait

•Icanmakesomesimpleshapeswithplaydough

•Icandocoloring

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Curr

icul

umSubjects• English• B/S/C Language•Math• Science•Music•Art• Physical Education•Moral Education•Health Education

• Culture of Religion

EnglishThe English curriculum is presented in five content areas. The framework promotes an enquiry-based approach to learning to develop thinking skills and encourage intellectual engagement.Phonics, spelling and vocabulary, Grammar and punctuation are about use of English. Reading, Writing, Speaking and Listening are about developing thinking skills and encouraging intellectual engagement.

1. Phonics, spelling and vocabulary2. Grammar and punctuation3. Listening and Speaking4. Writing5. Reading6. Fiction and poetry7. Non-fiction

B/S/C Language• Checking the level of speech development•Articulation exercises•Naming of creatures and objects•Developing grammatical regularity of speech• Language expression• Preparing for the adoption of printed letters• Encouragement of creative imagination and

thought• Initial reading and writing• Exercises of spontaneous speech development•Words, phrases, sentences• Longer and shorter words•Number of sounds in the words• Reading comprehension

Art•Art work by rote (lines and colors)•Observation as a stimulus• Imagination as inspiration•Art as an incentive•Art work by rote• Imagination as inspiration•Observation as a stimulus•Work by tekst•Art work by tekst•Art as incentive• Flag of BiH Work by tekst• Imagination as inspiration

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Music• Singing and playing

•Nursery Rhymes

•Music games

• Listening to music

• Children’s creativity

Physical Education•Walking

• Running

• Jumping

• Climbing

• Throwing

•Games (with ball)

• Pantomime

• Lifting and carrying

•Gymnastics

• Creeping and crawling

•Dancing

ScienceThe Science curriculum is presented in four content areas:

1. Scientific enquiry

2. Biology

3. Chemistry

4. Physics

The Scientific enquiry objectives underpinBiology, Chemistry and Physics, which are focused on developing confidence and interest in scientific knowledge.Environmental awareness and some history of science are also incorporated.

MathThe Mathematics curriculum is presented in five content areas:

1. Number

2. Geometry

3. Measure

4. Handling data and Problem solving

5. Problem Solving

NumberNumbers and the number system• Calculation

•Mental strategies

•Addition and subtraction

•Multiplication and division

Geometry• Position and movement

Measure•Money

• Length, mass and capacity

• Time

Curriculum

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Dealing withSchool RefusalManaging school refusal is a multi-pronged approach. First and foremost, it’s important to get your child back in the school. To do so, you, school personnel and any outside providers (such as psychologists or clinicians) will need to create a school refusal management plan specifically tailored to your child’s needs.

When a child refuses to go to school many parents will wonder what they’re doing wrong, but they are not alone. Some estimates indicate that up to 20 percent of children show signs of school refusal at one time or another during their school career.

Dealing with school refusal relies on understanding what’s behind it and

Scho

ol R

efus

alWhat is School Refusal?School refusal is sometimes referred to as school avoidance and used to be known as “school phobia.” It is not truancy and it’s not the occasional day when your child doesn’t want to go to school for a specific reason.

It’s when a child persistently avoids or refuses to go to school and is truly distressed with visible anxiety about attending.

Often, no matter how much a parent cajoles or reasons, the child will not enter the school building.

A Guide for Parents

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working with a team of professionals to help your child through this tough time.

Before coming up with a definitive plan for dealing with your child’s school refusal, it’s important to get a sense of why your child is refusing to go to school. Your child may be refusing to go to school:•to get away from feeling bad. He istrying to avoid something at schoolthatcausesanxiety,depressionorotherfeelingsofdistress.

•to avoid social interactions orpublic evaluation. He has anxiety insocial situations, trouble with peerinteractions or is worried about howhe’ll do in testing situations and/oraboutbeingcalledoninclass.

•to get attention. Her tantrums,clinginessandseparationanxietymaybeawaytogetattentionshedesires.

•to get some sort of reward outside ofschool.

This can be as simple as being able to watch TV or play video games while at home. His school refusal may be for a combination of these factors.Behavior isn’t just reinforced by reward, it’s also reinforced by successful avoidance of a stressor.

For example, a child may not want to go to school because she hates riding the bus. Her tantrums in the morning either makes her miss the bus or let her stay home; she has been negatively reinforced by successfully avoiding the bus ride.

On the other hand, the child who won’t go to school because of separation anxiety is being positively reinforcedn by getting to stay home and spend time with you.

School Refusal

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Signs of School RefusalThere are a number of signs common to children who have issues with school refusal. Many children:•Complain of vague physical ailmentssuchas stomaches,headaches,nausea,fatigueorjust“notfeelingwell.”

•Worry about something happening atschool. Sometimes the complaint isspecific,suchasbullying,butsometimesitcanbejustaworrythat“something”isgoingtohappen.

•Feelanxiousaboutwhatwillhappentotheirparentswhiletheyareinschool

•Have learning problems or troublegetting along with their teacher and/orpeers

Reasons forSchool RefusalThe reasons for school refusal are as varied as the children it effects.Separation anxiety:•Children with separation anxiety worry about

what will happen to their parents when they are apart from them. This is often the reason that younger children refuse to go to school. It can result in temper tantrums before and at drop-off time and sometimes even leads children to run away from school once they arrive.

Preformance anxiety:•More common in middle and high school age

students, children who refuse school for this reason may be extremely concerned about doing well on tests, having to speak in class and worry about how failing will affect their relationship with peers.

Social anxiety: •Children with social anxiety have tremendous

difficulty in social situations and worry about how to interact with peers and teachers.

Generalized anxiety:•Children with generalized anxiety are often

fearful of the world and tend to worry about things like extreme weather events occurring while they are at school. It is also pointed to childhood depression, bullying and health-related concerns as other reasons for school refusal. In fact, in some cases school refusal begins after a prolonged absence due to a real illness.

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A Guide for Parents

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Hom

ework Policy

HomeworkHomework is an important component of the overall learning process. Regular homework and home study are important for the improvement of student performance. They give the student opportunities to consolidate the knowledge and skills learnt in class, as well as enable the student to develop sound study habits.

In addition to the academic advantages of extra home study, homework teaches self- discipline and it helps to improve results.

Furthermore, homework allows parents to take an active role in the learning process and to view first hand, some of the work being undertaken at school.

The requirement for additional time spent on homework increases through high school and it is encouraged that students develop a routine and habit of home study as young as primary school.

Regular and monitored home study will:•Encouragethedevelopmentofself-discipline.

•Formastudypatternforhomework

•Developtimemanagementskills

•Involveparentsinthechild’sschooling

•Developsubjectbasedskills.

The nature and amount of homework vary according to the age and individual needs of the pupil and activity being undertaken. All Grades are encouraged to read for at least 20 minutes each day.Homework will only be most effective if all concerned understand the pattern and format of all activities.

If your child is absent from school due to sicknessA parent who wishes to receive homework for his/her child must make a request to the teacher or the

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office. Parents must remember that homework is a consolidation of classactivities and it is not always possibleto set a task immediately.

If your child is absent from school forother reasonsAny parent who insists on taking their child away for extra holidays during the term time must accept that no homework will be set and that their child may have to make up the work missed upon returning to school.

Extra homework given by the teachersThe teachers have the right to ask a child to catch-up with class work at home if he/she has noticed that the child has not worked sufficiently during class time. In that case, the teacher will write a note to the parents in the diary stating why the extra work has been given.

The Teacher’s RoleHomework assignments are an extension or reinforcement of ctivities carried out during class lessons. Tasks are set within the student’s ability to enable them to work indenpendently at home.

The Role of ParentsParents should be supportive and use the homework task as a means of positive involvement in their child’s learning and participation in school activities.

If your child has been unable to do the homework, has not understood the work or spent too much time on it, a note of explanation should be written to the teacher involved.

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