Thornleigh West Thornleigh West Public School Public School

Getting to know usGetting to know us

Agenda Agenda Welcome Welcome Shared bookShared book Parents are the first teachersParents are the first teachers My vision – What is your?My vision – What is your? Best StartBest Start

Starting School can be an Starting School can be an anxious time for parents tooanxious time for parents too

Parenting is one of the most Parenting is one of the most challenging ‘jobs’challenging ‘jobs’

This is a role to be proud of and is This is a role to be proud of and is certainly valued by your child’s certainly valued by your child’s first school teacherfirst school teacher

Children develop much of their capacity for Children develop much of their capacity for learning in the first 3 years of life, when their learning in the first 3 years of life, when their brains grow to 90% of it’s eventual adult brains grow to 90% of it’s eventual adult weight. weight.

You are your child’s first You are your child’s first teacher!teacher!

What have you taught your What have you taught your child?child?

To….To…. walkwalk talktalk dress themselvesdress themselves feed themselvesfeed themselves go to the toilet go to the toilet count to tencount to ten turn the page of a bookturn the page of a book say the alphabetsay the alphabet play gamesplay games have good mannershave good manners

You have taught your child so You have taught your child so muchmuch To read…they can all recognise signs and To read…they can all recognise signs and

symbols such as McDonalds and road signssymbols such as McDonalds and road signs To count…a child always knows when their To count…a child always knows when their

brother or sister gets more of something than brother or sister gets more of something than they dothey do

Colours and counting…”please pass me 2 red Colours and counting…”please pass me 2 red pegs to hang your t shirt on the clothes line”pegs to hang your t shirt on the clothes line”

Routines and reactions…the phone rings…your Routines and reactions…the phone rings…your child knows to answer itchild knows to answer it

To shareTo share To socialise and interact with othersTo socialise and interact with others

Can you think of moreCan you think of more??

Is your child ready to Start Is your child ready to Start School?School?

Is my child ready to start school.mht

Skills that will help your child Skills that will help your child transition to school transition to school smoothly…smoothly…

Encourage your child to attempt these Encourage your child to attempt these things…but don’t worry if they can’t do things…but don’t worry if they can’t do them all…them all…

Teachers are experts at teaching your child Teachers are experts at teaching your child to write, read and count (and much more) to write, read and count (and much more) and it will make learning these things so and it will make learning these things so much easier if your children have much easier if your children have developed social and self help skills such developed social and self help skills such as:as:

Social and Self Help SkillsSocial and Self Help Skills

Uses the toilet independentlyUses the toilet independently Can say own nameCan say own name Adapts to unfamiliar settings and new Adapts to unfamiliar settings and new

experiencesexperiences Can finish a task and tidies up afterwardsCan finish a task and tidies up afterwards Plays cooperatively with other children – Plays cooperatively with other children –

shares and takes turnsshares and takes turns Can sit and listen to a story for at least 10 Can sit and listen to a story for at least 10

minutesminutes Can share an adults attention with several Can share an adults attention with several

other childrenother children Participates in imaginative playParticipates in imaginative play Recognises own possessions and packs them Recognises own possessions and packs them

away eg lunchbox, clothesaway eg lunchbox, clothes Can put on and take off jumpers, shoes, socks Can put on and take off jumpers, shoes, socks

independentlyindependently Can tie shoe lacesCan tie shoe laces

What can you do to help What can you do to help prepare your child for school?prepare your child for school?You have done so much already, but here are a You have done so much already, but here are a

few more ideas….few more ideas…. Allow opportunities to socialise with other Allow opportunities to socialise with other

childrenchildren Encourage independenceEncourage independence Be positive about school and learningBe positive about school and learning Visit the school with your childVisit the school with your child Talk to your child about schoolTalk to your child about school Read to your child in your home language Read to your child in your home language

and in Englishand in English Share many different experiencesShare many different experiences Provide a variety of play materialsProvide a variety of play materials Encourage your child’s curiosity by asking Encourage your child’s curiosity by asking

questions and by encouraging questionsquestions and by encouraging questions Start a daily routine. Encourage your child to Start a daily routine. Encourage your child to

help lay out clothes and make lunch.help lay out clothes and make lunch.

So, your child is starting So, your child is starting school…school… You have taught them so much already…You have taught them so much already… You have enrolled them at school…You have enrolled them at school… You are attending the transition program…You are attending the transition program… You have talked a lot about school…You have talked a lot about school… You may have bought their school uniformYou may have bought their school uniform You may have bought a school bag and lunch box…You may have bought a school bag and lunch box…

You have worked hard and done a You have worked hard and done a great job…great job…

A new journey begins!A new journey begins!

When your child starts school, it When your child starts school, it is not a time to step back and be is not a time to step back and be less involved in your child’s less involved in your child’s learning. It is, in fact quite the learning. It is, in fact quite the opposite, a time to be involved, opposite, a time to be involved, supporting, helping and learning supporting, helping and learning togethertogether

The research tells us…The research tells us…

The most accurate predictor of a student’s The most accurate predictor of a student’s achievement in school is not income or social achievement in school is not income or social status, but the extent to which the student’s status, but the extent to which the student’s family is able to create a home environment family is able to create a home environment which encourages learning, communicate which encourages learning, communicate high yet reasonable expectations for their high yet reasonable expectations for their children’s achievement and future careers children’s achievement and future careers and become involved in their children’s and become involved in their children’s education at school and in the community.education at school and in the community.Anne Henderson and Nancy Berla (1995)Anne Henderson and Nancy Berla (1995)

How to be a partner in How to be a partner in learning…learning… Take an interest in school events by reading Take an interest in school events by reading

newsletters and attending functionsnewsletters and attending functions Get to know your child’s teacher. Join in with Get to know your child’s teacher. Join in with

classroom activities if possible or offer to help at classroom activities if possible or offer to help at homehome

Volunteer to help in anyway you feel comfortableVolunteer to help in anyway you feel comfortable Take part in any opportunities offered to help Take part in any opportunities offered to help

increase your own skills or understanding of ‘how increase your own skills or understanding of ‘how schools work and why’schools work and why’

Join a parent organisation such as the P&C, Join a parent organisation such as the P&C, School Council or Parent GroupSchool Council or Parent Group

Attend ‘Parent Teacher Interviews’Attend ‘Parent Teacher Interviews’ Use all communication options to ensure you know Use all communication options to ensure you know

what is going on at school, and the school knows what is going on at school, and the school knows what is going on at homewhat is going on at home

Working together….Working together….

Why Vision ? Why Vision ?

A vision is a picture of the future you A vision is a picture of the future you seek to create described in the seek to create described in the present tense, as if it were present tense, as if it were happening now. Vision statements happening now. Vision statements show where we want to go and what show where we want to go and what we will be when we get there. Vision we will be when we get there. Vision gives shape and direction to the gives shape and direction to the school’s future. It helps people set school’s future. It helps people set goals to take the school closer to its goals to take the school closer to its desired future. desired future.

It builds trust, collaboration, It builds trust, collaboration, interdependence, motivation, and interdependence, motivation, and mutual responsibility for success. mutual responsibility for success. Vision helps people make smart Vision helps people make smart choices, because their decisions are choices, because their decisions are made with the end result in mind…. made with the end result in mind…. Vision allows us to act from a proactive Vision allows us to act from a proactive stance. Moving forward what we stance. Moving forward what we want…Vision empowers and excites us want…Vision empowers and excites us

to reach for what we truly desireto reach for what we truly desire..

My vision 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.

Goal 1: Australian schooling promotes equity and excellence

Goal 2: All young Australians become: Successful learners Confident and creative

individuals Active and informed citizens

Australian CurriculumAustralian Curriculum

www.mceecdya.edu.au/mceecdya/melbourne_declaration,25979.html (accessed 16/10/2010) 19

Our Ed Purpose as captures in the Melbourne Declaration

MINDMAP:MINDMAP:What skills, attitudes, understandings What skills, attitudes, understandings and knowledge would you hope these and knowledge would you hope these students have acquired when they students have acquired when they graduate from your school? graduate from your school?

Best StartBest Start

Best Start assists children to Best Start assists children to move from informal to formal move from informal to formal learninglearning

Parents and prior to school Parents and prior to school service providers lay the service providers lay the foundation for learning that foundation for learning that school education will build upon school education will build upon in a more formal setting.in a more formal setting.

What is Best Start?What is Best Start?

Best Start is one component of a Best Start is one component of a NSW Government initiative to NSW Government initiative to increase literacy and numeracy increase literacy and numeracy learning support in the early learning support in the early years.years.

Who is involved? Who is involved?

All Kindergarten children in All Kindergarten children in public schools participate.public schools participate.

Best Start Best Start

Identifies children’s literacy and Identifies children’s literacy and numeracy skills and numeracy skills and understandings at school entry.understandings at school entry.

Best Start:Best Start:

• provides important information that provides important information that supports teachers in meeting supports teachers in meeting children’s individual learning needschildren’s individual learning needs

• provides parents and caregivers with provides parents and caregivers with feedback on what their child can do feedback on what their child can do and how they can best support their and how they can best support their child’s learningchild’s learning

• assists teachers to monitor children’s assists teachers to monitor children’s learninglearning

Best Start in actionBest Start in action

Best Start begins with the Best Start begins with the teacher interviewing each child.teacher interviewing each child.

At TWPS, each family attends At TWPS, each family attends an individual appointment in the an individual appointment in the first three days of school.first three days of school.

What are children asked to do?What are children asked to do?

Teachers ask a series of questions to Teachers ask a series of questions to gather information about children’s gather information about children’s early literacy and numeracy early literacy and numeracy knowledge.knowledge.

What information do parents What information do parents receive?receive?

• Feedback to parents is provided as Feedback to parents is provided as close as possible to the completion of close as possible to the completion of the interview.the interview.

Parents and carers receive clear, Parents and carers receive clear,

accessible feedback on:accessible feedback on:• their child’s learning at school entrytheir child’s learning at school entry• the next steps in the learning processthe next steps in the learning process• how to support their child’s learninghow to support their child’s learning

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 Numeracy your child Ideas to use at home

Feedback on your child’s progress

Phonics 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.

In Literacy your child Ideas to use at home

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 suchas 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 - Planning 2015 - 20172017 Management plan Management plan Strategic Strategic Annual School ReportAnnual School Report

Focus Areas 2015Focus Areas 2015

Literacy and NumeracyLiteracy and Numeracy 2121stst century learning and century learning and

teaching teaching Leadership capacity buildingLeadership capacity building Curriculum and AssessmentCurriculum and Assessment Student EngagementStudent Engagement

Your child

Your camera Tissues

Your child’s lunch