Foundation Parent Information 2019

15 February 2018
Information Booklet
English (Reading)
English (Writing)
English (Speaking and Listening)
Teaching and Learning Support Leader
Units of Inquiry
Parent Helpers
School Rules
Excursions and Special Events
Communication and Programs
Specialist Timetable
Black Rock Primary School
(03) 9598 2293
71 Arkaringa Crescent
Black Rock, Victoria, 3193




At Black Rock Primary School we aim to cater for the individual needs of all children and to provide an innovative program that promotes learning in a positive and interesting environment.


We strive to foster a love of learning in all children and  present a wide variety of educational experiences for them.


In the first month of their schooling the Foundation teachers conduct an interview which includes the English and Mathematics On-line Testing. This provides teachers with a starting point for your child as they enter school.


Students are grouped according to their needs in the core subjects of Numeracy and Literacy. These groups are fluid and flexible and allow each child to progress at his or her own rate. Some students may require extension activities whilst others may need more practise and consolidation of particular concepts.





Students also participate in mixed ability groups in some areas such as inquiry units, specialist classes and the Friendly Schools well-being program.


Our interactive whiteboard is an integral part of the children’s daily learning. It assists in presenting and understanding new concepts, problem solving, listening skills, hand eye co-ordination and consolidating ideas and is used throughout all curriculum areas.


The following information will provide you with an overview of the Foundation curriculum.  Our teaching is based upon the Victorian Curriculum.

For further information please visit:





Your Child's Attendance

Going to school every day is the single most important part of your child’s education. Children learn new things at school every day- missing school puts them behind. In the event that your child does need to be away, please take note of the following instructions outlining how to notify the school of their absence:


Full Day Absence

  • A key feature of the COMPASS App is that it allows parents to quickly and conveniently notify the school of your child’s absence. Notification via the app (or browser version of COMPASS) will automatically update the class roll and provide a documented explanation of your child’s absence and is the school’s preferred method. Alternatively, please phone 9598 2293 or send a note to enable us to document absences. Other­wise, absences will be recorded as ‘unexplained’ for DET records.
  •  Parent approvals for absences can be entered using the app for any time period up to 28 days long and can be entered ahead of time or retrospectively – where possible, approvals should be entered prior to the absence occurring.
  • There is no need to change the default times of 8am – 5pm when reporting full-day absences.
  • A record of absences can be viewed in the browser version of Compass by clicking the ‘Profile (Attendance, Schedule, Reports)’ link on the Home page and selecting the ‘Attendance’ tab.

(Lateness or leave during school hours for appointments etc., are reported via the V-Pass system on the iPads at the Office when you sign your child in/out - NOT via Compass!):


Late Arrivals

Please sign your child in via V-Pass and collect a Late Arrival pass from the Office for children arriving after 9.00am. These are then given to your child’s teacher.


Early Departures

Please report to the School Office to sign your child out via V-Pass and obtain an Early Departure pass form to be handed to your child’s teacher.


English (Reading)



Whole Group Focus

In this ten minute session we use enlarged text to teach and model to children key points about reading. ‘Big Books’ are used to focus on directionality, picture cues, tracking, single sounds, punctuation, concepts of a letter, word and sentence and more advanced strategies throughout the year such as ‘chunking’, re-reading, and reading on for more information. We will be introducing the ‘CAFÉ’ reading program (Comprehension, accuracy, fluency and expanding vocabulary) which includes reading and comprehension strategies.


Small Group Focus

During the next forty minutes children are involved in explicit teaching sessions with the teacher and learning activities which support reading development.


Guided Reading:

During Guided Reading, children work in small groups in a one-to-one teaching situation with the teacher. Children are matched to text according to their needs and given reading material at their instructional level: A specific, needs based reading focus is selected by the teacher each session. Continuous assessment, enables teachers to plan appropriate learning activities and work in a concentrated way with groups of students.









Learning Centres:

Children regularly work in learning groups to consolidate and extend their literacy understandings. The number and type of learning centre activities on any one day might vary depending on the children's needs and interests. Learning centres with a literacy focus include: word games, letter- sound games, reading and isolating letter sounds, response to text activities, using magnetic sounds to form words, listening post and computers.


Whole Class Share Time

The children are brought back together to reflect upon, discuss and celebrate their learning.


Supporting your Child as they Learn to Read

As children learn to read at school, parents can help reinforce the skills they are learning in the classroom. It’s  important to remember that children will learn to read at different rates. Your child will bring home a new take-home book almost each day. The main purpose of these books are to ensure your child gains enjoyment and success when reading. Encourage your child to be responsible for their take-home books and their book bag. These are to be brought to school each day. A letter will be sent home with strategies and procedures to assist your child in their reading endeavours. 





English (Writing)


Whole Class Focus

To begin with, the teacher models the writing process or the children are involved in a shared class writing activity (the teacher and students collaboratively compose a piece of writing).


Independent Activity

Following this the children are engaged in independent writing tasks. Students work on various aspects of the writing process such as; planning, composing, recording, revising and publishing. This may include using the computer to write and illustrate a story.


Small Group Focus

While the children work on the individual writing tasks, the teacher works with a small group to teach specific skills. The children are grouped according to their like needs.

Teaching focuses may include: hearing and recording sounds in words, high frequency words, punctuation and spacing between words during the first semester. Following the small teaching group focus the teacher begins Roving conferences, supporting and extending children individually.


Whole Class Share Time

Sharing, reflecting and celebrating learning is an important part of the writing program.












Writing Genres

The children write in their Journal about a weekend experience every Monday. They are exposed to many different types of writing such as creative stories, letters, language experience, recounts, procedural texts, shopping lists and cards to allow the children to see a purpose for writing.



Handwriting is  also a very important part of the Foundation program. Specific lessons are conducted with teaching focuses on; Fine motor activities such as cutting, tracing, tearing, threading, play dough and construction. Correct starting points, size and formation of both letter and numbers. Posture and pencil grip are emphasised. Children use a variety of writing and publishing materials.



Weekly spelling explorations are taught in a developmental sequence. The children are exposed to all letters and sounds through the use of Tucker signs. This is a visual and kinaesthetic way to cue children into recognising and recording their sounds and letter patterns in both reading and writing and makes learning enjoyable. The children then progress onto onset and rhyme words eg; pat hat, cat and become familiar with blends such as; th, ch, sh, ay, ar etc. They are taught to write these words and incorporate them into their writing.









English (Speaking and Listening)

Speaking and Listening

Speaking and Listening is crucial to achievement in all curriculum areas. Teaching focuses include speaking to an audience to develop confidence  and centre on making eye contact and using appropriate volume and pace. Activities such as our ‘Show and Share bag’ assist in your child’s development. Speaking in turn and answering and asking questions appropriately are also concentrated upon.


Listening skills are developed through listening games and stories on the computer, whiteboard, listening post and reading by the teacher. Following simple verbal and visual instructions are important skills practised in the classroom. The children are involved in activities in pairs, small and whole groups.


Teaching and Learning Support

The role of the Teacher and Learning Support Leader is to assist teachers and students in achieving the best educational outcomes throughout the year. They will work closely with the year level teachers to plan and implement rich literacy and numeracy activities where students will be both extended and supported. Depending on the students’ needs they will be exposed to a variety of learning environments, such as 1:1, focus groups and whole class. The Teacher & Learning Support Leader will work closely with teachers during curriculum and assessment planning, allowing greater access to each individual student’s needs.


Mathematics Overview

Mathematics incorporates the areas of Number and Algebra, Measurement and Geometry, and Statistics and Probability. The children experience a variety of hands-on materials to practise and learn new concepts. The interactive whiteboard and classroom computers are also valuable teaching aids.


Whole Class Focus

This is a time for sharing and practising skills and understandings and making connections between mathematical ideas. It is a time for building a community of learners and involves games, big books, songs and quick maths activities.


Small Group Focus- Independent Learning

This provides children with independent practise and exploration of ideas and concepts. It allows children to self check and monitor their work. Peers support each other when needed. Children can work in pairs or small groups as well.


Small Group Focus- Teaching Group

A small group of children are selected according to their needs to work with the teacher for focused instruction and feedback. The teacher is able to provide close support and allows children to make connections and form generalisations.





Roving Conferences

The teacher roves around assisting individual children, questioning, challenging and discussing.


Whole Class Share Time

This is a time for :

- Sharing and celebrating achievements

- Clearly articulating the mathematics

- Making connections and generalisations

- Reflecting on experiences and strategies used

- Reflecting on ways of learning


Children that have reached Foundation standards will work towards reaching Level 1 standards ensuring individual needs are met.


Most of all, Maths should be a fun and positive experience for your child.








Teaching and Learning Support Leader

Krystal Frazer 
Foundation - 2

The Teaching and Learning Support Leader will assist teachers and students in achieving the best educational outcomes throughout the year. They will work closely with the year level teachers to plan and implement rich literacy and numeracy activities where students will be both extended and supported. Depending on the students’ needs they will be exposed to a variety of learning environments, such as 1:1, focus groups and whole class activities. The Teaching & Learning Support Leader will work closely with teachers during curriculum and assessment planning, ensuring more support for individual needs.

Units of Inquiry

Units of Inquiry

The proposed units of work are:


Term One - Personal and Social Me (History)

Students learn about their own history and that of their family, including stories from different cultures and other parts of the world. As participants in their own history, students develop their knowledge and understanding of how the past is different from the present.

Term TwoStaying Alive (Science)

Students investigate needs for survival of animals, including humans, and how our senses help us stay alive. Students' understanding of basic needs and their importance in our lives will be developed through hands-on activities.

Term Three - My Special Place (Geography)

Students will explore the features of their local environment by using their senses of sight, hearing and touch. By using the classroom and particularly the local environment, students discover and explore features of their immediate environment.

Term Four - Look and Listen (Science)

Students will investigate sources of light and sound, how they are produced and how light and sound travel. Students’ understanding of the role of light and sound in our lives and our community will be developed through hands-on activities. 

Class Fitness

We are committed to improving fitness levels of your children and we undertake regular physical activity. This  includes 45 minutes of weekly P.E classes, 30 minutes of P.M.P. (Perceptual Motor Program) most fortnights and class fitness sessions throughout the week.

Please send a note including the date to explain your child’s medical condition for sport if you have any concerns.

Friendly Schools

This year we will be continuing the 'Friendly Schools' program. The initiative aims to develop the qualities of: Resilience, positive self-esteem, empathy, social skills, self-management skills, decision making skills and conflict resolution. The central goal of Friendly Schools implementation is to bring the entire school community together in order to create and maintain a friendly and safe school culture.


Parent Helpers

Parent Helpers

Throughout the school year we will run many programs that rely on the help of parents. The state government requires parents that volunteer to have a 'Working with Children Check'. Application forms can be obtained online.


Classroom and Reading Helpers

A course will be run on March 1st if you wish to help. Reading helpers will commence the week after the course. Classroom helpers will commence in Term 2.








PMP (Perceptual Motor Program)

This is run fortnightly on Friday afternoons, and we will require parental assistance to run a station. PMP will commence in Term 2.


Classroom Parent Reprepsentatives

Each class requires the assistance of two Classroom Parent Representatives. This is to help organise special classroom activities, parent helpers, the school fete etc. If you are interested, please see your child’s teacher as soon as possible.





School Rules

Playground Rules

We ask that there is no kicking of basketballs, footballs, cricket balls, soccer balls, tennis ball on the asphalt.

Scooting or riding bikes, roller blades or skateboards before or after school on the asphalt is not permitted.

Sporting equipment is banned from the asphalt area from 8:45–9am and after school until 3:45pm, for safety reasons.

Foundation playground is for Foundation students only.

All students must wear hats outside during Terms 1 & 4.




Teachers supervise the front and back of the school from 8:45am until 9:00am and from 3:30pm until 3:45pm.

Children are to be supervised by parents/guardians at all other times.



Excursions and Special Events

Term One

Feb 16th- Twilight Family Picnic and Disco

February 20th and 22nd- Parent-Teacher Interviews

February 23rd– Casual Dress Day (Gold coin donation)

March 6th/7th- School Photos

March 15th—Zoo Excursion

TBC- Easter Bonnet Parade

March 29th— Last Day of Term 1 for students


Term two, three & four events will be sent home in our term Foundation Newsletter. You will also be informed of special events through the BRPS fortnightly newsletter on Thursdays.

Permission For Excursions

This is completed through ‘Compass School Manager’. Parents or Guardians must give permission for your child to attend any excursion. 'Compass' has emergency contacts and medical information that the teacher will take with them on the day.


Communication and Programs

School Diaries

The diaries are a  form of communication between home and school. If you have an important message for your child’s teacher please write in the diary and send it back to school in your child’s book bag.


This year we are continuing to implement the ‘Better Buddies’ program. This program will help to support the Buddies, their role and the relationship they build at school. During the year they will participate in a range of activities together and will be going on our special Buddy Zoo excursion in March.

Mathletics and Reading Eggs Programs

The children have access to both the Mathletics and Reading Eggs websites from home. The username and password will be located in the inside of your child's school diary in the upcoming weeks. These are both great programs which reinforce the learning that they are doing in their classrooms.


Specialist Timetable

Specialist Timetable


Foundation A

Tuesday – PE & Art

Thursday – Library & ICT

Friday - Chinese & Music


Foundation P

Monday - Library & ICT

Tuesday - Chinese & Music

Friday - PE & Art


Foundation T

Monday - Library & ICT

Tuesday - Chinese & Music

Friday - PE & Art


Foundation D

Tuesday – PE & Art

Tuesday - Library & ICT

Friday - Chinese & Music


 Foundation Parent Information 2019