Foundation News
Reading
In Reading, the Foundation students learned how to make inferences by using picture clues and story details to understand characters’ emotions. They engaged with texts such as Bluey’s Bone and The Zoo Book as they discussed how they know what characters from the stories might be feeling. Students also explored making predictions by using clues from stories and their prior knowledge to make smart guesses about what might happen next. As they read stories such as Lizzie the Little Lizard and The Lion and the Mouse, they acted out their ideas to showcase how they predict the stories will end.
“I think it’s going to be a cat because you said it’s black” - Mia FA
“The monkey is going to put the ducks in the water” - Jiraiya FA
“The lion might eat the mouse.” - Layla FB
“The bunny is feeling sad because he is stuck.” - Neo FB
Writing
During Writing, Foundation students continued to learn about colourful semantics to identify the who, what doing, with what, and where in pictures and stories. Students also explored punctuation by identifying capital letters and full stops. They practised how sentences begin with a capital letter and end with a full stop. The Foundation cohort also began learning about procedural writing. They worked together to put steps in the correct order for everyday tasks such as brushing teeth and making a sandwich.
“Look, I wrote it!” - Willow FA
“The blue is for where they are” - Bailey FA
“Capital letters go at the start of a sentence.” - Izian FB
“I can brush my teeth.” - Hussein FB
Maths
During Maths, Foundation students explored the concept of sharing equally and applied their understanding to the use of money. Through role-play activities, they practised sharing coins equally between different numbers of people and developed an understanding of how money is used in everyday life. Students also investigated the concept of length in measurement. They learned that length describes how long an object is from one end to the other and applied this understanding by comparing, ordering, and discussing objects based on their length.
“I use money to buy food and toys” - Mia FA
“I can use coins to buy toys” - Jai FA
“Sharing equally means everyone gets the same.” - Taner FB
“The whiteboard is very long.” - Ashwyn FB
Inquiry
During Inquiry, students explored different countries around the world and learned about the diverse backgrounds of people in their community. They had opportunities to share, discuss, and illustrate their own family backgrounds, including the countries that they and their families come from. Students also investigated their personal histories by reflecting on their past experiences. They discussed how they have changed over time, including activities they enjoyed at different ages and special items or memories from when they were younger.
“My mummy’s from Australia” - Mia FA
“My dad india” - Shobhit
“I’m from Samoa.” - Amara FB
“I’m Australian.” - Taner FB
Social and Emotional Learning & SWPBS
In Social and Emotional Learning, the Foundation students explored what stress is and discussed different situations that can make people feel worried, nervous, or overwhelmed. Through class discussions, roleplay, and calming activities such as the Melting tiger game, students practised strategies to manage big feelings and build resilience. In SWPBS, students reviewed responsibility and what it means to take ownership of their actions. They participated in roleplay scenarios as they practised how to respond responsively in everyday situations by telling the truth and showing kindness towards others.
“I like the melting tiger game” - Harlan FA
“Tiger!” - Luka FA
“Being kind is good.” - River FB
“I’m responsible because I listen to the teacher. “ - Thomas FB
Auslan
During Auslan, students learned signs for different rooms and items around the house. Students practised signs such as house, home, window, door, stairs, lounge room, TV, couch, kitchen, microwave, oven, cupboard, fridge, drawers, and dining room. Students were encouraged to think about other things they might find around the house and share them during the lesson. Students were reminded to have their hands ready and voices off so everyone could focus and learn the signs together.
“I know home.” - Jai FA
“I can do TV.” - Aaliyah FA
“I have a fridge at home.” - Muhammad FB
“This is TV.” - Hussein FB
Special Events
National Simultaneous Storytime
The Foundation students participated in National Simultaneous Storytime by listening to the engaging story Luna Roo: The Kangaroo Baller. Students applied their inference skills by using picture clues and story details to discuss how Luna Roo was feeling and what might be happening in her story. After engaging in the storytime, they completed creative activities including designing their own team jerseys as well as solving story-themed mazes.
“My colour is blue.” - Kevin FA
“I like the story of Luna.” - Rubani FA
“This is my jersey.” - Yehya FB
“My jersey is colourful.” - Sophia FB
Reconciliation Week
During Reconciliation Week, Foundation students discussed the importance of kindness, respect, and understanding different cultures and perspectives. They engaged in stories including Whoever You Are and Two Mates as they explored friendship and belonging. Students also learned about National Sorry Day and Aboriginal and Torres Strait Islander peoples as the First Peoples of Australia. They reflected on the importance of caring for one another and learning from the past.
“We need to be kind.” - Mia FA
“I have a mate.” - Jiraiyah FA
“Aboriginal people are in Australia.” - Neo FB
“I have friends.” - Jugaad FB
Maths Open Classroom
During the Maths Open Classroom, Foundation students learned about measurement by comparing and ordering the length of trains. Using rods, students built trains with their peers, and some with their families, working collaboratively to compare which were shorter and longer. Students lined up the trains side by side and practised mathematical language such as longer, shorter, longest, and shortest. The Foundation students confidently explained their thinking while engaging in hands-on learning with their families.
“My mum is going to come watch me” - Mia FA
“This one long!” - Cristiano FA
“My dad is here!” - Thomas FB
“My mum helped me.” - Amara FB
