Foundation News
Reading
In Reading, Foundation students began the term by developing their skills in segmenting consonant–vowel–consonant (CVC) words. They learned that segmenting involves breaking words into their individual sounds. Students were guided on how to segment words correctly and then had opportunities to practise this skill using word mats, CVC cards, and a range of storybooks on their own.
“S-a-t. Sat! I did it!” - Luka FA
“M-a-t. Mat!” - Rubani FA
“P-i-n is pin.” - Taner FB
“D-o-g is dog.” - Izian FB
Writing
During Writing sessions, Foundation students explored the difference between sentences and fragments. They learned that a sentence expresses a complete idea, including who or what it is about, while a fragment is an incomplete group of words that do not form a full sentence. Students practised identifying sentences and fragments, considering whether each example made sense. They also began writing simple recounts, reflecting on past events through drawing and writing.
“The dog is the who in the sentence.” - Akanete FA
“The dad is tipping the pan.” - Wyatt FA
“The koala is climbing is a sentence and it makes sense.” - Layla FB
“Can run is a fragment.” - Neo FB
Maths
During Maths, Foundation students explored the concept of patterns. They learned about what patterns are, identified examples in the real world, and created their own patterns using a variety of materials. Students also practised predicting what comes next in a sequence and identifying errors within patterns.
“White, blue, white, blue. I made an AB pattern!” - Bailey FA
“I can copy that pattern.” - Mia FA
“My pattern is red, blue, white, red, blue, white.” - Hussein FB
“I made 3 patterns.” - Jugaad FB
Inquiry
In Inquiry, Foundation students explored the concept of family by discussing what a family is and identifying their own family members. They considered the importance of families and what makes each one unique. Students were also introduced to family trees, learning how different members such as uncles, aunts, cousins, and grandparents are connected. They then created drawings of their own families and shared them with the class.
“I have a mum and a brother in my family.” - Willow FA
“I have a lizard at home.” - Alex FA
“I made my cat for my family playdough.” - Mia FA
“My uncle also lives with me.” - River FB
“I have my mum, dad and my two brothers.” - Yehya FB
Social and Emotional Learning / SWPBS
In Social and Emotional Learning, Foundation students have been learning about positive coping strategies. They shared examples of what made them feel sad, scared, or nervous while demonstrating the school value of kindness to encourage their peers. Students also demonstrated resilience as they patiently took turns and used words or actions to solve small problems during group play.
The Foundation cohort have also been reviewing other ways to show resilience, such as asking a yard duty teacher for help when encountering difficult situations during recess and lunch. They identified reasons to ask for help in the yard, and how to seek out a yard duty teacher.
“The teachers wear that bright thing when they go outside.” - Mia FA
“When I’m scared, I hug my mum.” - Gurbaaz FA
“When I feel nervous, I ask for help.” - Jugaad FB
“I am happy at school.” - Amara FB
AUSLAN
During Auslan, Foundation students learned how to count from one to ten using sign language. They used their hands to correctly sign the numbers as they sang along to Ten Little Teddies. After signing and singing the song as a class, students shared the numbers they enjoyed signing and reviewed them with their peers.
“I say thank you.” - Luca FA
“I like using my hands.” - Jai FA
“This is 7.” - Sophia FB
“5 is easy.” - Levant FB
