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Welcome to our Pre-Primary

Family!

‘Never underestimate the importance of


diverse families within the classroom.’

Welcome to the Pre-Primary Family Website.


I am so excited to see our understanding of families develop over this school
year.
As your child's teacher, I find you as their family extremely important to how
they learn, interact and develop within the classroom.
I hope you enjoy this exciting adventure alongside your child, just as much as I
will.

Miss Hellemans

misshellemans@ednet.com
Our Unit of Inquiry

Family is seen as the foundation of where a child's learning begins. A child's family is their

sense of security, identity and strength.

This makes it critical that family is embedded in the learning that your child takes part in.

By incorporating family within the classroom, your child will be able to strengthen their

identity and self-awareness and begin to understand the different cultures, languages and

family structures that encompass their peers.

This will become a unit of inquiry across the school year as it is of high importance

students grow an understanding of family structures and how they differ and learn this

through their peers.

This creates a relevant and authentic learning environment for your child.
ABOUT

Why is it Important?

BELONGING, BEING & BECOMING

This unit of Inquiry involving Mr. Fox is important for your child in a variety of different

ways.
There will be numerous benefits for your child as they embark on a year long adventure

witnessing the different families of their peers and gaining the crucial understanding of
culture and family structures.

'Each family is unique and should be treasured.'


Families are seen as a crucial aspect of the learning that occurs for your child in the Early
Years, therefore it should be investigated and used as a learning tool within your child’s

educational journey.
As a teacher, it is also important for me to gain a better understanding of your child and

their culture and family background to ensure I am giving the best learning opportunities
possible.

Through this unit of inquiry, your child will gain skills in their knowledge of culture, self-

awareness and self-identity, they will have many writing opportunities, they will be
immersed in social discussions and listening to others, they will be given opportunities to

question and explore and they will have the knowledge and skills to integrate these
holistic learning opportunities across the entire curriculum.

Using family as the basis learning foundation, ensures that your child is receiving relevant

and authentic learning opportunities as they not only build vital knowledge but also their
interpersonal skills and most importantly a sense of belonging.
INSTRUCTIONS

Each week Mr. Fox will go home with one of the students in our class.

On the Friday afternoon at home time, the student will collect Mr. Fox and his special box

and take it home with them.

Inside Mr. Fox's special box is:

- Mr. Fox

- The book 'Just the way we are' by Jessica Shirvington

- Mr. Fox's Journal

- Journal Writing Prompt Questions (If needed)

- Printed Parental Instructions

Once Mr. Fox has arrived at your house for the weekend, he is your guest and should

become part of your family.

The first thing Mr. Fox should do is take a picture with the entire family so he can meet

everyone, he will then take part in all the family activities for the weekend.

The kit also includes the text called 'Just the way we are', I highly recommend that you

and your family find a time to sit down and read it together so your child can ask any

questions and it also gives your family the opportunity to discuss the notion of different

cultures and family structures present in our society.

Before Mr. Fox comes back to school on Monday, it is important that your child sits down

with Mr. Fox to write about some of the adventures Mr. Fox has been on and specifically
talk about the family members and culture, this also includes the food he ate. There are

prompting questions within the box that can you can use to help your child complete the

journal.

Please take as many photos as you would like while Mr. Fox is a guest at your house, the

more photos we have, the more conversation it enables in the classroom.

On Sunday evening or Monday evening, you are welcome to send the photos to

misshellemans@ednet.com and I will have them ready for your child to use when

presenting Mr. Fox's weekend adventures to the class.


PRE-PRIMARY CURRICULUM INFORMATION

ENGLISH
The interrelated strands of language, literature and literacy ensure the students
development within their knowledge, understanding and skills when listening, reading,
viewing, speaking, writing and creating.
Within pre-primary, it is crucial that students communicate with their peers, teachers and
known adults to develop holistic English learning.

 (ACELA1429) Understand that language can be used to explore ways of expressing


needs, likes and dislikes.

 (ACELA1430) Understand that texts can take many forms, can be very short (for
example an exit sign) or quite long (for example an information book or a film) and
that stories and informative texts have different purposes.
 (ACELA1432) Understand that punctuation is a feature of written text different from

letters; recognise how capital letters are used for names, and that capital letters
and full stops signal the beginning and end of sentences.

 (ACELA1786) Explore the different contribution of words and images to meaning in


stories and informative texts.

 (ACELT1578) Identify some features of texts including events and characters and
retell events from a text.
 (ACELT1783) Share feelings and thoughts about the events and characters in texts.
 (ACELY1646) Listen to and respond orally to texts and to the communication of

others in informal and structured classroom situations.

 (ACELY1784) Use interaction skills including listening while others speak, using
appropriate voice levels, articulation and body language, gestures and eye

contact.
 (ACELY1647) Deliver short oral presentations to peers.

 (ACELY1650) Use comprehension strategies to understand and discuss texts


listened to, viewed or read independently.
 (ACELY1651) Create short texts to explore, record and report ideas and events
using familiar words and beginning writing knowledge.
HUMANITIES AND SOCIAL SCIENCES

Within HASS, we want to create an environment where children feel comfortable posing

and responding to 'who', 'what', 'when', 'where' and 'why' questions.


We want students to explore, play and investigate, and communicate their

understandings through activities such as writing, painting, construction or role-play.


Doing this focuses on developing students' curiosity of their personal world and

developing their sense of identity and belonging.


Students will have the opportunity to explore their heritage, background and traditions

within the context of themselves and their family with a key awareness of diversity and the
role that plays in their social groups.

 (WAHASS02) Pose and respond to questions about the familiar.

 (WAHASS06) Explore points of view (e.g. understand that their point of view may
differ from others).

 (WAHASS07) Represent information gathered in different formats (e.g. drawings,


diagrams, story maps, role-plays).

 (WAHASS10) Share observations and ideas, using everyday language (e.g. oral
retell, drawing, and role-play).

 (WAHASS11) Develop texts (e.g. retell, describe personal stories).


 (ACHASSK011) Who the people in their family are, where they were born and

raised and showing how they are related to each other, using simple family trees.
 (ACHASSK011) The different structures of families and family groups today (e.g.

nuclear, only child, large, single parent, extended, blended, adoptive parent,
grandparent) and what they have in common.

 (ACHASSK012) How they, their family and friends commemorate past events that
are important to them (e.g. birthdays, religious festivals, family

reunions, community commemorations).


 (ACHASSK013) How the stories of families and the past can be communicated and
passed down from generation to generation (e.g. photographs, artefacts,
books, oral histories, digital media, museums) and how the stories may differ,

depending on who is telling them.


 (ACHASSK014) The globe as a representation of the Earth on which Australia and

other familiar countries can be located.

MATHEMATICS
Within Mathematics, the four key areas that student’s use as a foundation to build their

further learning on are understanding, fluency, problem-solving and reasoning.


Ensuring that these four areas are always present in the learning that occurs will develop

student’s knowledge when faced with challenging questions posed now and in the future.
The proficiency strands ensure that students are receiving a holistic mathematics

education that builds on all strengths and overcomes any weaknesses.

 (ACMMG008) Connect days of the week to familiar events and actions.


 (ACMMG007) Compare and order duration of events using everyday language of

time.
 (ACMNA001) Establish understanding of the language and processes of counting

by naming numbers in sequences, initially to and from 20, moving from any
starting point.

SCIENCE
Within science, students build their understanding, inquiry skills and learn how to use
science as a human endeavour.

They learn that seeking answers to questions they pose and making observations is a core
part of science and by researching different areas of interest, they will find information

that can answer some of their who, what, where, when and how questions.
Science is the gateway for students when learning about the world they live in and

provides a crucial foundation in their further learning through supporting the learning that
takes place in all other subject areas.
 (ACSHE013) Science involves observing, asking questions about, and describing

changes in, objects and events.


 (ACSIS014) Pose and respond to questions about familiar objects and events.

 (ACSIS233) Engage in discussions about observations and represent ideas.


 (ACSIS012) Share observations and ideas.

THE ARTS
DRAMA
Drama is crucial in supporting the learning that occurs within other learning areas such as

English and HASS.


Students are introduced to the elements of voice and movement to create drama,

offering and accepting ideas as they improvise, using simple stories. This is evident when
students are asked to present findings or answer questions in front of their peers.

By experiencing drama as performers and audience members, engaging in both


spontaneous and structured play to communicate stories; students are able explore the

purpose of drama and use it more often in their daily learning.


It also helps student’s build their confidence, and speaking and listening skills within a

supportive play environment.

 (ACADRR030) Audience behaviour (being attentive, responding appropriately)


when viewing drama.

 (ACADRR030) Personal responses to drama they view and make.


 (ACADRM029) Performance of improvised drama that communicate ideas to an

audience.
 (ACADRM029) Performance skills (facing the audience) when sharing drama with

peers.
RELIGIOUS EDUCATION

My Family

As people experience belonging to a family they discover that families show love for each
other in many different ways. This may lead people to wonder what God, who created

families, is like. When people think about being part of a caring family and experience the
special love of a family, they realise that God, who created families, must love people very

much.
When we look at the way in which Jesus belonged to a family, and joined in family

activities, we learn that Jesus wants people to be part of a family in loving ways. Followers
of Jesus show love and care for members of their family. When people continue to try to

belong to a family in loving ways they are living as God wants.

Me and my Body
When people think of how amazing the different parts of their bodies are, and how many

exciting things they can enjoy and learn because of them, they may start to wonder about
God the Creator of their bodies. Many people come to realise and celebrate that, among

the different things that can be discovered about God the Creator of our bodies, one is
that God loves us. Followers of Jesus use their bodies to show love and kindness towards

others. When people continue to try to use their bodies, in loving ways as Jesus did, they
are living as God wants.

Special Me

As people discover that each person has their own name and is special in many different
ways, this may lead them to wonder what God, who created our specialness, is like. When

people think of how different each person is and how each person is gifted, in their own
way they realise that God who created our specialness must love them very much.

Followers of Jesus show others that they are special in many different ways. When people
continue to use their specialness in a loving way they are living, as God wants.

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