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By the end of Kindy children should be able to:
- Respond to a range of spoken, written and multimodal texts
- Be active listeners and be able to follow simple instructions and ask relevant questions
- Mix and communicate informally and purposefully as needed with peers, teachers and known adults
- Demonstrate an emerging awareness of how spoken language can be used for different purposes
- Deliver short presentations (i.e. news in class) using familiar and learned vocabulary.
- Reading, viewing and comprehension skills should be developing
- Interpret relevant information about what they have read – i.e. explain the characters, main events and key ideas in a text
- Reading with some fluency and accuracy, drawing support from concepts of print and their developing sound and letter knowledge
- Developing awareness of rhyme, letter patterns and sounds in written and spoken texts
- Create simple texts with basic grammar and punctuation
- Write most lower and upper case letters appropriately
- Count to 30 and represent numbers to 20 with objects, pictures, numerals and words
- Use concrete materials to model addition, subtraction, multiplication and division of simple numbers
- Use the language of money and recognise the coins and notes of the Australian monetary system
- Recognise, describe and continue repeating patterns of objects and drawings
- Identify length, area, volume, capacity and mass, and compare and arrange objects according to these attributes
- Manipulate, sort and represent two- and three-dimensional objects and describe them using everyday language, identifying circles, squares, triangles and rectangles.
- Connect events and the days of the week and explain the order and duration of events, telling the time on the hour.
Kindy Orientation day takes place in October. Each child who is enrolled to commence Kindy will receive an invitation to attend. Children have the opportunity to meet the teachers and students who will be in Kindy with them. Some simple testing is done to determine whether your child is school ready. If there are any concerns at this point, you will be contacted directly and asked to come in for a meeting.
Both Kindergarten classrooms often engage in similar activities at the same time. Some of these activities involve play based interactions such as free play or playing on the playground.
Another way that both classrooms interact are through joint class excursions. All excursions in Kindy include both Kindy classes. The classes typically go on an excursion in Term 2, 3 and 4. Swimming lessons occur in Term 1 and 4, and students from both classes are placed in small groups with an instructor.
Lastly, lunch and recess are the most social time at school and both Kindy classes have a common eating and play area that they share with the children in Year 1.
Your child will receive a formal report at the end of each semester. From Kindy to Year 4 they will also receive a portfolio at end of Term 1 and Term 3, which includes samples of their work for each subject.
If at any time, you are concerned about your child’s progress please email their teacher.
Teacher’s do regular assessment to ensure each child is achieving at expected levels, these include but are not limited to standardised tests and classroom observations. If there are any concerns the teacher will contact the parents and organise a meeting where concerns can be discussed and where the teachers may recommend further professional assistance that may be required. School based learning support may also be provided if deemed appropriate or necessary.
As the College is an active participant in the development of the whole child, reports also include feedback on the social skills and work habits of each child. These are reported as: consistently, usually, sometimes and rarely.
As well as the structured Reading program designed to help Kindy students learn to become confident, independent readers, all Kindy students are taken to library once a week by their teacher, where they can borrow a book to bring home. It is also encouraged that parents take their children to visit their local library on a regular basis and encourage a love of reading as this has a strong impact on learning throughout a child's life.
Technology is used as another tool for learning, providing the opportunity for students to investigate ideas, create solutions and present their learning.
With access to a computer lab and also iPads in the classroom, students in Junior School develop their skills in using technology, enabling them to learn both collaboratively and independently. This enhances the face to face learning that is so important as students develop habits of mind and thinking skills.
- Class newsletter from Kindy teacher once per fortnight
- College Newsletter once per fortnight
- College App updated regularly
- College Website/Parent Information updated regularly
Teachers are generally very busy at these times of the day. An email to determine a suitable time to meet is the best option.
All of our teachers are available via email. Their email addresses are published on our website to make it easy for you to access.
Parent/teacher meeting times are set for Terms 1 and 2 and 4. If you feel the need to meet your child’s teacher outside of these allocated times, this can be organised by emailing the teacher directly.
10 minutes a night. This includes reading or sight words, and simple Maths activities.
Parents don’t have to be involved, but there are opportunities for parents who are available to assist with Reading, excursions, sports activities or volunteering in the canteen.
- After school sport – tennis and soccer (private)
- Music lessons (private)
- Gateway Gifted and Talented program available from Kindy. (http://www.gateways.edu.au/)
The College does not provide an English Second Language (ESL) program or support. The College can refer you to a recommended private ESL tutor who can assist with this.
20 minutes at recess
40 minutes for their lunch break – some eating time some play time.
Through various developmental play activities students are able to develop their social and emotional skills that fall within the early stage 1 PDHPE and English curriculum.