Morning Routines

Before school, the doors will be opened at approximately 8:45am. Please ensure students are on time to unpack their bags and change their reading books. Some children become very embarrassed if they are late.

While they are waiting on the decking, the children are expected to wait quietly and only walk, to ensure that everyone is kept safe. The children are unsupervised up until 8:45am. On Tuesday and Wednesday mornings literacy and staff meetings are held in classrooms and these often conclude between 8:30 and 8:45am.


After School

The children will be brought up to the sail area for you to collect them. This area is also a quiet, walking area, where the children are expected to wait in a quiet manner until their parents arrive. Sometimes, younger students can become quite distressed if they cannot find you there. If you are having difficulty collecting your child on time, please phone and leave a message at the office.

All toddlers must be supervised after school and are not permitted on the playground equipment or in the sandpit, without adult supervision.


Rainy Days

If it is raining at the end of the day, we will keep the children in the classrooms for you to collect. The children may be collected any time from 3pm on rainy days. This earlier time allows for less car park congestion.



Please don’t be alarmed if some of your child’s lunch comes back home uneaten. We encourage students to eat as much as they can during eating time and they are also encouraged to take remaining food up to the sails area to finish. We ask students to take home anything they are unable to finish.



Canteen Day is on Mondays. Snack time orders should be placed in an envelope labelled with the child’s name and what they are buying and placed in the small bucket. Lunch orders are placed in the big bucket in a labelled brown bag. Please remind your child if they have a lunch order!



Please ensure all items are labelled – even shoes and socks!
Boys are to have their shirts tucked in.
Extremes in hair colour are not permitted.
Nail polish must be removed.
Girls with shoulder length hair or longer must have it tied back.
Hair accessories must be blue or maroon.
Girls are permitted to wear only small sleepers or studs. No other jewellery is allowed.



Please send along a note to explain when your child is not in the correct uniform or has been absent from school.

If you arrive late to school or need to collect your child early, you must get a late or early leave pass from the office.

Class newsletters will be distributed weekly. School newsletters are also distributed weekly.

Please bring all notes and office correspondence to the classroom, rather than to the office, so we can mark them off our lists.


At Home

Younger students become extremely tired. It is helpful to maintain routines as much as possible. Encourage early nights and plenty of breakfast. We often discuss these at school also, to assist you.

Don’t be concerned if student’s do not volunteer a lot of information about their day, they still will have worked hard. A lot of our learning is in groups and uses lots of talking, not necessarily written.

Allow and encourage your child to pack and unpack their own back, carry their bag to and from school themselves and to place notices, readers, lunch orders and other school related items in appropriate places themselves. This encourages your child to be organised and responsible.


The Victorian Essential Learning Standards

The Victorian Essential Learning Standards, also known as VELS, describe what is essential for all students to achieve from Prep to Year 10 in all Victorian schools.

The standards have three interwoven purposes to equip students with capacities to;

  • Manage themselves and their relationships with others
  • Understand the world
  • Function effectively in their world, preparing them for success in education, work and life.

In Level One (Prep) the following curriculum areas are covered:

English – Reading, Writing, Speaking and Listening
The Arts – Creating and Making
Interpersonal Development – The way they interact with others
Health and Physical Education – Movement and Physical Activity
LOTE – Italian
Information and Communication Technology – Multimedia, Computers and More

In 2013 The National Curriculum will come into full effect.
The National Curriculum is primarily based on what is also contained in VELS.


Religious Education

The Religious Education program follows the ‘To Know, Worship and Love’ texts as well as Exemplar Units set out by the Catholic Education Office. These are used in all Catholic schools in the Archdiocese of Melbourne. Our program incorporates significant events and celebrations in the church and throughout the school year to provide a sequential and meaningful program for our students.

The three strands in Religious Education are:

  • Knowledge and Understanding – What students will learn about
  • Reasoning and Responding – What students will learn to do with their understandings
  • Personal and Communal Engagement – What students will undertake in response to their learning

Our students learn the Sign of the Cross and classroom prayer routines are established which include both formal and spontaneous prayer.



The following three areas will be addressed:

  • Reading
  • Writing
  • Speaking and Listening

The children will be involved in a two hour literacy block from 9am through to 11am, usually containing one hour of reading and one hour of writing (and plenty of speaking and listening included!). Please support us by having your child ready to start their learning before 8:55 each morning.

Each hour of the reading block usually follows the following format:

Whole – Class Focus

Reading usually begins with a whole class focus based on the Shared Reading Strategy. This can consist of books, songs, poems, charts and chants. Writing usually begins with Modelled or Shared writing.

Both whole class reading and writing focus times will include specific learning and teaching foci; such as print directionality, phonics, comprehension and visual information. This is a teacher directed time.

Small – Group Teaching and Small Group Work

This section of the reading or writing workshop focuses explicit teaching of a small group of children.

During the reading workshop the teacher works with a small group of students using language experience and guided reading strategies, while the remainder of the class work in learning centres to improve on and practise reading skills.

During the writing workshop, the teacher works with students using language experience, interactive writing and guided writing whilst the remainder of the students work on independent writing and other activities which improve students’ understandings of grammar and spelling.

Small-Group time is a time for students to take responsibility for a large section of their learning time.

Whole – Class Focus; Sharing.

During this time, teachers encourage the development of students oral language. This is a teacher-directed time which concludes the formal reading and writing sessions for the day.

Reading books will be sent home each night, beginning in term two. Students are expected to read Monday to Friday. Please sign their reading log each night. Their log will also contain sight words and phonics to be revised each night. Until term two, class made books will be sent home which contain valuable sight words.

All students are encouraged to change their own book each morning. They can look through them carefully and read the blurb. This assists them in becoming independent and responsible for their own learning. Keep reading time pleasurable! Some books your child may choose will be long and take several nights to read. Your child’s reading level is determined by on-going, detailed assessment by the classroom teacher. They will get books that can be easily and confidently read at home.

We learn to read at school, but we establish the love for reading at home.

Our basic writing focus is to encourage students to enjoy expressing their ideas and thoughts. At times, work may come home with a spelling or punctuation error. This will occur when the focus is on another aspect of the writing process. Love and encourage all their efforts!

Handwriting is another skill which is developed. However, when the child is writing creatively, handwriting is of lesser importance. There are many activities which will assist in improving handwriting, including cutting, tracing, tearing, play dough, threading, lacing, fine motor games, drawing and colouring. These fun activities are vital to a young child’s learning!



This semester we will be exploring and learning about a variety of mathematical concepts and ideas, including:

  • Counting and number activities
  • Rhymes and finger plays
  • Number names in sequence
  • Writing of numerals
  • Visual discrimination activities
  • Pattern
  • Shapes
  • One-to-one correspondence
  • Acquiring mathematical vocabulary
  • Graphing activities
  • Sorting and classifying
  • Ordinal number
  • Language of location

A wide range of tools will be used to consolidate learning and assist in the understanding of concepts, such as games, calculators and concrete materials. Where possible, we base learning on real life experiences. It is important that building blocks are in place, so the children gain an understanding of relationships between mathematical concepts. This enables the child to confidently use their understandings in new situations.



The Perceptual Motor Program will run in term two. We will require parent helpers to assist with the program. A parent training session will be held early in term two which runs for about 45 minutes. PMP will be on Friday afternoons between 2:00-3:30pm.