Avondale Grammar School Through teamwork we will provide the keys for a successful and well-rounded education.
Thoughts at the bottom of a beanstalk Once upon a time there was a little boy named Jack who was about to climb his very first beanstalk. He had a fresh haircut and a brand-new book bag.
Even though his friends in the neighbourhood had climbed this same beanstalk almost every day last year, this was Jack's first day and he was a little nervous. So was his mother. Early in the morning she brought him to the foot of the beanstalk. She talked encouragingly to Jack about all the fun he would have that day and how nice his giant would be. She reassured him that she would be back to pick him up at the end of the day. For a moment they stood together, silently holding hands, gazing up at the beanstalk. To Jack it seemed much bigger than it had when his mother had pointed it out on the way to the store last week. His mother thought it looked big, too. Maybe she should have held Jack back a year...
Jack's mother straightened his shirt one last time, patted his shoulder and smiled down at him. She promised to stay and wave while he started climbing. Jack didn't say a word. He walked forward, grabbed a low-growing stem and slowly pulled himself up to the first leaf. He balanced there for a moment and then climbed more eagerly to the second leaf, then to the third and soon he had vanished into a high tangle of leaves and stems with never a backward glance at his mother.
She stood alone at the bottom of the beanstalk, gazing up at the spot where Jack had disappeared. There was no rustle, no movement, no sound to indicate that he was anywhere inside. "Sometimes," she thought, "it's harder to be the one who waves good-bye than it is to be the one who climbs the beanstalk." She wondered how Jack would do. Would he miss her? How would he behave? Did his giant understand that little boys sometimes acted silly when they felt unsure? She fought down an urge to spring up the stalk after Jack and maybe duck behind a bean to take a peek at how he was doing.
"I'd better not. What if he saw me?" She knew Jack was really old enough to handle this on his own. She reminded herself that, after all, this was thought to be an excellent beanstalk and that everyone said his giant was not only kind but had outstanding qualifications. "It's not so much that I'm worried about him," she thought, rubbing the back of her neck. "It's just that he's growing up and I'm going to miss him."
Jack's mother turned to leave. "Jack's going to have lots of bigger beanstalks to climb in his life," she told herself. "Today's the day he starts practicing for them... And today's the day I start practicing something too: cheering him on.”
Welcome To Kindergarten You are your child’s first teacher and therefore, we encourage your involvement in your child’s education. We hope to provide your child with a fun and positive introduction to the school setting.
Kindergarten refers specifically to the education program for children in the year prior to grade one.
Kindergarten, is an important component of Early Childhood Education.
Encourage your child to ask questions about going to school.
Encourage your child to try to do things on their own, such as dressing, washing their hands, going to the toilet, unwrapping their food, and opening their drink bottle.
Attend the transition-to-school program at school.
Pre-academic skills These skills are not a pre requisite to entering Kindergarten but may be an indication as to the readiness of your child academically. Please read the school readiness information for a more in-depth analysis of your child’s readiness for school.
How and what will my child learn? Your child will learn through a number of different mediums. This includes hands on activities, design and make activities as well as developmental play. The NSW Curriculum is followed, with the 6 core units being:
English – Jolly phonics, guided reading (PM readers).
Maths – hands on activities, using pictures and equipment to show understanding.
A full outline of what your child can experience in Kindergarten can be found at - http://k6.boardofstudies.nsw.edu.au/go/parents/parents-guide-to-the-nsw-primary-syllabuses/early-stage-1
Handwriting Students are taught the NSW Foundation font. We understand our students come from many different states within Australia and overseas, where the style of handwriting can be slightly different. Below is an example of what the font looks like.
What can I do to help prepare my child? Most children attend preschool in the year prior to starting Kindergarten and are already quite well adjusted to routines and school life. Ensure your child is able to manage unwrapping their school snack and lunch each day. Label EVERY item of clothing your child will bring to school. It may go missing, but if it has a name there is a good chance it will arrive back at its original owner.
Have your child attend the next step transition program that will be offered at the School.
• Build a positive feeling about going to this ‘new place’ by talking with your child about the interesting experiences school will offer - new friends, games, painting, new equipment to play on. Answer your child’s questions fully. • Talk to your child about what is likely to happen during the day. • Get to know the way to and from school. Go past the school regularly. Visit the playground. • Prepare the uniform and any equipment that may be needed. • Make sure that your child can manage their belongings.
Have a trial run at getting your child ready by a certain time in the morning.
• Talk about drink and snack time. Perhaps prepare and pack it together. • Arrive in plenty of time. The school bell rings at 8:30am. It is important that your child is at school on time, this will help alleviate any anxieties they may have as well as allowing them to get into a routine. The school day finishes at 3pm, this is when your child will either be walked over to you or over to the school bus.
Your child will have a ‘message book’ which is a wonderful tool for communicating with your child’s classroom teacher. You are encouraged to not rely on this as the main form of communication. It is important to maintain ‘face to face’ contact with the teacher. If your child is going to be away from school or has been away, it is important that you notify the school office. You will also need to write a note to your child's teacher upon their return. The note should contain the following information;
Your child should give the note to their teacher when they return
Independence It is important that you allow your child to become even more independent within the school setting then they may be used to. Allow your child to carry their own school bag and place it on a hook themselves. This also makes it easier when they go to their bag at recess as they usually remember where they placed it. Encourage your child to go to their school bag each afternoon and search for any notes that were sent home that day or even home readers and home work. It is important that they start to become independent in these areas.
You are still your child's teacher You were your child’s first teacher and your child will continue to learn from you. Your child will need you to support them, to value education, to keep interested in their work and to praise their efforts.
We look forward to sharing your child’s educational journey with you. Please do not hesitate to contact the following people for more information; Mr Martin Tait – Head of Preparatory School email@example.com Ms Louise Hand – Deputy Head firstname.lastname@example.org Miss Kim Vernon – Curriculum Coordinator email@example.com Enrolments – Sarah Bowler and Catherine firstname.lastname@example.org Front office email@example.com