Primary School (Yr F-6)



Foundation is an exciting time where the foundations for a positive attitude to learning and schooling are established. Our Foundation program has a focus on forming relationships, managing school routines and creating a love and passion for learning.
The first semester has a focus on ensuring that children feel safe and happy in the school environment.


Every Monday students enjoy Investigations where they playfully explore the topics, sounds and key ideas that will be introduced that week.

Wonderful Wednesdays in Terms 2-4, is a Literacy based morning where students deepen their love and understanding of literature and the world of books.


A Perceptual Motor Program aims to teach a child perceptions and understandings of him/herself and their world through movement and motor experiences. In simple language PMP is about developing our senses.
In everything we do, we look, listen and touch, then make a perceptual judgment which in turn dictates the way we react to what we’ve seen, heard and felt. When these perceptions are well developed, reactions will better match a given situation, which makes learning easier.
The PMP we run in Foundation aims to give the child experiences in seeing, hearing, touching, making perceptual judgments and reacting through carefully sequenced activities. Children enjoy themselves while they are learning. You can see this when they go running, hopping, skipping, jumping, balancing, crawling, climbing, throwing, catching, bowling, sliding and eye tracking. These are all pre literacy and numeracy activities. We provide experiences on a variety of common and specially designed equipment that helps them to learn while they are having fun.
The Perceptual Motor Program occurs in Semester 1 (Terms 1 and 2) on Tuesdays and every second Monday. Parents are invited to support and assist with this program.

Core Studies

Foundation units encourage wonder and joy at God’s world. A visit to Chesterfield Farm in the ‘Marvelous Materials’ unit is a highlight for children to see a working farm and to find out about products and produce. Children also have lots of opportunity at school to find out about the materials around them and where things come from.  
The Foundation students also take a visit to the local shops to reinforce learning about our community and the network of people who help us. They explore what a visit to a hospital might involve when the ‘Hospital in the School’ comes to visit, and have a special night with their parents celebrating family and relationships.


Numeracy in Foundation is hands-on and fun!
In line with children’s development, abstract mathematical thinking needs to be founded on many experiences with concrete materials.
Mathematics is much wider than just numbers. It encompasses shape, measurement, pattern, money and graphing, and requires concept development, problem solving and thinking skills such as sorting and classifying.
In order to develop skills, mathematical thinking and strategies, children in Foundation are involved in:

Investigative play using maths equipment for example, scales, water play for volume, money, things to count and sort, and puzzles

Exploring the environment - finding patterns in the yard and colours in the garden; finding 3D shapes in the classroom; measuring things and exploring volume with water play.

Singing and saying rhymes and oral counting - music and rhyme are powerful memory tools.

Skills practice for example, writing numbers on whiteboards, saying the number of things they are shown, saying the double sum when two identical dice are rolled.

Playing games requiring counting, adding, turn taking and problem solving such as ‘Guess the number’ with Numicon shapes hidden in a bag (my  shape has 3 holes on one side and 4 on the other. It must be an odd number and it is….”) 

Modelling numbers and addition, subtraction and division problems with concrete materials. 

Making up “number stories”  verbally and moving on to written problems.

Creatively interacting with mathematical concepts for example, conducting a science experiment to see which ice block melts fastest to assist with the development of vocabulary for temperature measurement; making a collage picture with various shapes; making a 3D shape mobile; making ‘double bugs’ which have the same number of dots on both wings.

Working co-operatively together - children sometimes work as a whole group, other times in small groups or with partners. Small groups allow teacher guided instruction at the children’s point of need.

Completing worksheets where they are valuable to apply, practise or display what has been learned.

Applying Numeracy learning to real life situations, for example, taking 10 cent pieces to the local shops to spend. Counting the proceeds of fundraising through our Core Studies topic.

We see young children as powerful learners who delight in the process of gaining knowledge and building on the wealth of learning they have already acquired since infancy in the home and in pre-school. We hold to the old saying:
I hear and I forget
I see and I remember
I do and I understand.


Year 6 students become buddies to the Foundation children. Every 2 or 3 weeks the children spend an hour together with their buddies, choosing to do one or two of a variety of activities. Lovely friendships are established between the older and younger students and it is delightful to see these relationships quietly and confidently growing. In Terms 1 and 2 Foundation students and their buddies meet more regularly than later in the year when our program is very busy, and the need is not so great.