Prep 2009

ON THE FIRST DAY

Starting Date		Monday 2nd February 2009 For this week only, students will attend from 9:00am to 1:00pm
Requirements:		Lunch (lunchbox needs to be named on base and lid). Playlunch (wrapped separately)/ School bag (named). Smock (named). Library bag (named)
Please note:		All clothing should be named.
		Pupils are not allowed to wear thongs to school.
		In keeping with the school’s SunSmart Policy an-approved school hat should be kept at school at all times.
		Nametags are to be worn during the first week to help teachers and children identify one another.

THE FIRST FIVE WEEKS

The Prep children will be dismissed from their learning areas according to the following timetable:

Dates	Dismissal Times
Monday 2nd & Tuesday 3rd February                                                            Start 9.00am	1.00pm
From Thursday 5th February          Start 9.00am	3:30pm*
* Each day except Wednesdays in February and March, until the long weekend. This is part of the overall transition program for Prep students. (This will be explained further at the Prep 2009 information night later in the year).

Remember young children tire easily and parents should feel able to keep their child at home if they feel they are too tired to cope with school.

Parents are invited to bring their children to the classroom by 9:00am and either collect them at dismissal time or arrange for a responsible person to collect them during the first few weeks. Please advise the school if there is any alteration to the arrangements for picking up your child.

Although some children may become upset at saying goodbye, recovery is usually swift and the period of adjustment to school brief. Please do not hesitate to consult with the teacher if there appears to be a continuing problem.

THE PREP LEARNING ENVIRONMENT

At Marlborough we provide a welcoming, stimulating, enriching and comfortable environment where learning occurs naturally and students can develop and achieve success. Students come to school with well-established skills as thinkers and learners. Our teachers have a vital role to play in ensuring that the classroom provides a similar environment to that provided at home, where children first learn to develop valuable oral, social and physical skills.

Parents instinctively support their child’s learning from birth and their continued involvement and support is essential. At Marlborough we promote a strong partnership between school and home, as we believe it to be an essential aspect of enhances learning. Parents’ help and support at school and home are encouraged, highly valued and very much appreciated by the children and our staff. The Classroom Helpers' program is organised each year for Parents interested in helping in the classroom.

We are committed to ensuring that Marlborough is a safe and caring environment, one which nurtures mutual respect and trust, and consolidates co-operative working habits and attitudes. We celebrate student’s achievements together and acknowledge and enjoy the positive aspects of their personal development.

As learning is a developmental process, students are encouraged to develop in their own way and at their own rate. Our approach helps students to take some responsibility for their own learning. Their ideas and thoughts are valued and we focus on what students can do, rather than what they cannot do. Students are encouraged to be ‘risk takers’ with their immersion in a positive and trusting learning environment. Self-corrections are praised and self-evaluation encouraged. This approach provides opportunities to build on each child’s level of self-esteem and confidence.

The students are surrounded by language and are provided with an abundance of meaningful experiences and opportunities across all areas of the curriculum.

The learning process embraces the following principles:

•      Effective learning involves studens  making personal discoveries and achieving personal growth through a variety of direct and indirect experiences.
•     Learning is most effective when it occurs as an integrated whole rather than in a fragmented manner.
•     Learning is an active process and students need opportunities to explore materials, ideas and concepts before being introduced to formal activities.
•     Student’s self esteem and confidence play a vital role in what they achieve and they need adequate time to think about and develop their ideas.
•     Individual differences and interests of learners must be considered in the organisation and planning of programs.
•     A successful learning environment fosters many personal qualities to include open mindedness, creativity, curiosity, independence and self-awareness.

PARENT PARTICIPATION

We believe that the education of our students is a partnership between home and school. Parents have both a right and responsibility to participate in their child’s education.

An active and dedicated school community enhances the implementation of the school’s philosophy of developing each student. All parents are encouraged to participate in classroom programs as this ongoing support strengthens and enhances student learning.

Areas of Participation

Parents are encouraged to involve themselves in the Prep Year program on a casual or regular basis. Please discuss this with the Prep teachers. Parents are welcome to participate in a range of activities including:

•     School Council Committees   
•     Canteen Duty
•     Excursions and Camps   
•     Sporting Programs
•     Library Assistance   
•     Word Processing, Administrative Support
•     English and Maths Workshops   
•     Working Bees
•     Early Years Literacy and Numeracy Programs

Supporting Your Prep Child

Conscientious parents are always looking for ways to help their children do well at school. Here are some suggestions.

•     Help your children feel good about themselves and about learning. Recognise every effort. Try to praise rather than criticise.
•     Show books and read to your child from the earliest age. There is no better way to create a desire to read.
•     Give presents of simply written and well-illustrated books on a whole range of topics both fiction and non-fiction.
•     Encourage your child to write and draw regularly in a variety of ways – letters, cards, diaries, factual accounts, imaginative stories, etc.
•     Cultivate a sense of number, size, length, height, width, volume, area, weight and time in everyday life. Join with your child in estimating, counting, calculating and so on.
•     Take time to discuss everyday happenings. Encourage questions and show your child how answers can be found.

And most importantly…

•      Regularly give your child one of the most precious gifts you can – your time.