Koru Foundational Learning
Programme
A specialised learning
programme for new entrants
Purpose
 To provide a specialised transition to school programme that
embeds the foundational learning necessary for future
success; our transition programme enables us to deliver the
highest quality new entrant education we possibly can – we
are absolutely committed to ensuring that all students
experience the best possible start at school – regardless of
whether they start in term 1 or term 4.
 To personalise learning and meet the educational and social
needs of all students.
 To ensure a consistent and equitable programme for all new
entrants at school.
Building on from Kindy to Koru
The Kindy to Koru programme was put in place to ensure a smooth
transition to school.
Our transition to school programme has been developed through
observation of students, parental concerns and research of best
practices in early childhood education.
The success of Kindy to Koru has enabled the implementation of
‘phase two’ – the foundational learning programme. This programme
is also based on research, observation of students and analyses of
data over the previous three years.
Due to the increasing number of five year olds entering Beachlands
School – we are absolutely committed to ensuring that every single
student who enters Beachlands receives the best possible start to
school – regardless of when they start.
Research: Key features of successful
transition to school
 Links between ECE and School
 Effective communication between home and school.
 Fostering children’s relationships and friendships
and creating an environment rich in opportunities
for children to build relationships and make friends.
 On-going teacher professional development –
recognising the specialised nature of this area.
 Effective assessment practices that recognise the
skills and knowledge that students bring to school
and what their next steps are.
The Structure
Kindy to Koru
Programme
Koru
Foundational
Learning
Room 1
Koru
Year 1 – Rooms
2, 3
All children who start Beachlands School will start school in
room 1 with an experienced Beachlands School new entrant
teacher to learn the foundational learning skills.
After
approximately 10 weeks (depending on individual student
needs), children will then be supported to transition to a new
classroom. The new teacher will have spent several weeks in
room 1 building relationships with children and getting to know
parents to ensure the transition is as smooth as possible.
Benefits
Consistent first learning experiences for all new
entrants throughout the year.
Early identification of learning needs.
Accelerated learning for more able students:
opportunity to transition to year 1 class as soon as
foundational benchmarks are met.
Opportunities to consolidate and build further
foundational learning skills for students who require it.
Emotional safety and increased self-esteem when
transitioning to year 1 or year 2.
The Foundational Learning Skills Becoming a Beachlands Learner –
Contributor
 Friendship: How to make friends and care
about others.
 Encouragement: Of ourselves and others.
 Respect: Ourselves and others, our school,
and our community.
 Nurture: Ourselves, others and our
environment.
Life Long Learner:
 Preparing for learning: eye-tracking, gross and fine
motor skills, memory spaces and balance.
 Literacy – Foundational literacy skills (alphabet sound
and names, letter formation and visuals/action, word
bank, oral competency, listening/speaking skills) – we
are all readers and writers – what we say we can write
and what we write we can read.
 Mathematics: Exploring and understanding numbers
colours, shapes and patterns in our world.
 Thinking about how we learn and being proud of our
progress.
Communicator
 Learning to listen to and follow an instruction
 Able to make friends
 Speak clearly and with correct pronunciation.
 Convey thoughts and ideas clearly.
 Share ideas with the teacher, peers and within a
group.
 Listen respectfully when others are speaking
 Look at the person speaking
 Sit still and listen to a story.
Leader
 Taking turns – talking, playing games and
with equipment.
 Raising hand and waiting before speaking
 Being aware of own personal space and
that of others.
 Willing and able to work within a variety of
people.