Wunan PaCE Playgroup Resource Kit Belong an Be...

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Wunan PaCE Playgroup Resource Kit

Belong Be

Become

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Thank you from all of us.

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Belong Be Become in playgroups

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Contents

PaCE Introduction 6

PaCE How to use this handbook 7

PaCE Outcomes of PaCE 8

Creating a space for a play session. 9

Themes 10

Library bags. 12

T-shirt painting 14

Play dough Time 16

Paint Making 18

Water Paint 20

Bubble Fun 22

Potato Families 24

Shaving Cream Designs 26

Goopy Madness 28

Place Mats 30

Edicol Painting 32

5

Butterfly masks 34

Face painting 36

Family Tree 38

Sparkle crowns 40

Photo frames 42

NAIDOC banner 44

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PaCE Introduction Welcome to PaCE!

This handbook has been developed to assist in the rollout of the PaCE Program throughout the East Kimberley.

In it you will find useful information, activity suggestions and engagement strategies designed to empower

parents in our communities to become more involved in their child’s education.

An introduction: what is PaCE?

Parent and Community Engagement is a program initiated by the Australian Government: Department of

Education, Employment and Workplace Relations (DEEWR) as part of a broader goal to close the gap that

currently exists between the education outcomes of Indigenous Australian and other Australians.

Why do we need PaCE?

Research has shown that a high level of parental and community involvement in Indigenous education is

strongly related to improved student outcomes.

According to The Ministerial Council for Education, Early Childhood Development and Youth Affairs

(MCEECDYA), involving the family and community in Indigenous education is vital if there is to be a significant

shift towards equality of educational outcomes, and the development of genuine partnerships between schools

and Indigenous communities ‘remains the primary platform to productive, stimulating and responsive highly

effective schools servicing Indigenous students’.

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The PaCE project in the East Kimberly (EK) aims to enhance the capacity of EK Indigenous parents and carers

of children up to 18 years of age to actively participate in their children’s education and broader development

(including early childhood learning), through informal relationship building, community engagement and a series

of activities and workshops (see next section, How to use this handbook).

PaCE How to use this handbook Engaging community

This handbook has been developed to generate some ideas on the type of activities you can do in order to get

the parents in your community thinking about, understanding and getting involved in their child’s education.

However, as we all know, every community is unique!

Any activity that is run should be done in consultation with community members, and adapted to suit their needs.

Understanding what the parents in your community want and need is crucial making sustainable changes….

So, be creative, involve your community and don’t be constrained by what you find in this handbook.

We have left some planning pages throughout the book to jot down ideas and to write down suggestions from

community members.

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PaCE Outcomes of PaCE The book has been designed to be used by both PaCE project staff and other service providers to engage

parents and carers in the community and to deliver activities aligned with the outcomes of the project. These

outcomes are:

I. An increase in parent/family participation in school activities and events II. An increase in children’s homework completion III. An increase in parent/ family involvement in governance and direction IV. An increase in children’s school attendance V. An increase in parent/family understanding of educational curriculum, achievement and reporting VI. An increase in children’s educational outcomes. VII. An increase in children’s school attendance

Strategies

Participation in their children’s education within the school. Support children’s learning at home. Involvement in school governance and direction. Children’s attendance at school.

Understanding the education curriculum and reporting. Understanding the education system. Underpinning parental skills and techniques. Ability to influence the educational outcome of their children. Confirmation of the importance of cultural background to their children’s education

future.

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Creating a space for a play session. A safe space – choose somewhere open and inviting. Can you do it in a park, a local early learning

centre or at someone’s house? Tables & chairs, or some plastic tarpaulin to put on the ground Catering – provide some healthy food and drinks Camera to take photos of all the fun. Paper and pen to write down how the session went and what parents said to you. Discussion point: talk with parents about the needs of their child and help them celebrate their child’s

achievement.

Children need to feel safe and secure.

Behaviour of adults has to support the child’s learning. The children are learning through play, adults need to join in to celebrate with the child.

Invite other services in to meet with parents once or twice a school term, ask them to provide information to

help the family develop stronger parenting skills and help get the children ready for school.

School Principals or deputy Principals

The local librarian

Health workers, Child Health Nurse, Occupational Therapists, Speech Pathologist, Physiotherapists, Dentists,

Local Language Centre Workers.

Also plan, with parents, outings as a group where every parent is responsible for their child/ren. The local swimming pool, picnic park, community playground, library and the Kindergarten classroom are a few ideas.

Call and arrange the date, time and costs involved. Discuss travel and food arrangements with the parents.

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Themes There are four themes, one for each school term.

1. Culture and Play

2. Parent Checklist

3. Reach for the stars (getting ready for school)

4. School meetings.

Activities could be conducted with:

One to one

Small family groups

A playgroup setting

The aim is to support the parent and family as needed.

A flyer is part of each theme and can be used by the PaCE worker to lead discussions and can be given to the

parents to reinforce the theme.

Theme One: Play and Culture

Some of the key messages for this theme are:

Education and learning begins at home, including learning about culture Each Indigenous culture is unique just as each child is unique School does not replace culture: both play an important role and can co-exist

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Theme two: Parent Checklist


Getting to know the school. Supporting your child at school. How to get involved at school.

Theme 3: Reach for the stars (getting ready for school)


The parent/family is the child’s first teacher. What your child needs to be ready for school. Talking to your child about school.

Theme 4: School meetings.


Who can help you and your child at school? Attending school meetings. How to get the most out of school.

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Library bags.

Library bags represent formal education and reading skills, painting reflects culture. The parents can paint

something that is important to them, and give the library bags to their child.

Things you’ll need

Acrylic paint & paint brushes Calico library bags Alfoil to go inside the calico bag while painting Catering –provide some healthy food and drinks for

all

EYLF Outcome: Children have a strong sense of identity.

PaCE Outcome: An increase in children’s homework

completion

Discussion point: talk with parents about the need for their

child to have a strong sense of who they are. Read with

your child everyday.

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Planning Sheet

acrylic paint paint brushes calico library bags alfoil Healthy food and drinks

Record

Names and numbers

Comments and parent responses (1-2)

How to improve.

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T-shirt painting Parents can paint T shirts for their child to wear to the playgroup, allowing the children develop a sense of

belonging to a group outside of their immediate family. This allows the child to see their parent being actively

involved in the group. Parent, as a group, may decide on one stencil or pattern or may decide to do own

designs.


Kid’s t-shirts, all different sizes Fabric paint and brushes Stencils (if needed) Catering –provide some healthy food and drinks for

all

EYLF Outcome: Children have a strong sense of

identity.

PaCE Outcome: An increase in parent/family

participation in school activities and events

Discussion point: The best way to help our children feel a

sense of belonging in school is for their parents to be part

of the school. Parents need to talk to the teacher and the

AIEO’s/ ATA’s and tell them about their child.

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Planning Sheet

kid’s t-shirts, all different sizes fabric paint and brushes stencils Healthy food and drinks

Record

Names and numbers


How to improve.

16

Play dough Time Making play dough is a good opportunity for the parent and child to talk, learn and play in a supportive

environment. The parent is learning a new skill that can be used at school, in the Early Childhood Classrooms

(K-3) during parent help days.


Mixing Bowl, measuring cup, spoons and plastic bags (zip lock) Ingredients: 2 cups of plain flour, 1 cup of salt, 1 tablespoon of oil, food colouring and 1 cup of water. Mix all ingredients in a bowl until combined then knead. Then begin talking and playing with your child. Take home play dough in zip lock bag. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children are confident and involved

learners.

PaCE Outcome: An increase in parent/family participation

in school activities and events

Discussion point: Encourage the parents to keep doing the

activity at home; their child will thrive on the attention they have

given them. Always discuss how it is made, count the

measurements, decide on what colour to make it and why.

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Planning Sheet

mixing bowl measuring cup spoons plastic bags (zip lock) plain flour salt oil food colouring water Healthy food and drinks

Record

Names and numbers


How to improve.

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Paint Making Making paint is a good opportunity for the parent and child to talk, learn and play in a supportive environment. It

is also a skill which the parent can use at school, in the classroom.


Mixing Bowl, measuring cup, spoons, eggs whisk, saucepan and paper Ingredients: Flour, salt, water, kettle and food colouring 1. Place your flour and water in a saucepan. Beat with an egg whisk until smooth. The cold water will

allow all the lumps of flour to be worked out to give you a smooth consistency. 2. Add the hot water and boil on the stove until your paint thickens. 3. Whisk again until smooth 4. Add drops of food colouring until you get the desired shade. Begin painting and talking with your child. Take home and display. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children have a strong sense of wellbeing.

PaCE Outcome: An increase in parent/family participation in school

activities and events

Discussion point: This activity takes a backseat to knowing how to make ochre paint. Encourage

the parents who know ochre painting to talk about their knowledge. Discuss as a group and record.

Ochre painting is a skill that you can do in your child’s class especially during NAIDOC week. Talk to the

teacher and AIEO/ATA and let them know what you can do.

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Planning Sheet

mixing bowl measuring cup spoons eggs whisk saucepan and paper plain flour plastic bags (zip lock) Kettle salt water food colouring Healthy food and drinks

Record

Names and numbers


How to improve.

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Water Paint Making paint is a good opportunity for the parent and child to talk, learn and play in a supportive environment.

The parent is learning a new skill to encourage their child to discover, create and imagine. It is also a skill which

the parent can use at school, in the Early Childhood Classrooms (K-3) during parent help days.


Mixing bowl, paint brushes and paper. Ingredients: water and food colouring Simply mix drops of food colouring in a cup of water until you get the desired colour and consistency.

This will give the kids a water paint effect Begin painting and talking with your child. What are they painting

and why? Take home and display. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children have a strong sense of identity

PaCE Outcome: An increase in children’s attendance

Discussion point: Encourage the parents to talk to their child about what

they are painting, listen to the story in the picture and ask questions.

Display the painting for others to see, be proud of their child’s work.

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Planning Sheet

mixing bowl paint brushes measuring cups paper water food colouring Healthy food and drinks

Record

Names and numbers


How to improve.

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Bubble Fun Bubble fun is play based learning and is a good way for children to learn to organise and make sense of their

feelings. The parent is learning a new skill to encourage their child to discover, create and imagine. It is also a

skill which the parent can use at school, in the Early Childhood Classrooms (K-3) during parent help days


Bowls, straws and paper Ingredients: Bubble mix and food coloring Mix bubble mix and food coloring in a bowl. Show your child how to blow bubbles in the bowl. Place paper over the bubbles for a print. Keep talking and playing with your child. Take home work and display. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children are confident and involved learners

PaCE Outcome: An increase children’s attendance

Discussion point: Being in the classroom helps the child’s self

confidence; it helps them feel proud to be who they are. Other children will

also like having you in the class.

Talk to the teacher and AIEO/ATA and let them know what you can do.

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Planning Sheet

mixing bowl straws bubble mix paper water food colouring Healthy food and drinks

Record

Names and numbers


How to improve.

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Potato Families Potato Family is intentional teaching; the children have been directed to do an activity with a desired outcome in

mind. It is still a fun and the child still has control over some decisions, it should still involve talking and listening.

At school children will be expected to do similar types of activities. By allowing and encouraging the child to do

these types of activities within a playgroup, with a parent nearby, will help the child transition into the classroom.


Paper, potatoes, knife (be careful), paints, plates and black texta Adult: Cut the potatoes in half (the cut face needs to be even). Place paint on plates with cut potatoes. Each child makes potato prints to represent each person in their family, eg Mum, Dad, Nan, brother,

sister etc. It is important to discuss this with your child. When finished allow prints to dry. When all the prints are dry, discuss with your child the family members and draw faces (you or the

child).You could encourage discussion “We love Nan because...” What language names do you have for family?

Take home and display. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children are effective communicators.

PaCE Outcome: An increase in children’s educational outcomes.

Discussion point:: Encourage the parents to discuss family and culture with their child. Who are

the people in the family; add traditional language names for family members. A strong family will give

them a chance for a better education Display the painting for others to see.

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Planning Sheet paper potatoes Knife paint plate black texta Healthy food and drinks

Record

Names and numbers


How to improve.

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Shaving Cream Designs Shaving cream designs is play based learning and is a good way for children to learn to organise and make

sense of their feelings


Foam shaving cream, food colouring, aluminium foil and paper. 1 Adult: Give each child a sizable sheet of foil or make a huge long one and give each child a section. Be sure the kids are past the stage of putting things in their mouth as this is not as tasty as it looks 2. Place a large dollop of the shaving cream in the centre of the child’s foil. 3. Let the child choose colours from food colouring. Encourage mixing and combinations of several colours, it’s fun! Talk about and discuss the colours. 4. Now they can play to their hearts content. 5. When done, allow to dry and then place paper over for a print.

Take home and display. Catering – provide some healthy food and drinks for all EYLF Outcome: Children are confident and involved learners

PaCE Outcome: An increase in parent/family participation in

school activities and events

Discussion point: Encourage the parents to join in, feel the cream and

talk to their child about what they are doing, who do they feel? Is it

fun? What do the prints look like? A strong sense of who they are

gives them a chance for a better education

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Planning Sheet

foam shaving cream food colouring aluminium foil paper Healthy food and drinks

Record

Names and numbers


How to improve.

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Goopy Madness Goopy madness is play based learning and is a good way for children to learn to organise and make sense of

their feelings


Mixing bowls, large containers, cups, spoons, cornflour and plastic bags (zip lock) Slowly add 1 cup of cold water to 2 cups of cornflour in a bowl. Stir until the water is absorbed by the cornflour. Add food colouring if desired. Play with goop in large containers with spoons, cups, hands, sticks, etc. Remember roll up the sleeves

and talk with your child about how it feels, have fun! Take home goop in zip lock bag. Catering – provide some healthy food and drinks

for all EYLF Outcome: Children are confident and involved learners

PaCE Outcome: An increase in parent/family

understanding of educational curriculum,

achievement and reporting.

Discussion point: Encourage the parents to help their

child make the goop, talk the method through including

measurements and colours. Relate this activity to maths

and science which are part of the curriculum.

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Planning Sheet

mixing bowls cornflour cups and spoons water food colouring plastic bags (zip lock) Healthy food and drinks

Record

Names and numbers


How to improve.

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Place Mats Place mat making is intentional teaching; the children have been directed to do an activity with a desired

outcome in mind. It is still a fun and child still has control over some decisions, it should still involve talking and

listening.




Paper, cardboard, pencils, crayons, paint, textas, photo of each child and laminator with pouches.

Help your child design a piece of paper. Write their name large enough for them to write over, does your

child have bush name too? Encourage discussion of this name too.

Include their photo when finished. Adult: laminate the paper onto cardboard. Take home to encourage your child in writing their name. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children have a strong sense of wellbeing

PaCE Outcome: An increase in children’s homework completion.

Discussion point: Encourage the parents to discuss with their child what they are drawing and why? Ask the

parents to share with the child how they got their name and why. Does their child have a bush name?

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Planning Sheet paper pencils crayons paint textas photo of each child Healthy food and drinks

Record

Names and numbers


How to improve.

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Edicol Painting Edicol painting is intentional teaching; the children have been directed to do an activity with a desired outcome in

mind. It is still a fun and child still has control over some decisions, it should still involve talking and listening.




Paper, crayons, edicol paint (or food colouring watered down) and paint brushes Encourage your child to draw a picture using crayons only, talk with your child and discuss some fun

activities you have done recently for example going camping? Fishing? Visiting family? Discuss with your child what they remember.

Encourage your child to write their name, or you can help. When finished paint over the picture with the edicol paint. Take home and display. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children are effective communicators.

PaCE Outcome: An increase children’s attendance.

Discussion point: Discuss how these types of activities are what are

done at school with your child. It is important to encourage your child to

go everyday to school and have fun.

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Planning Sheet

paper edicol paint (or food colouring watered down) paint brushes crayons Healthy food and drinks

Record

Names and numbers


How to improve.

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Butterfly masks Butterfly mask making is intentional teaching; the children have been directed to do an activity with a desired

outcome in mind. It is still a fun and child still has control over some decisions, it should still involve talking and

listening.




Cardboard pre-cut into a butterfly shape, glitter, glue, scissors, crayons, hole puncher and thin elastic, After reading a butterfly story or listening to a butterfly from a parent encourage the mask making. Encourage your child to decorate and design their butterfly mask. Discuss the story which part was their

favourite? Leave to dry while your child plays. When dry punch the holes for the mask with your child and

measure the elastic to fit your child. Take home. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children have a strong sense of well being

PaCE Outcome: an increase in parent/family participation in

school activities and events.

Discussion point: Discuss how classrooms often do fun craft activities

and parents are always welcome to help.

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Planning Sheet cardboard pre-cut into a butterfly shape glue glitter scissors crayons hole punch thin elastic Healthy food and drinks

Record

Names and numbers


How to improve.

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Face painting Face painting is play based learning and is a good way for children to talk with their parent, make decisions,

organise and make sense of their feelings.


Books or printed sheets with easy face painting designs Face painting set including face paint, brushes and sponges Encourage your child to decide on a face painting design. Follow the instructions and enjoy the process. If the design does not work, discuss the disappointment with the child and work on a solution. Catering – provide some healthy food and drinks for all

EYLF Outcome: Children are effective

communicators.

PaCE Outcome: An increase in

children’s school attendance.

Discussion point: Making time everyday to talk

with your child is important. Find out what was

fun at school and not so fun, discuss why. Talk to

your teacher or AEIO/ATA if you are not happy.

School should be happy and safe.

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Planning Sheet

books or printed sheets with easy face painting designs face painting set, including face paint brushes sponges Healthy food and drinks

Record

Names and numbers


How to improve.

38

Family Tree The Family tree activity is a parent oriented activity however it should still involve talking and listening between

parent and child


Canvas for each family, lead pencil, erasers, Vaseline, plastic cups, cling wrap, acrylic paint (unless ochre is available), brushes and a picture to use as inspiration.

Discuss with your child all the family members and who is going to be on the picture. Sketch a tree outline on the canvas and paint. Cover your child/rens hand with Vaseline and then acrylic paint

carefully place their hand to leave a print on the canvas. The handprints of each member of the family will be the leaves of the family tree. Leave space for family members not present.

When finished leave to dry. Take home with some acrylic paint in a cup to complete at home, or

ask other family members to attend the next session. Catering – provide some healthy food and drinks for all

EYLF Outcome: children are connected to and contribute to their

world


Discussion Point: When children are secure in their family group they

are more ready for school.

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Planning Sheet

canvas for each family. □ vaseline lead pencil, , □ plastic cups and cling wrap erasers □ acrylic paint (unless ochre is available brushes □ Healthy food and drinks

Record

Names and numbers


How to improve.

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Sparkle crowns A sparkle crown is intentional teaching; the children have been directed to do an activity with a desired outcome

in mind. It is still a fun and child still has control over some decisions, it should still involve talking and listening.




Thick paper, crayons, glitter, glue, scissors and a stapler Cut the paper in a zigzag pattern through the middle section of the paper (older children may like to try

this themselves). Staple the two halves to make a long piece of paper with one side flat,

the other zigzag. Encourage your child to decorate the paper, discuss the process with

the child. Leave to dry while your child plays. Fit the paper around your childs head circumference and staple to

suit. Catering – provide some healthy food and drinks for all EYLF Outcome: Children have a strong sense of well being

PaCE Outcome: An increase in children’s school attendance.

Discussion Point: talk with your child about their day at school and find

out what they liked best? And who they played with? This will

encourage the child to keep attending school.

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Planning Sheet thick paper, □ scissors crayons, glitter, □ stapler glue, □ Healthy food and drinks

Record

Names and numbers


How to improve.

42

Photo frames Photo frames activity is a parent oriented activity however it should still involve talking and listening between

parent and child.


Photo frames for parents to paint, acrylic paint, brushes, craft items, craft glue, spray vanish and photos of the parent, child or family.

Remove glass from the photo frame and start painting, add a design or pattern. Discuss the process with your child.

Leave to dry When dry spray with varnish to protect the paint work. Leave to dry. Place glass and photo into the frame. Take home and display. Catering – provide some healthy food and drinks for all

EYLF Outcome: children have a strong sense of identity


Discussion Point: a happy and secure family gives our children a better

chance of a good education.

43

Planning Sheet

photo frames for parents to paint acrylic paint and brushes craft items □ photos of the parent, child or family craft glue, □ Healthy food and drinks

Record

Names and numbers


How to improve.

44

NAIDOC banner Making a NAIDOC banner is a parent oriented activity however it should still involve talking and listening

between parent and child.


Calico sheets cut into pillowcase size and shape, fabric crayons, current NAIDOC theme banner and information, thin rope and a sewing machine.

Discuss NAIDOC with each other as parents and why it is important to celebrate in the community and the schools.

Design your own section on calico using the fabric crayons, leaving a 5 cm gap at the top of the material.. Encourage your child to ask questions about what you are doing and why. When everyone has completed their sections, sew together with the sewing machine or by hand. Fold the top over and sew, thread the thin rope through. Display the banner during NAIDOC week, at the play group, school,

and library or NAIDOC community event. Suggest doing at school as a group. Catering – provide some healthy food and drinks for all EYLF Outcome: Children are connected with and contribute to

their world.

PaCE Outcome: An increase in parent/family involvement in

governance and direction.

Discussion Point: where to display the banner, at school is always a good

option. To highlight to students, teachers, other staff and parents the

importance of Aboriginal culture.

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Planning Sheet calico sheets cut into pillowcase size and shape, fabric crayons, current NAIDOC theme banner and information, thin rope sewing machine. Healthy food and drinks

Record

Names and numbers


How to improve.

46

Acknowledgements

Acknowledgements

The Steering Committee

Photos taken by PaCE team

St Joseph’s Primary School

Pindan Early Learning Centre

Kununurra District High School

Save the Children

DCP Parenting Program

OVAHS

Halls Creek Children and Family Centre

Halls Creek District High School

Culture arises and unfolds in and as play.

Johan Huizinga

Dutch historian

1872–1945

Culture and Play

Play teaches our children about

our culture.

What can be bad for children

learning at home?

1.

2.

3.

4.

5.

Children are born learners.

PLAY

is a child’s work.

PaCE

Linking home to school

How can we play or teach our children best?

1. Let them be. 2. Let them do 3. Encourage them 4. Be with them. 5. Celebrate and be hap-

py.

Play teaches our children about our ........ 1.Way of respecting 2.Way of learning. 3.Way of keeping them safe. 4. 5.

√ Active. √ Exploring. √ Problem solving. √ With parents/family.

√ With Friends.

Education starts at home.

School

Meetings 1. Teachers name

2. AIEO’s or ATA’s name

3. Who you need to talk to about

the policy?

4. What works at home?

5. What you can work on at home?

Who can help you?

Our children need us to

support their exploring.

This includes welcoming them

back home from school.

Your child needs you to:

Take time to talk with them.

Find out about their day at

school.

Talk about what they like best

at school.

Find out who they like

playing with at

School and why?

Talk to the teacher or

AEIO/ATA if you are

worried.

PaCE


What

now?

School Meetings Prepare by: 1. Call the school and ask for a time, day and

place. Tell the receptionist who you are, who your child is, what class they are in and their Teacher’s name. 2. Have a plan, talk to someone about the plan.

Write it down and take with you. 3. Focus on your child’s needs. 4. Stay on track, this will help avoid surprises

and try to stay calm. 5. If you are too upset you can leave and ask

for another meeting later. Do

Participate in the meeting. Your child needs you.

Ask for a simple and clear reason for the

meeting.

Ask what is the problem?

Tell the school what the problem is.

Ask for an easy to follow plan to work with the school.

Ask a friend to go with you.

You are your child’s first teacher. At school your child must

understand and learn the school

rules.

Your child needs to be responsible

and participate in the classroom

program.

Your child also has the right to be

treated with respect and to be

heard.

If you feel this is not occurring

then you need to work with the

school to help your child.

Remember to take charge of your

child’s behaviour.

There are people who can help you

do this.

Do you know.. √ Who to talk to about the school’s behaviour policy? √ Who are the schools AEIO ‘s or ATA’s?

√ Where do I go?

√ Who can help me?

Parent involvement leads to

student success.

Parent Checklist 1. Teachers name

2. AIEO’s or ATA’s name

3.When school starts

4.When assembly is on.

5. What your child is good at.


Support their exploring.

This includes school.

Take time to talk with your

child.

Find out about their day at

school.

What they liked best

at school.

Who they like playing with

at

school and why?

Talk to the teacher or

AEIO/ATA if you

are worried.

Your child is important

and so are you.

PaCE


How can we best teach and support our children.

Have you talked to your teacher about

what you can do at home to support your

child’s learning?

Made a note of important dates such as:

Open day

Parent-teacher meetings

Swimming carnival

Sports carnival

NAIDOC week

Come and celebrate with your

child.

You are your child’s first teacher. Can you help at school? With events like:

NAIDOC week

Canteen,

Library,

Put your name down with the

teacher or AEIO / ATA?

Are you available to be on any

committees?

If you are interested and feel you

can help, talk to the principal,

deputy or a teacher you feel

comfortable with.

Do you know.. √ Your child’s teacher? √ What time school starts? √ Who are the schools AIEO ‘s or ATA’s? √ What day is the

school assembly?

√ What time does the

assembly start?

Education starts at home..

Getting ready for

the school day

Tomorrow is a school day.

What do I need to get ready?

1.

2.

3.

4.

5.


support their exploring.

This includes school.

Make the school day easier:

Manage your time.

Have a routine.

Focus on your children.

Help your child with their

homework.

Read with your child.

Go for a walk and talk with

your child.

Accept help from others when

needed .

PaCE


What

now?

How can we best teach and support our children.

NO HAT NO PLAY!!!! Points on why

Homework Calendar Library bag

Come and celebrate with your child,

volunteer for classroom help

You are your child’s first and the most important teacher. Getting our children ready for school is a lot of hard work. Here is a list to remember: Every child going to school needs: □ Good night sleep (between 8-12 hours) □ Breakfast □ Clean uniform □ Hat and shoes □ Lunch & recess

What are the best 5 things about your child? Name 5 of their best friends. What is their favourite sport or activity? What is their favourite song? What is their favourite fruit or vegetable?

Wunan PaCE Playgroup Resource Kit Belong an Be...

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