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23-08-2016 20:52 #11
23-08-2016 20:56 #12
That's the first I've ever heard of that. The department of education website clearly states the age for preprimary is 5 by 30 June.
There are cases where kids are older but it tends to be in the private schools only. I know only of 1 child who was turning 6 by 30 June (and that wasn't someone I knew directly).
What's the website it comes from? Just weird that there's nothing on the department's own website.
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23-08-2016 21:01 #13
23-08-2016 21:06 #14
23-08-2016 21:09 #15Senior Member
- Join Date
- Aug 2014
24-08-2016 05:40 #16
Thanks bigredV, sorry Sonja, I'm crap at posting links & pics. It seems to me like the WA education dept is a big bully!
24-08-2016 07:07 #17
25-08-2016 12:15 #18Junior Member
- Join Date
- Jun 2016
Haven't read the links sorry - are they current. It's just that compulsory PP only started 3 years ago. I've never heard of anyone here waiting to start the following year. My dd2 is a May baby and it's never been discussed about holding her back. Same with everyone else her age.
26-08-2016 07:12 #19
Essentially, WA have set up their system to support children who are only 4.5 when they start.
OP: can't help with the Steiner/Forest schools. I know most Steiner schools are on their website and a few government schools run Steiner classes/sub-schools. Forest schools are mostly just emerging and generally it is daycares taking on the concepts.
A lot of governments schools are bringing in more ideas like outdoor classrooms, Kitchen/Gardens, putting in wetlands.
Also, you refer to liking the "lifestyle" in Australia. Having moved around a bit, there are also big differences in attitudes and lifestyle. I would use a general region you want to move to as your starting point (eg. somewhere you have been to and know it will offer you the lifestyle you hope for) then start researching schools in that immediate area.
26-08-2016 11:59 #20
Here are some outcomes from the WA pre-primary syllabus:
Use comprehension strategies to understand and discuss texts listened to, viewed or read independently
Read decodable and predictable texts, practising phrasing and fluency, and monitor meaning using concepts about print and emerging contextual, semantic, grammatical and phonic knowledge
Construct texts using software including word processing programs
Recognise and generate rhyming words, alliteration patterns, syllables and sounds (phonemes) in spoken words
Understand how to use knowledge of letters and sounds including onset and rime to spell words
Segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words
Know how to read and write some high-frequency words and other familiar words
Understand that words are units of meaning and can be made of more than one meaningful part
Participate in shared editing of students' own texts for meaning, spelling, capital letters and full stops
Understand that punctuation is a feature of written text different from letters; recognise how capital letters are used for names, and that capital letters and full stops signal the beginning and end of sentences
By Nafsika in forum General Parenting Tips, Advice & ChatReplies: 7Last Post: 31-12-2015, 19:21
By Nafsika in forum Preschools and SchoolsReplies: 11Last Post: 29-12-2015, 14:57
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