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Whole School Curriculum and Assessment Plan: T–6 Casuarina Street Primary School
2017 Transition
ODD YEARS
CYCLE B
Contents
Year on a Page
Year Level Plans for English and Mathematics
Year Level Plans for other focus learning areas included in map
AC Achievement Standards, CSPS Summary Records and Programming, Assessment and Reporting@CSPS guide
C a s u a r i n a S t r e e t , K a t h e r i n e , N T 0 8 5 0
Pri
mar
y Y
ear
s: T
ran
siti
on
Te
ach
ing
and
Le
arn
ing
Ove
rvie
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Cycle B
SEMESTER ONE SEMESTER TWO
Term ONE Term TWO Term THREE Term FOUR
Theme and Purpose
‘All About Me – All About Us’ CSPS Core Competency 3. Self-Confidence ‘Our World Around Us’ CSPS Core Competency 5. Persistence/Resilience
English (AC)
6.75hours/week
Exploring our new world In this unit, students listen to and read texts to explore predictable text structures and common visual patterns represented in a range of literary and non-literary texts including fiction, non-fiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning – focused teaching and learning, play, real-life situations, investigations and routines and transitions. Assessment: Transition: monitor progress Students gave personal opinions on characters in an oral presentation
Suggested Text: In Library
The Magic Hat by Mem Fox
Imagine by Alison Lester
Other books by Alison Lester (e.g. Rosie sips spiders, Tessa snaps snakes, When Frank was four, Celeste sails to Spain) Clancy and Millie and the very fine house by Libby Gleeson Hunting for dragons by Bruce Whatley
Enjoying and retelling stories In this unit, students listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused teaching and learning, play real-life situations, investigations, and routines and transitions. Students will sequence events from a range of texts and select a favourite story to retell to a small group of classmates. Students will prepare for their spoken retelling by drawing events in sequence and writing simple sentences. Assessment: Transition : Retelling a familiar story or recount Students sequenced picture events from a story Suggested Text: In Library
How the water got to the plains
The hare and the tortoise
Bear and Chook McG S. 2005, Evie’s mad hair day
Interacting with others
In this unit, students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge, a range of language features and identify common visual patterns.
They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning: focused teaching and learning, play, real-life situations, investigations and routines and transitions.
Students will create and recite a rhyming story to a familiar audience. They will show understanding of the rhyming story by creating some gestures to go with it.
Students will write and draw a personal response to a rhyming story including justification for their opinion. Assessment:
Transition Students will write and draw a personal response to a rhyming story including justification for their opinion. Creation of class rhyme, Presentation of the rhyme Suggested Text: “I know an old lady” series
Responding to text In this unit, students will have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students will create a short imaginative multimodal text that includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning: focused teaching and learning, play, real-life situations, investigations, and routines and transitions. Assessment:
Transition Students will create a short imaginative multimodal text that includes illustrations. Students to identify the beginning, middle and end of their story. Suggested Text: Gleeson, L and Blackwood, F 2006, Amy and Louis Variety of texts Check C2C box Core Library boxes in Resource room
Mathematics (AC)
4.5hours/week
Unit 1:
Number — sequence of numbers to 20
Number— Subitising small collections to 5
Number - names, numerals, quantities to 10 — making connections
Number - Ordinal number ‘first’ and ‘second’ to show ordinal position
Time — sequencing and connecting familiar events.
Statistics & Probability need to be covered Semester 1 for reporting
Unit 2:
Number-counting forwards and backwards from a given number to 10, subitising random and formal arrangements to 5 and forming numbers to ten using five as a reference
Patterns -copying, continuing, creating and describing repeating patterns, using materials, sounds, movements or drawings
Measurement - Mass and length – directly comparing to determine which is heavier or longer
Shape-matching and describing familiar three dimensional objects, two dimensional shapes and lines
Number - Addition – identifying parts of the whole
Location and transformation
Unit 3:
Statistics & Probability - Data — answering questions to collect data
Measurement - Volume and capacity — comparing the volume and capacity of containers and objects
Number - Addition 1 ― comparing amounts to 10 and combining small amounts
Number - Addition 2 ― comparing amounts to 10 and combining small amounts
Number sense — connecting number names, numerals and quantities
Number - Sharing ― exploring and describing equal sharing
Measurement - Time — comparing and ordering the duration of events, connecting days of the week to events
Geometry Shape — sorting, describing and naming familiar shapes and objects.
Unit 4:
Number sense — connecting number names, numerals and quantities
Measurement — comparing the length and volume of objects
Location — position and movement
Number Addition ― comparing amounts to ten and combining small amounts
Shape and Time — sorting, describing and naming familiar shapes and objects, comparing and ordering the duration of events and connecting days of the week to events.
Science (AC)
1hour/week
Unit 1: The living world In this unit students identify that living things have basic needs including food and water; and have a variety of external features. They describe how living things grow, change and have offspring similar to themselves. Students explore how the needs of living things are met in their environment. Suggested Unit Transition -> Staying alive
Unit 2: Mastering Materials The unit provides opportunities for students to examine familiar objects made from a range of materials, using their senses, and describing the properties of the materials from which these objects are made. Based on observation and analysis, students describe the connection between properties of materials, objects and their purpose, so that they recognise the scientific decision making in everyday life. They engage in combining materials to meet a purpose and justify their decisions.
Suggested Unit Transition -> What’s it made of?
Unit 4: Toy World In this unit, the study of various forms of energy is focused in a study of toys. Students examine and explain the movement of objects. They draw conclusions about factors influencing movement and relate these to pushes and pulls. In addition, they investigate a range of sources that produce light and sound. They keep records of their sensory explorations of movement and light and sound. Students then apply this knowledge to explain the movement (including pushes and pulls), light and energy in a toy.
Suggested Unit Transition -> On the move
Unit 3: The Earth and us In this unit, students will use sensory experiences to explore familiar phenomena, including weather and daily and seasonal changes. Students will compare and describe the changes that occur in the features of the day sky and landscape with the night sky and landscape. They explore the nature of and use of Earth’s resources. Consequently, they draw conclusions that enable them to predict observable changes. Students integrate knowledge of land and sky events and components of Earth’s resources to interrogate ways of using Earth’s resources wisely. Suggested Unit Transition -> Weather in my world
History/Geography (AC)
1hour/week
History Geography
Transition History KIQ’s: Personal and Family Histories
1. What is my history and how do I know?
2. What stories do other people tell about the past?
3. How can stories of the past be told and shared?
Transition Geography KIQ’s: People Live in Places
1. What are places like?
2. What makes a place special?
3. How can we look after places we live in?
The Arts (AC)
1hour/week
Dance Knowledge and Skills Music Knowledge and Skills Report in Semester 2
‘Dance and Music’
Body Rhythm Form
Time Dynamics Space Pitch Timbre
Relationships Expressive skills Dynamics and expression
Fundamental movement skills Safe dance practices Skills (including aural skills)
Texture
Technical skills Choreographic devices
HPE 2hours/week
Health Education
Name parts of the body and describe how their body is growing and changing
Identify personal strengths
Practice personal and social skills to interact positively with others.
Physical Education
Participate in games with and without equipment/ Follow rules when participating in physical activities/ Explore how regular physical activity keeps individuals healthy and well/ Practice FM skills and movement sequences using different body parts/ Test possible solutions to movement challenges through trial and error
Identify and describe how their body moves in relation to effort, space, time, objects and people/Participate in play that promotes engagement with outdoor stings and the natural environment.
Health Education
Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy
Identify and describe emotional responses people may experience in different situations
Identify actions that promote health safety and well being
Technologies (AC) 30minutes/week
Report in Semester 1 ‘Digital Technologies’
Achievement Standard Links to Investigations
By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways.
Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems, and share information in safe online environments.
ICT Capabilities Investigating with ICT’s: Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) Using digital information to answer a question
Creating with ICT’s: Make a digital record of an event
Creating with ICT’s: Manipulate and recreate a poem
Communicating with ICT’s: Electronic messages
Community Links
Town library visit – investigating characters in stories
Anzac Day Cutta Cutta Reserve/ Cutta Cutta caves visit
Springvale Homestead / Knotts Crossing House O’Keefe house
School Athletics
T-2 RAAF Base Visit - History links T – Planes – history through literacy and stories
Yr 1 Personal safety and services changing over time Yr 2 Artillery such as guns, tanks, weapons, technological systems and electronic
messages change over time Examining Stories / Maths
Christmas concert / Orientation Emergency services - Safety information sessions
– personal safety