KLA- ENGLISH READING TERM 1 OUTCOMES: STAGE ONE

Reading and Viewing Texts Skills and Strategies Context and Text Language Structures and Features RS1.5 Reads a wider range of texts on less familiar topics with increasing independence and understanding, making connections between own knowledge and experience and information in texts. RS1.6 Draws on an increasing range of skills and strategies when reading and comprehending texts. RS1.7 Understands that texts are constructed by people and identifies ways in which texts differ according to their purpose, audience and subject matter. RS1.8 Identifies the text structure and basic grammatical features of a limited range of text types.

WEEK 2 3 4

Possum Wombat

Koala IN THE NEST Gannets Nest IN THE NEST Nests IN THE NEST Poems Get Some Twigs Three Little Eggs IN THE NEST Lazy Cuckoo A Play IN THE NEST Word Power

Platypus /Echidna RIBBIT Frogs RIBBIT Randolph Ribbit RIBBIT The Frogs Party RIBBIT-poems Bullfrog JUNGLE A Jungle in the Bedroom JUNGLE In a Tropical Forest JUNGLE Poems Hummingbirds Flight Jungle JUNGLE Lets Fly A Play JUNGLE Word Power

5 6

7 8

9 10

TERM 1 SPELLING YEAR 1

Indicators Week Core Words Theme Words Word Building/ Word Families
ship, shut, dish, wish, rash, sheep chop, chin, much, branch, rich, match

Rule/ Phoneme Information

s and h together say sh c and h together say ch t and h together say th s and t together say st

Isolates and writes the initial, medial and final sound of a word Exchanges one letter in a written word with a different letter to make a new word. Isolates and writes the initial, medial and final sound of a word. Segments words into individual sounds and form letters that relate to the sound Revision Week

Theme: There is only one me Unit 1 Only one me Unit2

I, am, boy, girl, can

me, win, only, group, love, face us, mad, skin, feel, hate, eyes

is, the, at, cat, see, big

Only one me Unit 3 Only one me Unit 4

it, as, by , play, like, try to, he, she, up, mum, dad

my, fat, hair, tall, belong, short we, pal, thin, teeth, male, female

three, think, bath, path, thank you, both best, most, west, storm, stink, string

Unit 5 Revision

Writes words using blends, letter combinations and long vowel sounds. Isolates and writes the initial, medial and final sound of a word. Builds word families.

Theme: Plants Unit 1

car, did, go, got, this, here

bud, twig, ripe, needs, leaf, petal

soft, sift, lift, drift, shift, left

f and t together say ft

Plants Unit 2 Plants Unit 3 Plants Unit 4

all, on, and, have, made, with an, of, was, sat, get, you no, yes, him, lid, are, peg

pot, stem, rake, seed, root, plant sun, wind, vine, bees, bark, rain dig, grow, hose, tree, light, garden

band, hand. lend, send, bend, depend bang, rang, song, sing, long, strong luck, trick, duck, sick, stuck, quick

n and d together say nd n and g together say ng c and k together say ck

Exchanges one letter in a written word with a different letter to make a new word. Revision Week

Unit 5- Revision

KLA- ENGLISH HANDWRITING TERM 1 OUTCOMES

Spelling Handwriting and Computer Technology STAGE ONE WS1.11 Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology.

WEEK
1 Body letter - Date aaaaaaa AAAAAA apple ant act Body and tail letter- Date gggggggg G G G G G GG gate get gift Head and body letters -Date llllllllll LLLLLLL lions like lollies Body letter -Date iiiiiiiiiii IIIIIIII ice-cream itchy Body letters - Date ccccccc CCCCCC cat cot cake Body letters -Date oooooooo OOOOOOOO octopus oven open Body letters - Date w w w w w w w WWWWWWW whale water wheel Body and tail letters yyyyyyyy YYYYYYY yellow yachts Body letters -Date nnnnnnnn NNNNNN net night nest Head and body letters -Date bbbbbbb BBBBBB boy banana bike Head and body letter- Date dddddddd DDDDDDD dog dish date Body and tail letter -Date qqqqqqqq QQQQQQ queen quiet queue Head and body letters-Date ttttttttt TTTTTTT teddies toys tooth Body and tail letter -Date jjjjjjjjj JJJJJJJ jack in the box Body letters - Date eeeeeeeee EEEEEEEEE eight Easter eggs Body letters -Date Vvvvvvvv VVVVVVVV The vet is in the van Body letters - Date uuuuuuuuu UUUUUUU I am under the umbrella Head and body letters -Date hhhhhhhh HHHHHH helicopter, hat Body letters -Date mmmmmmm MMMMMMM mother moon mat Body and tail letters -Date pppppppp P PPP PPP pelican pepper

7 8 9 10

KLA- ENGLISH TALKING AND LISTENING TERM 1 OUTCOMES: STAGE ONE

TS1.1 Communicate with an increasing range of people for a variety of purpose on both familiar and introduced topics in spontaneous and structured classroom activities TS1.2 Interact in more extended ways with less teacher intervention, make increasingly confident oral presentations and generally listen more attentively. TS1.3 Recognise a range of purposes and audiences for spoken language and consider how own talking and listening are adjusted in different situations. TS1.4 Recognise that different types of predictable spoken texts have different organisational patterns and features.

WEEK 1

2 3 4 5

*** = persuasive topics- encouraging opposing points of view My name is...Encourage quiet sitting and looking at person talking. Hand up when you want to talk. Look at the person talking Remind students of inside and outside voices Re-establish good listening rules- 5Ls Lips sealed, hands linked, look at person speaking, listen with ears, legs crossed My most precious memory (or item) My family

***Zoos are good places for animals or Zoos are not good places for animals.

They may like to choose to talk about what job mum or dad does. Find out what they do at work. What are the good and bad parts of their job? *** School canteens are good for our school OR School canteens are bad for our school

Share with the class what you would like to be when you grow up? Why have you chosen that job? What will you have to do to achieve your goal? Talk about how you use interactive technology in your home (eg. Mobile phones, internet, X-Box, Playstation Wii etc.) What are the positive and negative things about these technologies? *** Rules are important at home and at school OR Rules are not important at home or at school

10 & 11

KLA- ENGLISH WRITING TERM 1 OUTCOMES

Strands and sub strands
Writing Producing Texts Grammar and Punctuation Spelling Handwriting and Computer Technology Context and Text Language Structures and Features

Stage 1
WS1.9 Plans, reviews and produces a small range of simple literary and factual texts for a variety of purposes on familiar topics for known readers. WS1.10 Produces texts using the basic grammatical features and punctuation conventions of the text type. WS1.11 Uses knowledge of sight words and letter-sound correspondences and a variety of strategies to spell familiar words. WS1.12 Produces texts using letters of consistent size and slope in NSW Foundation Style and using computer technology. WS1.13 Identifies how own texts differ according to their purpose, audience and subject matter. WS1.14 Identifies the structure of own literary and factual texts and names a limited range of related grammatical features and conventions of written language.

KLA- ENGLISH WRITING TERM 1 YEAR ONE & YEAR TWO- Ref PM Writing Exemplars Bk1 WEEK
1 Recount- My holidayIntroduce leveled texts- recounts- to be read in language groups daily Playing in the Snow- 5/6 My Holiday Diary 5/6 Our Garden Diary 8/9 The Childrens Farm 8/9 A Picnic with Dad Helping Mum- Purpose of recount- to retell events Text deconstruction:Title: Orientation: Sequence of events: Personal comment Helping Mum- modelled writing What I did before school today Whole class- helping my teacher, Dad or a friend Oral sharing with a friend Writing scaffold introduced- Planning, Drafing, Revising, Editing and Publishing

GRAMMAR/ LANGUAGE FEATURE

Nouns Pronouns Past tense Time and sequence Capital letters- full stops. Time connectives:First Then Next After Finally Nouns Pronouns Past tense Time and sequence Text Structure Title- Orientation Complication- Resolution Past tense verbs Present tense verbs Time & sequence words

5 6 7 8

9 10

Publishing recounts on computer The Duck with a Broken Wing- exemplar- Narrative Purpose of narrative- 1 Read text 2. Whole class deconstruct 3. Sequence cards with the 4 parts of narrative (chn) The Duck with a Broken Wing Re-read text- identify past tense verbs List time and sequence words Time & sequence words often at beginning of sentence The Duck with a Broken Wing Modelled writing- change the animal- think, discuss, revisit language features The Duck with a Broken Wing Shared writing- a nest of baby birds in danger from a predator e.g. cat Use interactive writing Pro Forma- Computer lab Record events as a narrative Read completed texts

KLA- CREATIVE & PRACTICAL ARTS MUSIC TERM 1 OUTCOMES:

Performing Organising Sound Listening MUS1.1 Sings plays and moves to a range of music, demonstrating an awareness of musical concepts. MUS1.2 Explores, creates, selects and organises sound in simple structures. MUS1.3 Uses symbol systems to represent sounds. MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices.

WEEK
1 2 Hi My Name Is Joe- Duration

Echo pattern using tambourine/shaker/drum Moon Mumbo

3 Bananas, Bananas Rap Duration- experiment with percussion instruments

Working way from doh to sol and back, ending with doh soh doh Ive Got an Idea
4 5 6 7 8 9 10 If youre Happy and You Know It- ..play the triangle, drum, tambourine, shaker, instruments Dig Dig Dig On My Bike Revision Eggbert the Easter Egg Gee Gee Mummy Gee Easter Songs Gee Gee Mummy Gee Hippity Hop, Hippity Hop

KLA- CREATIVE & PRACTICAL ARTS VISUAL ARTS TERM 1 OUTCOMES: STAGE ONE
Making VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things VAS1.2 Uses the forms to make artworks according to varying requirements experiments with different drawing media including crayons, paint, dyes, rollers, to create particular effects in an attempt to capture likenesses of things Appreciating VAS1.3 Realises what artists do, who they are and what they make VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience

WEEK
1 2 3 4 5 6 7 8 9 10 . . . .

RFF PROGRAM

KLA- CREATIVE & PRACTICAL ARTS DRAMA TERM 1 OUTCOMES:

Making DRAS1.1 Takes on roles in drama to explore familiar and imagined situations. DRAS1.2 Conveys story depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice. DRAS1.3 Interacts collaboratively to communicate the action of the drama with others. DRAS1.4 Appreciates dramatic work during the making of their drama and the drama of others.

Performing Appreciating

WEEK
2 Acting out nursery rhymes

3 4 5 6

Non- Verbal Communication - Sadness; sadness; surprise Non verbal communication Feelings - Loneliness; fear Look at pictures in book - show how each page makes you feel; discuss how children may act out pages in book Mime and Freeze - Have groups perform and mime and freeze it at appropriate times as a tableau (A tableau is a living picture- held in freezing position) - Use body language and facial expressions Mime and Freeze - Have groups perform and mime and freeze - Groups show mime to rest of class Mime and Freeze -photograph tableaux to illustrate students responses and the use of body language/ facial expressions in the role play Print A4 copies of each photograph for use by students when working out the sequence of the story. Students retell the story. (Using 4 or 5 images in sequence.) The students: - discuss the main idea of the story; talk about sequence of events - arrange the A4 photographs on the floor as a storyboard The sequence will show what happened first, in the middle and last. Teacher transfers the pictures in the agreed order to a PowerPoint presentation or Kidpix Slideshow -View the story presentation with the class as the audience. Ask students, How can we tell if our presentation was a success? Review the earlier points in success. Help students frame some evaluative questions e.g. - Did we enjoy our story presentation? - What was the story about? - Did we understand each of the pictures? - Are there any pictures you didnt understand? - Summarise what is good and what is not so good about the story presentation - Ask students how we could improve our story presentation if we did it again?

8 9

10

KLA- PE PD HEALTH & SAFETY HEALTH CHOICES AND SAFE LIVING TERM 1 OUTCOMES: STAGE ONE
Communicating Decision-making Interacting Moving Problem-solving Personal Health Choices Safe Living COS1.1 Communicates appropriately in a variety of ways. DMS1.2 Recalls past experiences in making decisions. INS1.3 Develops positive relationships with peers and other people. MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. PSS1.5 Draws on past experiences to solve familiar problems. PHS1.12 Recognises that positive health choices can promote well-being. SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others.

WEEK

YEAR ONE

1 2 3 4 5 6 7 8

Safe and unsafe places at school Eating a balanced meal- need for lots of drinks of water Classroom Rules Healthy lunches No hat, no play Dont share food at school Importance of good sleep Playground Rules- play in the shade School Routines Pick up and packing away Playground Safety Find a friend to play with -names on toys Handkerchief Blow nose & cover mouth when coughing Clean teeth twice daily Importance of healthy snacks Holiday safety Stranger danger

9 10 11

KLA- PE PD HEALTH & SAFETY GAMES & SPORTS SKILLS TERM 1 OUTCOMES: STAGE ONE
Active Lifestyle ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health. Games and GSS1.8 Performs fundamental movement skills with equipment in minor games. Sports Moving MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.

WEEK 1 Walking and stop on signal

2 3

Walking and on signal, crouch down Walking and on signal, stop and put hands in air Basketball- dribbling bounce Hoops- around waist, arms. Skipping with hoop, Rolling hoops Spring ball- up in air- to partner- to leader and catch when returned Jump up and down on spot roll along the ground on signal Skip step, hop; step, hop Walk/ jump alternate on signal Hop/ walk alternate on signal Walk, run, skip, jump change in response to music Stop on signal Turning and twisting- keep feet still when twisting, move feet when turning Revision

4 5 6 7 8 9 10

KLA- PE PD HEALTH & SAFETY GROWTH & PERSONAL DEVELOPMENT TERM 1 OUTCOMES: STAGE ONE
Growth and Development Interpersonal Relationships Communicating Decision-making Interacting Problem-solving GDS1.9 Describes the characteristics that make them both similar to others and unique. IRS1.11 Identifies the ways in which they communicate, cooperate and care for others. COS1.1 Communicates appropriately in a variety of ways. DMS1.2 Recalls past experiences in making decisions. INS1.3 Develops positive relationships with peers and other people. PSS1.5 Draws on past experiences to solve familiar problems.

WEEK
1 2 3 Hanging school bag on designated hook Keeping bag zipped up How to interrupt in an emergency Waiting your turn Be a kind friend Ask someone to play invite them in Be gentle and caring Put things away. Look after own belongings- name on everything Listening Rules 5Lslook, listen, link hands, lips closed, legs crossed Sharing. Share toys, teachers attention etc. Correct place for things in the classroom. E.g. chair, bag, books, puzzles, scissors, paste Importance of having things in the correct place Identify places in the classroom where activities take place e.g. play dough table, listening post, computers, reading, writing, painting rack How we can help care for things at home Things we can do with our own belongings Ways to help mum/dad Differences. We are all different with skin colour, eyes, hair, height, abilities, likes and dislikes What is a friend A friend is someone who is kind Friends dont always have the same opinion Revision

4 5

6 7 8 9 10 11

KLA- CREATIVE & PRACTICAL ARTS ACTIVE LIFESTYLE & DANCE TERM 1 OUTCOMES: STAGE ONE
Moving Dance MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations. DAS1.7 Performs simple dance sequences incorporating basic movement skills and patterns.

Ref. COGS

WEEK
1 2 3

KINDERGARTEN
Safe Dance Practice -move around room stop when music stops

YEAR ONE

5 6 7

10

Safe Dance Practice - move an do not touch anyone - move quietly and listen carefully to change in music Safe Dance Practice Explore actions in space using different body parts - Walk on heels, walk on toes - Move arms when walking -Different body shapes- use different parts of the body Dancing About things I see and do -use visual memory to explore movement and improvise e.g. imagine you are kites lifting, flying and landing; - waves building, curling and crashing - the sun rising and setting Explore locomotor movements such as walking, running, hopping, stamping, creeping, galloping, skipping to various tempos- fast, slow and to set beat Ask which movements did you enjoy? Everyday dance After reading I am too absolutely small for school- Lauren Child Students mime activities inspired by story while classmates try and work out what they are doing Everyday dance Each student creates movement sequence based on their mime- develop mime further my varying tempo and size of movements View and discuss students responses The Painting Dance - create a movement sequence based on painting a picture ( painting, washing brushes, using different colours, hanging paintings) - View and discuss students responses The Painting Dance Refine sequences from previous activities to create a dance that students can rehearse and perform for others -work on tempo movements e.g. fast, slow, use of stillness and varying dynamics e.g. strong, gentle, slashing, flicking movements The Painting Dance - Focus on communicating an idea of space and size e.g. how big is your painting: Are you using a paintbrush or a roller? -View and discuss performances

KLA- HUMAN SOCIETY AND ITS ENVIRONMENT FAMILIES

http://www.teachers.ash.org.au/researchskills/family.htm

TERM 1 OUTCOMES:

HUMAN SOCIETY AND ITS ENVIRONMENT

CONTINUITY & CHANGE

STAGE ONE
CCS1.1 Communicates the importance of past and present people days and events in their life, in the lives of family and community members and in other communities. CCS1.2 Identifies changes and continuities in their own life and in the local community.

Significant Events and People Time and Change

1 2

YEAR ONE Our Names Class circle Our BirthdaysWhat is a birthday? Why, how and when it is acknowledge? Birthdays- how do we celebrate birthdays? Special traditions associated with birthdays people, food, games etc. Personal characteristics hair colour, length, style , straight/curly/spiked) and eye colour. Compose graphs Discuss Similarities and differences Feelings- different languages- where are other languages used- restaurants, markets Identify different languages spoken by class members e.g. Thai, French, Japanese, Bosnian Individual differences- How are we different to each other? What would our world be like of we were all the same? Likes and dislikes- Clive Eats Alligators Dreaming stories- story telling retains cultural traditions in different communities Families- family roles In news, children bring an item (clothes, artwork, food) related to their family background Discuss things family does together- activities they enjoy Complete My family makes me feel when .. include drawing or painting to illustrate Me as part of Australia - Symbols of Australia Where do we live? What country do we live in? What are Australian symbols e.g. kangaroo, koala, wattle, Harbour bridge, Opera House, Australian Flag This is Me Box Box includes: - Individual photographs; Both self portraits; Crazy faces; My family likes to ,,,,,, picture; Family roles; Birthday or Name Day pictures or drawing; Thumbprint; Objects that are significant to each students heritage The students ME BOXES can be displayed in the classroom or shared with their buddies

3 4 5 6

9 10

TERM 1 STAGE ONE OUTCOMES:

SCIENCE & TECHNOLOGY

Using Technolog y UTS1.9 Selects and uses a range of equipment, computer-based technology, materials and other resources to undertake an investigation or design task.

1 2 3

Reading Eggs Access Portal - Type User name and Password Access Portal - Type User name and Password Access Mathletics using Username & password Access Portal - Type User name and Password Access Mathletics using Username & password Access Portal - Type User name and Password Access Mathletics using Username & password Access Spelling City using Username & password Access Portal - Type User name and Password Access Mathletics using Username & password Access Spelling City using Username & password Access Portal - Type User name and Password Access Mathletics using Username & password Access Spelling City using Username & password WORD- type own name identify SHIFT key Access Portal - Type User name and Password Access Mathletics using Username & password Access Spelling City using Username & password WORD- type own name identify SHIFT and backspace key Access Portal - Type User name and Password Access Mathletics using Username & password Access Spelling City using Username & password WORD- type own name change size of font Access Portal - Type User name and Password Access Mathletics using Username & password Access Spelling City using Username & password WORD- publish own writing

10