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

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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