stage 1 english yearly overview odd year term 1 · term 1 assessment-unit pre-test (integrated into...

© Stage 1 – Shell Cove Public School 1

Stage 1 English Yearly Overview Odd Year Term 1

English Reading

Reading and

Viewing (FOR Strategies)

Writing Grammar Punctuation Phonics/Spelling Speaking and

Listening

Term 1

Author Study:

- Pamela

Allen

- Daily

Guided

Reading

including

Reciprocal

Reading

- Daily

modelled

reading

- Daily

literacy

activities

Teacher/Modelled:

- Pamela Allen Texts

Picture Books: Week 1 – 5:

- Mr Archimedes’ Bath

- Mr McGee and the Biting

Flea

- Mr McGee Goes to Sea

- Who Sank the Boat?

- I Wish I Had a Pirate Suit

- A Lion in the Night

- Grandpa and Thomas

- The Potato People

- Black Dog

- A Bag and a Bird

- Bertie and Bear

- Fancy That

Teacher/Guided:

- Levelled readers for guided

reading sessions as per class

groupings and student need

- Week 5 – 8:

Making

Connections

- Week 9 – 11:

Visualising

Sentence Level Focus - Week 1 – 5:

Cycle 1:

Sentence

structure,

grammar/cohesi

on, punctuation,

handwriting

- Week 6 -10:

Cycle 2:

Punctuation,

handwriting,

vocabulary,

spelling

- Modelled,

guided and

independent

writing sessions

4 to 5 times per

week

- Week 2 – 4:

Nouns, pronouns,

verbs

- Week 5 – 7:

Adjectives

- Week 8 – 10:

Prepositions,

simple

conjunctions

- Week 2 – 4:

Capital letters, full

stops

- Week 5 – 7:

Question marks,

exclamation marks

- Week 8 – 10:

Commas

- See Outline

Below

- Modelled

reading

procedures

1,2 and 3

- Literacy group

activities

- News

presentations

Term 1

Assessment

Week 5:

Planning Day

Week 10:

Planning Day

- Reading Records/ PM Benchmark assessment every

5 weeks

- Week 3: Pre-test

- Week 10: Post-

test

- Week 3 and

Week 10: As per

writing

assessment

- Week 3 and Week

10: As per writing

assessment

- Week 3:

Sound Waves

Diagnostic

Test

- Weekly: Sight

word testing

- As per

teacher

observation

/anecdotal

notes


Phonics/Spelling

Week 2 -

Graphemes: b, bb

Blends: bl, br

Focus Concepts: (Yr 1) capitals

(Yr 2) adding /ed/

Week 3 -

Graphemes: a

Patterns: (Yr 1) an, ad, at, ap, and, ack, amp (Yr 2) ack, and, amp, ank, ang, atch,

ash

Focus Concepts: (Yr 1) capitals

(Yr 2) Rhyming, Onset/Rime

Week 4 -

Graphemes: k, c, q, ck, x(ks), ch

Blends: (Yr 1) qu, cl, cr (Yr 2) cl, cr, qu

Patterns: (Yr 1) ack, eck, ick, ock, uck, ix, ox

Week 5 -

Graphemes: (Yr 1) e (Yr 2) e, ea

Patterns: (Yr 1) en, ed, et, ell, end, est, ent, eck, elp (Yr 2) end, est, ent, ell, ess,

ead

Focus Concepts: (Yr 2) rhyming, onset/rime

Week 6 -

Graphemes: (Yr 1) d, dd

Blends: (Yr 1) dr, nd (Yr 2) dr, nd, ld

Focus Concepts: (Yr 1) capitals (Yr 2) adding ed, verb tense (present and past)

Week 7 -

Graphemes: i

Patterns: (Yr 1) it, id, ig, ill, ish, ick, ing, in (Yr 2) ing, int, ift, ink

Focus Concepts: (Yr 1) questions (Yr 2) rhyming, onset/rime, singular and plural

Week 8 -

Graphemes: f, ff, (Yr 2) ph

Blends: fl, fr, ft

Focus Concepts: (Yr 1) capitals (Yr 2) onset/rime, compound words

Week 9 -

Graphemes: o, a

Patterns: (Yr 1) op, ot, og, ock, ong, ost (Yr 2) ock, ong, ost

Focus Concepts: (Yr 2) adding s or es, rhyming, onset/rime, comparison

Week 10 -

Graphemes: g, gg

Blends: (Yr 1) gl, gr

Patterns: (Yr 1) ag, eg, ig, ug

Focus Concepts: (Yr 1) capitals (Yr 2) adding ing, verb tense (present and past)

Excursions

Incursions

- Cross Country Carnival



English Reading

Reading and


Writing Grammar/Punctuation Punctuation Phonics/Spelling Speaking and

Listening

Term 2: Week 1 – 5 Themes - Loneliness

- Friendship

- Displacement

- Belonging

- Problem Solving

- Diversity

Week 6 – 10: Author Study - Nick Bland

- Daily Guided

Reading

including

Reciprocal

Reading

- Daily modelled

reading

- Daily literacy

activities

Teacher/Modelled: Week 1 – 5: - Clancy & Millie and

the Very Fine House

- Stellaluna

- Lost and Found

- The Rainbow Fish

- Stand Tall

- The Sandwich Swap

- A Bad Case of Stripes

Week 6 – 10: Nick Bland - The Magnificent Tree

- King Pig

- Imaginitis

- The Fabulous Friend

Machine

- Twinkle

- The Very Cranky Bear

Teacher/Guided: - Levelled readers for

guiding reading

sessions as per class

groupings and student

need

- Week 1:

Visualising

- Week 2 – 5:

Predicting

- Week 6 – 9:

Monitoring

- Week 10:

Revise

Predicting/

Monitoring

Imaginative Text Focus - Week 1 – 5: Cycle 1:

Imaginative Texts

- Week 6 -10: Cycle

2: Imaginative Texts

- Modelled, guided

and independent

writing sessions 4 to

5 times per week

- Writing process:

planning,

drafting/composing,

revising/editing,

publishing

- Week 1 – 4:

Structure of the

clause, compound

sentences,

creative language

features

(alliteration,

onomatopoeia)

- Week 5 – 7:

Adjectives, word

families, noun

groups/articles

- Week 8 – 10: Text

level cohesion,

subject-verb

agreement,

pronouns/noun

agreement

- Week 2 – 4:

Capital letters,

full stops

- Week 5 – 7:

Question

marks,

exclamation

marks,

reported

speech

- Week 8 – 10:

Commas

- See Outline

Below

- History

assigment

presentation

- Modelled reading

procedures 1, 2

and 3

- Literacy group

activities

- News

presentations

Term 2 Assessment

Week 5: Planning Day

Week 10: Planning

Day

- Reading Records/ PM Benchmark

assessment every 5 weeks

- Week 1 –

Imaginative pre-test

- Week 5 – Imaginative mid-test

- Week 10 - Imaginative post-test

- Week 1, Week 5

and Week 10: As

per writing

assessment

- Week 1,

Week 5 and

Week 10: As

per writing

assessment

- Week 1, Week 5

and Week 10: As

per writing

assessment

- Weekly: Sight

word testing

- As per teacher

observation/anecdotal

notes


Phonics/Spelling

Week 1 -

Graphemes: u, o

Patterns: (Yr 1) ut, un,up, ug, um, uck, ust, ump, uch (Yr 2) ush, ump,

unch, ust, uck

Extra graphemes: (Yr 2) d/oe/s

Focus Concepts: (Yr 2) adding s or es, rhyming, onset/rime

Week 2 -

Graphemes: (Yr 1) h, j (Yr 2) h, j, g, ge, dge

Extra graphemes: /wh/o

Focus Concepts: (Yr 1) adding ed, adding ing (Yr 2) contractions

Week 3 -

Graphemes: (Yr 1) ai, ay, a_e (Yr 2) ai, ay, a_e, a

Patterns: (Yr 1) ate, ake, ame, ade, ay (Yr 2) ake, ate, ail, ain, ame

Extra graphemes: (Yr 1) th/ey/, /eigh/t (Yr 2) /eigh/ty

Focus Concepts: (Yr 2) adding ing, rhyming, homophones

Week 4 -

Graphemes: l, ll

Blends: (Yr 1) bl, cl, fl, gl, ld, lf, lk, lp, lt (Yr 2) ld, lf, lk, lp, lt

Patterns: (Yr 1) ill, ell, all, old, ilk, elt, elp, elf, ilt

Focus Concepts: (Yr 1) capitals (Yr 2) rhyming, contractions

Week 5 -

Graphemes: (Yr 1) ee, e, ea (Yr 2) ee, e, ea, y, ey

Patterns: (Yr 1) eed, eep, een, eat, eet (Yr 2) eed, eet, each

Extra graphemes: (Yr 1) an/y/ (Yr 2) th/e/s/e/

Focus Concepts: (Yr 2) adding s or es, rhyming, onset/rime, homophones

Week 6 -

Graphemes: (Yr 1) m, mm (Yr 2) m ,mm, mb

Blends: (Yr 1) sm, mp (Yr 2) sm

Patterns: (Yr 1) ump, amp (Yr 2) amp, imp, omp, ump

Focus Concepts: (Yr 1) capitals, adding ed, adding ing (Yr 2) adding ing

Week 7 -

Graphemes: (Yr 1) i_e, y (Yr 2) i_e, y, igh, I, ie

Patterns: (Yr 1) ine, ide, ind, ice, ike, ipe, ight (Yr 2) ind, ite, ight

Extra graphemes: (Yr 1) l/igh/t, b/uy/

Focus Concepts: (Yr 2) adding ing, adding s or es, rhyming, contractions, prefixes

Week 8 -

Graphemes: (Yr 1) n, nn, ng (Yr 2) n, nn, kn, ng, n

Blends: (Yr 1) sn

Patterns: (Yr 1) ing, ang, ong, ung

Focus Concepts: (Yr 2) rhyming, homophones

Week 9 -

Graphemes: (Yr 1) oa, o_e, o (Yr 2) oa, o_e, ow, o

Patterns: (Yr 1) old, one, ope, ose, oke (Yr 2) oat, oad, low

Extra graphemes: (Yr 1) g/oe/s, kn/ow/

Focus Concepts: (Yr 1) homophones (Yr 2) prefixes, compound words

Week 10 -

Graphemes: (Yr 1) p, pp, r, rr (Yr 2) p, pp, r, rr, wr

Blends: (Yr 1) pl, pr, sp, pt (Yr 2) spl, spr, pl, scr

Patterns: (Yr 1) ept

Focus Concepts: (Yr 1) capitals (Yr 2) adding ed, adding ing

Excursions

Incursions

NAIDOC Week Celebrations


Stage 1 Yearly Overview Odd Year Term 1

Term 1

Mathematics History SC & T

PD/H/PE

Creative Arts PD/Health PE

Refer to Stage 1 Scope and Sequence for content Daily TEN Program

Present and Past Family Life - HT1-2, HT1-4

Rich Texts - Papa and the Olden

Days – Rachel Tonkin - When I Was Little Like

You – Mary Malbunka

Living World: Farm and People (Bees and Rice) - ST1-5LW-T, ST1-1WS-S

Design and Production + Digital Technologies - ST1-2DP-T, ST1-3DP-T,

ST1-11DI-T

Sense of Self

- PD1-1, PD1-3, PD1-9, PD1-10

Moving My Body - PD1 - 4, PD1-11

Fundamental Movement Skills Introduction:

- Hop

Whole School Activities: - Cross Country

Drama

Suggested Unit: Playgrounds - DRAS1.1, DRAS1.2,

DRAS1.3, DRAS1.4

- Elements: Space,

Focus, Mood

- Forms: Improvisation, Mime, Movement

Term 1

Assessment

- Unit pre-test (integrated into

teaching and learning

experiences)

- Week 5: Week 1-5 content

assessment


assessment

- SENA 1 or 2 Assessment:

Once per term as per student

need

- Week 3 : Pre-test

(Semester)

- Week 10: Post-test

- Formative assessment

throughout teaching

and learning

experiences

- Week 3: Pre-test


Phase/Assessment Focus: - Engage- Diagnostic

- Explore/ Explain –

Formative

- Elaborate – Summative

of Science Inquiry Skills

- Evaluate - Summative of

Science Understanding

- Week 3: Pre-test

- Week 10: Post-

test

- Fundamental

movement skills

assessment

checklist

- Week 3: Teacher

observation of

elements/forms

using checklist

- Week 10: Post-test:

Performance

Ongoing: - Teacher

observations of performance

- Peer-feedback of performance



Term 2

Mathematics

History

SC & T

PD/H/PE



In the Past In the Present

- HT1-2, HT1-4

Rich Texts - Wilfred Gordan

McDonald Partridge – Mem Fox

- Whoever You Are – Mem

Fox

- When I am Old With You – Angela Johnson

Excursion - Power House Museum

Earth and Space: Changes

all around

- ST 1-10ES-S, ST1-

1WS-S

Design and Production and Digital Technologies - ST1-2DP-T, ST1-3DP-

T, ST1-11DI-T

Food Safari

- PD1-6 Whole School Activities - Peer Support

(Bullying)

Dance to Your Own Rhythm (Dance): Link with CAPA - PD1-4, PD1-7, PD1-

11 Fundamental Movement Skills:

Introduction: - Side Gallop

Consolidation: - Hop

Whole School Activities - Indigenous Games

(NAIDOC Week) - Athletics Carnival

Dance

Suggested Unit: Get Ready, Let’s Dance - DAS1.1, DAS1.2,

DAS1.3

- Elements: Action, Space

Term 2

Assessment

- Unit pre-test (integrated into

teaching and learning

experiences)


assessment


assessment


Once per term as per student

need

- Week 5: Mid-test

(Reports)



throughout teaching

and learning

experiences

- Week 1: Pre- test

- Week 5: Mid-test

(Reports)




Formative

- Elaborate –

Summative of Science

Inquiry Skills

- Evaluate - Summative

of Science

Understanding

- Week 1: Pre-test

- Week 5: Post-test

(Reports)

- Week 10: Post-

test

- Fundamental

movement skills

assessment

checklist

- Week 1: Teacher

observation of

elements/forms

using checklist

- Week 5: Mid-test

(Reports)

Performance


Performance

Ongoing: - Teacher

observations of performance


-


Semester 1 Report Outcomes and Indicators English: 25% - 35% = 6.25 hours – 8.75 hours

Objective A Objective B Objective C Objective D Objective E

Speaking and Listening - Understands that language is

used in combination with other means of communication, for example facial expressions and gestures to interact with others.

Writing and Representing - Rereads and edits text for

spelling, sentence-boundary punctuation and text structure.

Handwriting and Using Digital Technology - Uses appropriate strategies

when writing, e.g. maintaining correct body position, holding/using writing tools or using assistive digital technologies.

Reading and Viewing - Automatically recognises

irregular high-frequency words, e.g. 'come' and 'are'.

Spelling - Spells high-frequency and

common sight words accurately when composing texts.

Speaking and Listening - Makes short presentations

using some introduced text structures and language, for example opening statements.

Writing and Representing - Describes some differences

between imaginative informative and persuasive texts

Reading and Viewing - Discusses possible author

intent and intended audience of a range of texts.

Grammar, Punctuation and Vocabulary - Recognises that different types

of punctuation, including full stops, question marks and exclamation marks are used to signal sentences, make statements, ask questions and express emotion.

Thinking imaginatively and creatively - Engages in wide reading of

self-selected and teacher-selected texts, including digital texts, for enjoyment, and share responses.

Expressing Themselves - Identifies aspects of different

types of literary texts that entertain, and gives reasons for personal preferences.

Reflecting on Learning - Develops understanding of

how a rich text environment underpins learning.


Mathematics: 20% = 5 hours

Working Mathematically Number and Algebra Measurement and Geometry Statistics and Probability

- Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols.

- Counts forwards and backwards by ones from a given two-digit number.

- Recognises, describes and orders Australian coins according to their value.

- Reads, writes and orders two-digit numbers. - Recognises and recalls combinations of

numbers that add to numbers up to 20. - Records number sentences using drawings,

words, numerals and the symbols +, – and =. - Skip counts by twos, fives and tens from

zero. - Models and uses equal ‘groups of’ objects as

a strategy for multiplication. - Models division by sharing a collection

equally into a given number of groups to determine the number in each group.

- Recognises, describes and represents one-half as one of two equal parts of whole objects, shapes and collections.

- Recognises, copies, creates, continues and describes repeating patterns of objects or symbols.

- Tells time to the half-hour. - Identifies and names triangles,

quadrilaterals, pentagons, hexagons and octagons presented in different orientations, in pictures and the environment.

- Uses uniform informal units to measure, compare and estimate lengths.

- Compares and orders surfaces based on area measured using uniform informal units.

- Gives and follows directions to move to familiar locations and to position objects.

- Creates data displays using objects and pictures (one-to- one correspondence) and interprets them.

- Recognises the element of chance in familiar situations.

History – Present and Past Family Life: 6% - 10% = 1.5 hours – 2.5 hours

- Compares and contrasts their immediate family with earlier families through photographs and other sources, discussing similarities and differences.

- Discusses similarities and differences from generation to generation, e.g. family celebrations and leisure activities.

- Compares and contrasts daily life with that of parents and grandparents at the same age through stories or photographs and poses questions to ask elderly people

- Identifies days, holidays and events celebrated by students and their families and discusses cultural differences in days celebrated.

Key Inquiry Questions - How has family life changed or remained the same over time? - How can we show that the present is different from or similar to the past? - How do we describe the sequence of time?

Science: 6% - 10% = 1.5 hours – 2.5 hours

Term 1 – Living World - Farms and People (Bees and Rice) - Identifies some plants and animals that are grown and used for food production. - Explores the plants and animals used in customary practices of Aboriginal and Torres Strait

Islander Peoples. - Explores the tools, equipment and techniques used to prepare food safely and hygienically

for healthy eating.

- Inquiry and Focus Questions - How do living things change as they grow? How do humans use plants and animals?

Term 2 – Earth and Space - Changes all around - Records the observable changes that occur in the sky and on the land. - Observes, ask questions about and describe changes in objects and events

including seasonal changes affect living things.

Inquiry and Focus Questions - How can we investigate the observable changes that occur in the sky and on the land?


Working Scientifically

- Records observations accurately and honestly using observational drawings, labelling, informal measurements and digital technologies. - Makes safe choices when using materials and equipment.

Design and Production + Digital Technologies

Digital Technologies (Hardware and Software) - Explores how people safely use information systems to meet information, communication

and recreation needs. - Communicates, collaborates and shares information safely, using digital systems, including

email and online collaboration tools. - Investigates ways people use scientific and technological knowledge and skills to

sustainably grow plants and animals to produce fibre for clothing. Inquiry and Focus Questions - What components might make up a digital system?

Design and Production (Intro to Algorithms)

- Segments, describes and represents a sequence of steps and decisions (algorithms) needed to solve problems.

- Performs strategic roles in a group to solve a problem.

Inquiry and Focus Question - How can we record instructions for others to follow and understand?

Creative Arts: 6% - 10% = 1.5 hours – 2.5 hours

Term 1 – Drama - Experiments with focus by placing the body when creating dramatic images and freeze

frames. - Experiments with slow and fast movements. - Interacts abstractly or in role to communicate meaning to an audience. - Distinguishes between the fiction of the drama and their everyday lives.

Term 2 – Dance

- Isolates body parts in locomotor and non-locomotor movement.

- Responds to imagery through movement demonstrating an awareness of time, space and dynamics.

- Discusses what the body can do through dance.

PD/H/PE: 6% - 10% = 1.5 hours – 2.5 hours (You must have 150 minutes of physical activity per week to comply with the Departments Sport and Physical Activity Policy)

Personal Health and Development - Recognises characteristics that make them both similar and different to others. - Describes their unique qualities and strengths and how these can develop resilience.

Physical Education - Demonstrates fundamental movement skills while playing with and sharing

equipment – hop and side gallop. - Demonstrates movement and movement skills in a variety of contexts. - Develops respectful relationships with peers and other people through interaction

and cooperation in organised group activities. - Develops and demonstrates inclusive strategies to work cooperatively.



English Reading

Reading and



Listening

Term 3: Week 1 – 5 Author Study - Mem Fox

Week 6 – 10: Australian Stories

- Daily

Guided

Reading

including

Reciprocal

Reading

- Daily

modelled

reading

- Daily

literacy

activities

Teacher/Modelled: - Include range of informative

texts as per teacher discretion

Week 1 – 5: Mem Fox - Wilfred Gordon McDonald

Partridge

- Possum Magic

- Whoever You Are

- The Magic Hat

- Koala Lou

- Shoes for Grandpa

- Time For Bed

Week 6 – 10 - Collecting Colour

- Tom Tom

- Lost! A True Tale from the Bush

- Queenie, One Elephants Story

Teacher/Guided: - Levelled readers for guiding



Week 2 – 5: Summarising Week 6 – 9: Questioning Week 10: Revise Summarising/ Questioning

Persuasive Text Focus - Week 1 – 5: Cycle 1

Persuasive Texts

- Week 6 -10: Cycle 2

Persuasive Texts

- Modelled, guided and

independent writing

sessions 4 to 5 times

per week

- Writing process:

planning,

drafting/composing,

revising/editing,

publishing

Rich Texts: - Eat Your Peas - Don’t Let the Pigeon

on the Bus - Don’t Let the Pigeon

Stay Up Late

- Week 1 – 4:

Developing

quality of

written

descriptions

using literary

devices:

adjectives, time

connectives,

verbs,

modality/emotiv

e language

- Week 5 – 7:

Adverbs,

concrete/

Abstract nouns,

- Week 8 – 10:

Paragraphs

*Repeat early

focus areas as

per class need

- Week 2 – 4:

Capital letters,

full stops

- Week 5 – 7:

Question

marks,

exclamation

marks

- Week 8 – 10:

Commas

- See Outline

Below

- Whole

School/COS

Public

Speaking

Competition

- Reading

procedures

1,2 and 3

- Literacy

group

activities

- News

presentations

Term 3

Assessment

Week 5:

Planning Day

Week 10:

Planning Day

- Reading Records/ PM Benchmark assessment every

5 weeks

- Week 1 – Persuasive

Pre-test


mid-test


post- test

- Week 1, Week 5

and Week 10: As

per writing

assessment

- Week 1, Week

5 and Week 10:

As per writing

assessment

- Week 1,

Week 5 and

Week 10: As

per writing

assessment

- Weekly: Sight

word testing

- As per teacher

observation/

anecdotal notes


Phonics/Spelling

Week 1 -

Graphemes: ar, a

Patterns: (Yr 1) ard, ark, ast (Yr 2) art, ass, ast, arge

Extra graphemes: are

Focus Concepts: (Yr 1) questions (Yr 2) comparison

Week 2 -

Graphemes: (Yr 1) s, ss, se, x(ks), c (Yr 2) s, ss, se, ce, x(ks), c

Blends: (Yr 1) sk, sc, sl (Yr 2) sk, sl, pl, st, nt

Focus Concepts: (Yr 1) adding ed, adding s or es (Yr 2) adding ed, adding ing,

alphabetical order, compound words

Week 3 -

Graphemes: (Yr 1) ir, ur (Yr 2) ir, ur, or, er

Extra graphemes: (Yr 1) h/er/, w/ere/, w/ord/ (Yr 2) /ear/ly, w/ere/

Focus Concepts: (Yr 2) suffixes: er, less, ful

Week 4 -

Graphemes: t, tt

Blends: (Yr 1) st, tr, nt (Yr 2) st, tr, str

Patterns: (Yr 1) ent, est, ast

Focus Concepts: (Yr 1) capitals (Yr 2) adding ing, contractions

Week 5 -

Graphemes: (Yr 1) or, a (Yr 2) or, ore, a, aw, au

Patterns: (Yr 1) all, orn, ork (Yr 2) all, orn, ork

Extra graphemes: (Yr 1) s/aw/, y/our/, bec/au/se (Yr 2) y/our/ w/alk/, c/augh/t

Focus Concepts: (Yr 2) comparison

Week 6 -

Graphemes: v, ve:w, wh, u

Blends: (Yr 1) sw, tw, qu (Yr 2) qu, sw

Patterns: (Yr 1) ive, ove, ave

Focus Concepts: (Yr 1) questions (Yr 2) adding ed, adding ing, alphabetical order, correct word usage/vocab, contractions Week 7 -

Graphemes: oo, u

Patterns: (Yr 1) ook, ood, ull (Yr 2) ook, ood

Extra graphemes: w/oul/d

Focus Concepts: (Yr 1) adding ing (Yr 2) adding ing, rhyming, homophones, contractrions Week 8 -

Graphemes: (Yr 1) y (Yr 2) y, u (yoo)

Blends: (Yr 2) yoo

Extra graphemes: (Yr 2) f/ew/, /use/

Focus Concepts: (Yr 1) capitals, adding ed, adding ing (Yr 2) alphabetical order, contractions Week 9 -

Graphemes: (Yr 1) oo (Yr 2) oo, ew, ue, u_e, u

Blends: (Yr 2) yoo

Extra graphemes: (Yr 1) d/o/, y/ou/ fl/ew/ (Yr 2) t/wo/, y/ou/, wh/o/

Focus Concepts: (Yr 1) questions, homophones (Yr 2) suffixes: er, less, ful Week 10 -

Graphemes: z, zz, s, se, s, si

Focus Concepts: (Yr 1) capitals (Yr 2) alphabetical order, contractions

Excursions

Incursions

Junior Music Festival

Book Week/Education Week celebrations



English Reading

Reading and



Listening

Week 1 – 10: Teachers Choice

- Daily

Guided

Reading

including

Reciprocal

Reading

- Daily

modelled

reading

- Daily

literacy

activities

Teacher/Modelled: Week 1 – 6: - And Red Galoshes

- Dogger

- Alfie Gets in First

- Maudie and Bear

- Too Much Glue

- A House on Her Own

- I’m the Best

- Previously

- The Tall Man and the

Twelve Babies

Week 7 – 10: - The Jolly Postman

- Wombat Divine

- Coming Home

Teacher/Guided: - Levelled readers for guiding



Linking the strategies - Week 2:

Making

Connection

- Week 3:

Visualising

- Week 4:

Predicting

- Week 5:

Monitoring

- Week 6:

Summarising

- Week 7:

Questioning

- Week 8 – 10:

Practise all

skills using a

range of

learning

tools

Informative Text Focus - Week 1 – 5: Cycle 1

Informative Texts:

description, cause &

effect,

problem/solution

- Week 6 -10: Cycle 2

Informative Texts:

sequence

compare/contrast

- Modelled, guided and

independent writing

sessions 4 to 5 times

per week

- Writing process:

planning,

drafting/composing,

revising/editing,

publishing

- Week 1 – 4

verbs, time

connectives,

paragraphs

- Week 5 – 7

Paragraphs,

synonyms and

antonyms,

paragraphs

- Week 8 – 10

Paragraphs

*Repeat focus

areas as per

class need

- Week 1 – 10:

As per class

needs

- See Outline

Below

- Modelled

reading

procedures

1,2 and 3

- Literacy group

activities

- News

presentations

Term 4

Assessment

Week 5:

Planning Day

- Reading Records/ PM Benchmark assessment

every 5 weeks

- Week 1 – Informative

Pre-test


Mid-test


Post-test

- Week 1, Week 5

and Week 10: As

per writing

assessment

- Week 1, Week 5

and Week 10: As

per writing

assessment

- Week 1,

Week 5 and

Week 10: As

per writing

assessment

- Weekly: Sight

word testing

- As per

teacher

observation/

anecdotal notes


Phonics/Spelling

Week 1 -

Graphemes: ou, ow

Patterns: (Yr 1) own (Yr 2)

Revision: (Yr 1) a_e, i_e, o_e, u_e

Extra graphemes: (Yr 2) /hou/r

Focus Concepts: (Yr 2) onset/rime Week 2 -

Graphemes: (Yr 1) ch, sh (Yr 2) ch. Tch, sh, ch, ti, ci

Blends: (Yr 2) shr

Focus Concepts: (Yr 2) alphabetical order Week 3 -

Graphemes: oy, oi, eer, ear

Patterns: oin, oil

Extra graphemes: h/ere/

Focus Concepts: (Yr 1) homophone (Yr 2) onset/rime, homophones Week 4 -

Graphemes: th, th

Focus Concepts: (Yr 1) homophone (Yr 2) rhyming Week 5 -

Graphemes: (Yr 1) air (Yr 2) air, are

Extra graphemes: (Yr 1) wh/ere/, th/eir/ (Yr 2) w/ear/, th/eir/, th/ere/ th/ey’re/, w/e’re/ Revision: (Yr 1) consonant blends, homophones Focus concepts: (Yr 2) homophones, suffixes: less, ful

Week 6 -

Graphemes: (Yr 1) er (Yr 2) er, ar, or, /a e i o u/

Revision (Yr 1) (Yr 1) ar, ir, or, ur

Excursions

Incursions

Symbio Wildlife Park or Taronga Zoo

Swim Scheme (8yrs+)

Swimming Carnival (8yrs+)



Mathematics Geography SC & T

PD/H/PE


Term 3


People and Places - GE1-1, GE1-3

- Week 1 – 5: Australian

Places

- Week 6 – 10: Peoples’

Connection to Places

Rich Texts - At the Beach – Roland

Harvey - In the City – Roland Harvey - The Bush – Roland Harvey - Whoever You Are – Mem

Fox

Material World: Bend It Stretch It - ST1-7MW-T, ST1-

1WS-S

Design and Production + Digital Technologies - ST1-2DP-T, ST1-3DP-

T, ST1-11DI-T

Looking After Yourself

- PD1-2, PD1-9,

PD1-10

Game On - PD1-5, PD1-7

Fundamental Movement Skills: Introduction: - Skip

Consolidation: - Hop - Side Gallop

Music Suggested Unit: Where the Forest Meets the Sea - MUES1.1,

MUES1.2, MUES1.4

- Musical Concepts:

Duration, Pitch,

Structure, Tone

Colour

Term 3

Assessment

- Unit pre-test (integrated

into teaching and learning

experiences)


assessment

- Week 10: Week 6-10

content assessment

- SENA 1 or 2 Assessment,

once per term as per

student need

- Week 1: Pre-test

(Semester)

- Week 5: Post-test

(Australian Places)


(Peoples’ Connection to

Places)


throughout teaching and

learning experiences

- Week 5: Pre- test.




Formative

- Elaborate –

Summative of Science

Inquiry Skills

- Evaluate - Summative

of Science

Understanding

- Week 1: Pre-test

- Week 10: Post-

test

- Fundamental

movement skills

assessment

checklist

- Week 1: Teacher

observation of

musical concepts

using checklist

- Week 5: Mid-test

(Reports)

Performance from

‘Sing and Move’

unit

- Week 10:

Assessment

checklist/rubric of

final performance

Ongoing: - Teacher

observations of musical concepts




Mathematics Geography SC & T

PD/H/PE


Term 4

Refer to Stage 1

Scope and Sequence

People and Places - GE1-1, GE1-3

- Week 1 – 5: Local and Global

Connections

- Week 6 – 10: Peoples’

Connection to Places

Rich Texts - Why I Love Australia –

Bronwyn Bancroft - When We Go Walkabout –

Rhoda Lalara - Aboriginal Dreaming Stories

Physical World: Look and Listen - ST1-8PW-ST, ST1-1WS-S

Design and Production and Digital Technologies - ST1-2DP-T, ST1-3DP-T,

ST1-11DI-T

T.E.A.M (Together Everyone Achieves More) - PD1-3, PD1-10

Team Games - PD1-7, PD1-8

Fundamental Movement Skills

Introduction: - Overarm Throw

Consolidation: - Hop - Side Gallop - Skip

Whole School Activities - Swimming

Carnival

Visual Arts

Suggested Unit: The Vase of Flower - VAS1.1, VAS1.2,

VAS1.3, VAS1.4

- Forms: Drawing,

Collage,

Printmaking

- Suggested

Artists: Van

Gogh, Margaret

Preston

Term 4

Assessment

- Unit pre-test (integrated

into teaching and learning

experiences)

- Week 5: Week 1-5

content assessment

- Week 9: Week 6-9

content assessment


Once per term as per

student need

- Week 5: Post-test (Local and

Global Connections)


throughout teaching and

learning experiences

- Week 1: Pre- test

- Week 5: Mid-test

(Reports)



Formative

- Elaborate – Summative of

Science Inquiry Skills

- Evaluate - Summative of

Science Understanding

- Week 1: Pre-test

- Week 5: Post-test

(Reports)

- Fundamental

movement skills

assessment

checklist

- Week 1:

Teacher

observation of

forms using

checklist

- Week 8: Post-

test Assessment

checklist/rubric

of final artwork

Ongoing: - Teacher

observations of

making and

appreciating

- Peer-feedback

of artwork


Semester 2 Report Outcomes and Indicators English: 25% - 35% = 6.25 hours – 8.75 hours

Objective A Objective B Objective C Objective D Objective E

Speaking and Listening - Uses interaction skills including

initiating topics, making positive statements and voicing disagreement in an appropriate manner.

- Speaks clearly, varying tone, volume and pace appropriately.

Writing and Representing - Understands the process of

planning, drafting and publishing imaginative, informative and persuasive texts.

Handwriting and Using Digital Technology - Develops clear and consistent

writing using NSW Foundation Style as appropriate.

Reading and Viewing - Recognises most sound–letter

matches including silent letters, vowel/consonant digraphs and many less common sound–letter combinations.

Spelling

- Recognises when a word is spelt incorrectly.

Speaking and Listening - Retells familiar stories and

events in logical sequence, including in home language.

Writing and Representing - Understands that different

types of texts have identifiable text structures and language features that help the text serve its purpose.

Reading and Viewing - Understands simple

explanations in diagrammatic form, including flowcharts, hierarchies, life cycles.

Grammar, Punctuation and Vocabulary - Begins to organise ideas into

paragraphs when composing texts.

Thinking imaginatively and creatively - Recognises the place of

ancestral beings in Aboriginal and Torres Strait Islander Dreaming stories.

Expressing Themselves - Discusses characters and

events in a range of literary texts and shares personal responses to these texts, making connections with own experiences.

Reflecting on Learning - Reflects on own reading:

'What reading have I done today/this week?', 'Which part of my reading do I like best?'


Mathematics: 20% = 5 hours

Working Mathematically Number and Algebra Measurement and Geometry Statistics and Probability

- Uses objects, diagrams and technology to explore mathematical problems

- Supports conclusions by explaining or demonstrating how answers were obtained.

- Partitions numbers of up to three-digits using place value.

- Reads, writes and orders three-digit numbers.

- Solves word problems involving addition and subtraction.

- Models and uses arrays described in terms of ‘rows’ and ‘columns’ as a strategy for multiplication.

- Recognises, describes and represents halves, quarters and eighths of whole objects, shapes and collections.

- Finds missing numbers in number sentences involving one operation of addition or subtraction.

- Models and describes odd and even numbers.

- Records areas by referring to the number and type of uniform informal unit used.

- Places objects on either side of a pan balance to obtain a level balance.

- Records capacities and volumes by referring to the number and type of uniform informal unit used.

- Represents three-dimensional objects in models and drawings.

- Identifies some events as ‘certain’ or ‘impossible’.

- Poses questions and collects categorical data.

Geography - People and Places: 6% - 10% = 1.5 hours – 2.5 hours

- Identifies that places exist across a range of scales e.g. personal, local and national.

- Describes Australia’s location in relation to the world.

- Discusses why people visit places around the world.

- Identifies factors that influences people’s accessibility to places.

- Discusses how technology has improved people’ access to places.

- Discusses Aboriginal and Torres Strait Islander Peoples’ connections with the land, sea and animals of their place and the reason for these connections.

Key Inquiry Questions - Where are places located in Australia? - How are people connected to places? - What factors affect people’s connections to places?

Science: 6% - 10% = 1.5 hours – 2.5 hours

Term 3 – Material World: Unit: Bend It Stretch It - Identifies a range of natural materials available locally or through trade used by

Aboriginal and/or Torres Strait Islander Peoples for a specific cultural purpose. - Designs and evaluates a product, demonstrating understanding of the suitability of

materials for a purpose. Inquiry and Focus Questions – How do the properties of materials determine their use?

Term 4 – Physical World: Unit: Look Listen! - Produces and describes different sounds by blowing, scraping, striking, shaking

and by observing musical instruments from different cultures. - Explores how the volume and pitch of a sound can be changed. - Identifies sound, light, heat, electricity and movement as forms of energy. - Explores sound, light and heat from various sources, using the senses.

Inquiry and Focus Questions – What are the different forms of energy around us and how can we detect them?


Working Scientifically

- Represents information using drawings and simple tables, including digital representation methods.

Design and Production + Digital Technologies

Design and Production (STEM Unit)

- Manipulates a range of materials for a purpose. - Collects, sorts, organises and presents data to communicate information. - Evaluates the success of design ideas, processes and solutions according to a scale of

personal preference. Inquiry and Focus Questions - How can we assist others by solving a real world problem?

Digital Technologies (Data is all around) - Identifies how data is represented as pictures, symbols and diagrams. - Collects, explores and sorts data and uses digital systems to present the data

creatively. - Explores and identifies patterns in data.

Inquiry and Focus Questions - What components might make up a digital system?

Creative Arts: 6% - 10% = 1.5 hours – 2.5 hours

Term 3 – Music

- Sings songs with body percussion to perform compositions.

- Explores dynamic contrasts in musical compositions.

- Recognises the phrasing within a known song.

Term 4 – Visual Arts - Investigates details of objects and other living things

- Experiments with different drawing media including crayons, paint, dyes, rollers, to

create particular effects in an attempt to capture likenesses of things

- Talks about artworks made by particular artists and the techniques these artists use

- Recognises that artists explore the world in particular ways in their approach to their

art making and in the artworks they make.

PD/H/PE: 6% - 10% = 1.5 hours – 2.5 hours (You must have 150 minutes of physical activity per week to comply with the Departments Sport and Physical Activity Policy)

Personal Health and Development - Describes feelings, reactions and warning signs that can help them recognise safe or unsafe

situations.

- Describes preventive practices to improve health and safety.

- Understands personal hygiene routines that promote health. - Identifies and practises physical and emotional responses that account for their own and

others’ feelings.

Physical Education - Demonstrates fundamental movement skills while playing with and sharing

equipment – skip and overarm throw. - Identifies rules and fair play when participating in physical activities.

- Performs locomotor skills using different body parts to travel in different directions. - Uses a variety of equipment to perform object control skills to send, control and

receive objects. - Uses strategies to work in group situations when participating in physical activities.

stage 1 english yearly overview odd year term 1 · term 1 assessment-unit pre-test (integrated into...

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