Whole School Curriculum and Assessment Plan: T–6 Casuarina Street Primary School

2018 Early Years 1-2

EVEN YEARS

CYCLE A

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 A

SEMESTER ONE SEMESTER TWO

Term ONE Term TWO Term THREE Term FOUR

CSPS Core Competencies

1.Understanding others and being able to build new relationships 2.To set and achieve goals for yourself 4. Teamwork – to collaborate successfully with others

3. Self-confidence 5. Persistence/Resilience 6. Problem solving for responsible citizenship in the future

1.Understanding others and being able to build new relationships 2.To set and achieve goals for yourself 4. Teamwork – to collaborate successfully with others

3. Self-confidence 5. Persistence/Resilience 6. Problem solving for responsible citizenship in the future

Theme and Purpose

‘All About Me – All About Us ‘Our World Around Us’

English (AC)

6.75hours/week

Unit 1: Discovering characters in picture books Students listen to and read picture books and explore how authors create their characters. Students will deliver a short oral talk on a character from a book. Suggested Text: The Greedy Bee – Isobel Finn

The day the crayon quit - Oliver Jeffers

Wanted – Emily MacKenzie Julia Donaldson texts: Snail and the whale What the ladybird heard Room on the broom The Wonkey Donkey – Craig Smith

Unit 2: Creating persuasive imaginative texts Students read and view elements of persuasion in multimodal texts to create additional pages for a persuasive imaginative picture book. Students present their new pages to the class and explain the choices they have made. Suggested Text: Square eyes – Craig Smith Can I Have a Stegosaurus Mum? Can I? Please? – Lois G Grambling (online video reading) I want a pet – Lauren Child Pigeon, Mo Willems The Gruffalo – Julia Donaldson

Unit 3: Creating and presenting a retell Students listen to, read and view a range of narratives, including some multi-modal texts to explore the use of descriptive language in the construction of character. Students retell a familiar story as a digital text incorporating written, oral and pictorial information and present their retell orally to a familiar audience. Suggested Text: Slug needs a hug – Jeanne Willis Julia Donaldson stories already familiar to enable retelling The Very Blue Thingamajig, N Oliver Giraffes Can’t Dance – G Andreae & G Parker Rees

Unit 4: Exploring Australian Texts Students listen to, read and view informative and imaginative texts about Australia. They respond to questions about an Australian story and create a multimodal digital biography of a character from a book. Suggested Text: The Old Frangipani Tree at Flying Fish Point – T Saffoli Bronwyn Bancroft(story) – Big rain coming Bronwyn Bancroft(informative) – Australian A B C and Australian Animals Old Pig – M Wild Tom Tom – R Sullivan Dream time stories series

Unit 5: Examining stories and informative texts Students read, view and listen to a range of stories with animal characters and ask open and closed questions of an animal character. Students create an informative text about an event in a literary text. Suggested Text: Snippets of movies such as Finding Nemo, Madagascar, Rio2, The Wild, The Reef Brother Bear. (Animated snippets of movies depicting variety of animals in their environment) Plus factual texts of animal characters. [This also links to the Geography Unit]

Unit 6: Exploring poetry Students listen to, read and view a range of poetry. As a group, students express their personal responses and thoughts about various shared poems. Students create an imaginative reconstruction of a poem or rhyme and present it to a familiar audience. Suggested Text: Higglety, Pigglety, POP! Harry Horse

Kenn Nesbitt http://www.poetry4kids.com/

Look see, look at me!, Allen & Unwin

Old possum’s book of practical cats, Faber and Faber Limited

Picture Book Project

http://www.indigenousliteracyfoundation.org.au/

Dr Seuss Selection of traditional nursery rhymes Nick Sharrett – Wiggle and Roar

- Pants

- Pants and more pants

Unit 7: Responding persuasively to narratives Students read, view and listen to a variety of literary texts to explore how stereotypes are used to persuade audiences. Students create a persuasive response. They compare hoe the representations of a character are depicted differently in two publications of the same story and give reasons for a particular preference. Suggested Text: Traditional fairy tales – Snow White, Frog Prince, Little Red Riding Hood Folk tale – Wishbones: A Chinese folktale

Unit 8: Exploring plot and characterisation in stories Students explore a variety of picture books to investigate how stories use plot and characterisation to entertain and engage an audience. Students create a new event to be added to a familiar narrative. Students will transform this event into a script for a group performance for their peers. Suggested Text: Continued familiar Fairy tale texts Christmas Stories

Mathematics (AC)

4.5hours/week

Whole Number

2D shapes & 3D objects

Addition & Subtraction

Multiplication

Area

Fraction & Decimals

Length

Patterns & Algebra

Chance

Whole Number

Data

Addition & Subtraction

Mass

Multiplication & Division

Volume & Capacity

Fractions & Decimals

Time

Patterns & Algebra

Position

Whole Number

Two-dimensional space

Addition & Subtraction

Three-dimensional space

Multiplication & Division

Area

Fractions & Decimals

Length

Patterns & Algebra

Chance

Whole Number

Data

Addition & Subtraction

Time

Multiplication & Division

Volume & Capacity

Fractions & Decimals

Mass

Patterns & Algebra

Position

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: Year 1/2 – Dinosaurs and more

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 Year 1/2 – Bend it, Stretch it

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 Year 1/2 – Look! Listen!

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 :Year 1/2 – Up, down, all around

Geography/History

(AC) 1hour/week

Geography History

Year 2 KIQ’s: Our Connection to Places

1. What is a place?

2. How are people connected to their place and other places?

3. What factors affect my connection to places?

Year 1 KIQ’s: Present and Past Family Life

1. How has family life changed or remained the same over time?

2. How can we show that the present is different from or similar to the past?

3. How do we describe the sequence of time

The Arts (AC)

1hour/week

Years T – 2 Suggested Assessment Items: Links to Investigations

Report in Semester 2 ‘Drama, Media Arts and

Visual Arts’

Media Arts Knowledge and Skills By the end of Year 2, students communicate about media artworks they make and view, and where and why media artworks are made. Students make and share media artworks using story principles, composition, sound and technologies. Visual Arts Knowledge and Skills By the end of Year 2, students describe artworks they make and view and where and why artworks are made and presented. Students make artworks in different forms to express their ideas, observations and imagination, using different techniques and processes. Drama Knowledge and Skills By the end of Year 2, students describe what happens in drama they make, perform and view. They identify some elements in drama and describe where and why there is drama. Students make and present drama using the elements of role, situation and focus in dramatic play and improvisation.

HPE 2hours/week

Health Education

Describe ways to include others to make them feel they belong

Identify and practice emotional responses that account for own and others feelings.

Practice and use strategies they can use when they feel uncomfortable, unsafe or need help with a task, problem or situation.

Physical Education

Create and participate in games with and without equipment

Identify rules and fair play when participating in Physical Activities

Physical Education

Use strategies to work in group situations when participating in physical activities

Health Education

Examine health messages and how they relate to health decisions and behaviours

Recognise situations and opportunities to promote health, safety and well being

Technologies (AC) 30minutes/week

Achievement Standard Links to Investigations By the end of Year 2, students describe the purpose of familiar products, services and environments and how they meet the needs of users and affect others and environments. They identify the features and uses of technologies for each of the prescribed technologies contexts. With guidance, students create designed solutions for each of the prescribed technologies contexts. They describe given needs or opportunities. Students create and evaluate their ideas and designed solutions based on personal preferences. They communicate design ideas for their designed products, services and environments using modelling and simple drawings. Following sequenced steps, students demonstrate safe use of tools and equipment when producing designed solutions.

Report in Semester 1 ‘Design Technologies’

ICT Capabilities Investigating with ICT’s: 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 Author Visit or Discussion about character development

Swimming Program

Visit to Katherine Gorge RAAF Base

Examining Stories O’Keefe House Excursion

End of Year Performance concert / Orientation Fire Station Visit – personal safety