whole school curriculum and assessment plan: t 6 wscap 1-2... · unit 8: exploring plot and...

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

2017 Early Years 1-2

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

‘Our Lives Our Community’ CSPS Core Competency 2. To set and achieve goals for

yourself ‘Connecting Our Lives’

CSPS Core Competency 4. Teamwork – to collaborate successfully with others

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: 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: Pigeon, Mo Willems The Gruffalo – Julia Donaldson The True Story of the Three Little Pigs – Jo Scieszka

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: 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: 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: Make Way For Ducklings – Robert McCloskey My Place – Nadia Whetley

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: Five Little Owls 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 tale – Cinderella 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 Semester 1 – Time (past and to)

and Multiplication need to be covered for reporting

Semester 2 - Measurement (mass) need to be covered for

reporting

Unit 1:

Number and place value

Patterns and algebra

Using units of measurement

Location and transformation

Unit 2:

Place value — recognising, representing and partitioning numbers to 10, 50 and 500

Chance — identifying and describing situations that do, and do not, involve chance

Addition and subtraction — interpreting, representing and solving problems

Data — collecting yes/no or categorical data and displaying in tables and picture graphs

Money — recognising Australian coins and notes by their features and value.

Unit 3:

Number and Place Value


Fractions and decimals

Shapes and Patterns and algebra

Unit 4:




Data representation and interpretation

Unit 5:


Using units of measurement (time)



Unit 6:

Number and place value (operations)


Chance


Money and financial mathematics

Unit 7:


Units of measurement


Shape and patterns

Algebra

Unit 8:



Chance


Using units of measurement (time)

Shape


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 – Watch It grow!

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 – All mixed up

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 – Push pull

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 – Water works

History/Geography (AC)

1hour/week

History Geography

Year 2 KIQ’s: The Past in the Present

1. What aspects of the past can you see today? What do they tell us?

2. What remains of the past are important to the local community? Why?

3. How have changes in technology shaped our daily life?

Year 1 KIQ’s: Places have distinctive features

1. What are the different features of places?

2. How can we care for places?

3. How can spaces within a place be rearranged to suit different purposes?

The Arts (AC)

1hour/week

Dance Knowledge and Skills Music Knowledge and Skills Years T – 2 Suggested Assessment Items: Links to Investigations & School Concert

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

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

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: 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 Visit with Pamela Dixon/School of the Air rep plus school visit

Swimming Program

RAAF Base Examining Stories / Maths

Barrunga Excursion

Swimming Program End of Year Performance concert / Orientation

Fire Station Visit – personal safety

whole school curriculum and assessment plan: t 6 wscap 1-2... · unit 8: exploring plot and...

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