stage 1 english yearly overview odd year term 1 · term 1 assessment-unit pre-test (integrated into...
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© 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
© Stage 1 – Shell Cove Public School 2
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
© Stage 1 – Shell Cove Public School 3
Stage 1 English Yearly Overview Odd Year Term 2
English Reading
Reading and
Viewing (FOR Strategies)
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
© Stage 1 – Shell Cove Public School 4
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 – Shell Cove Public School 5
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
- Week 10: Week 6-10 content
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
- Week 10: Post-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
© Stage 1 – Shell Cove Public School 6
Stage 1 Yearly Overview Odd Year Term 2
Term 2
Mathematics
History
SC & T
PD/H/PE
Creative Arts PD/Health PE
Refer to Stage 1 Scope and Sequence for content Daily TEN Program
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)
- Week 5: Week 1-5 content
assessment
- Week 10: Week 6-10 content
assessment
- SENA 1 or 2 Assessment:
Once per term as per student
need
- Week 5: Mid-test
(Reports)
- Week 10: Post-test
- Formative assessment
throughout teaching
and learning
experiences
- Week 1: Pre- test
- Week 5: Mid-test
(Reports)
- Week 10: Post-test
Phase/Assessment Focus: - Engage- Diagnostic
- Explore/ Explain –
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
- Week 10: Post-test
Performance
Ongoing: - Teacher
observations of performance
- Peer-feedback of performance
-
© Stage 1 – Shell Cove Public School 7
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.
© Stage 1 – Shell Cove Public School 8
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?
© Stage 1 – Shell Cove Public School 9
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.
© Stage 1 – Shell Cove Public School 10
Stage 1 English Yearly Overview Odd Year Term 3
English Reading
Reading and
Viewing (FOR Strategies)
Writing Grammar Punctuation Phonics/Spelling Speaking 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
reading sessions as per class
groupings and student need
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
- Week 5 – Persuasive
mid-test
- Week 10 – Persuasive
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
© Stage 1 – Shell Cove Public School 11
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
© Stage 1 – Shell Cove Public School 12
Stage 1 English Yearly Overview Odd Year Term 4
English Reading
Reading and
Viewing (FOR Strategies)
Writing Grammar Punctuation Phonics/Spelling Speaking 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
reading sessions as per class
groupings and student need
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
- Week 5 – Informative
Mid-test
- Week 8 – Informative
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
© Stage 1 – Shell Cove Public School 13
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+)
© Stage 1 – Shell Cove Public School 14
Stage 1 Yearly Overview Odd Year Term 3
Mathematics Geography SC & T
PD/H/PE
Creative Arts PD/Health PE
Term 3
Refer to Stage 1 Scope and Sequence for content Daily TEN Program
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)
- Week 5: Week 1-5 content
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)
- Week 10: Post-test
(Peoples’ Connection to
Places)
- Formative assessment
throughout teaching and
learning experiences
- Week 5: Pre- test.
- Week 10: Post-test
Phase/Assessment Focus: - Engage- Diagnostic
- Explore/ Explain –
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
- Peer-feedback of performance
© Stage 1 – Shell Cove Public School 15
Stage 1 Yearly Overview Odd Year Term 4
Mathematics Geography SC & T
PD/H/PE
Creative Arts PD/Health 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
- SENA 1 or 2 Assessment:
Once per term as per
student need
- Week 5: Post-test (Local and
Global Connections)
- Formative assessment
throughout teaching and
learning experiences
- Week 1: Pre- test
- Week 5: Mid-test
(Reports)
Phase/Assessment Focus: - Engage- Diagnostic
- Explore/ Explain –
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
© Stage 1 – Shell Cove Public School 16
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?'
© Stage 1 – Shell Cove Public School 17
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?
© Stage 1 – Shell Cove Public School 18
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.