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

2014 Early Years T-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 (Even Years)

SEMESTER ONE SEMESTER TWO

Term ONE Term TWO Term THREE Term FOUR

Theme and Purpose

All About Me – All About Us Our World Around Us

English (AC)

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. Assessment: Transition: monitor progress Year 1-2: Discovering characters in picture books (Oral)

Suggested Text:

Julia Donaldson texts

We’re Going on a Bear Hunt – Michael Rosen & Helen Oxenbury

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. Assessment: Transition and Year 1: Monitor student learning and progress through the unit.

Year 2: Creating imaginative and persuasive texts (Written/Oral)

Suggested Text: I Wanna Iguana, Karen Kaufman Can I Have a Stegosaurus Mum? Can I? Please? – Lois G Grambling

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. Assessment: Transition: Monitor student learning and progress though the unit.

Year 1 and 2: Reading and comprehension assessment (Oral/ Written)

Year 1 and 2: Retell (Multimodal) Suggested Text: Julia Donaldson stories already familiar to enable retelling Waltzing Matilda – Banjo Patterson

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.

Assessment:

Year 1 and 2: Comprehension (Exam/Test)

Transition and Year 1 and 2: Presenting a digital multimodal biography (Multimodal)

Suggested Text: The Old Frangipani Tree at Flying Fish Point – T Saffoli

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.

Assessment:

Transition, Year 1 and 2: Monitor student learning and progress though the unit. Suggested Text: Snippets of movies such as Finding Nemo, Madagaskar, 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.

Assessment:

Transition: Monitor student learning and progress though the unit. Year 1: Comprehending poetry (Exam/Test) Year 1: Poem recitation (Oral) Year 2: Presenting a reconstruction of a poem (Oral) Suggested Text: “I know an old lady” series Ie I know an old man etc

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.

Assessment:

Year 1 and 2: Persuasive response (Written)

Suggested Text: Traditional fairy tale – Cinderella Wishbones, Cinders Rox

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.

Assessment:

Transition, Year 1 and 2: Monitor student learning and progress though the unit. Suggested Text: Continued familiar Fairy tale texts Christmas Stories

Mathematics (AC)

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

Using units of measurement

Fractions and decimals

Shapes and Patterns and algebra

Unit 4:

Number and place value

Using units of measurement

Fractions and decimals

Data representation and interpretation

Unit 5:

Number and place value

Using units of measurement (time)

Location and transformation

Patterns and algebra

Unit 6:

Number and place value (operations)

Fractions and decimals

Chance

Data representation and interpretation

Money and financial mathematics

Unit 7:

Number and place value

Units of measurement

Fractions and decimals

Shape and patterns

Algebra

Unit 8:

Number and place value

Patterns and algebra

Chance

Data representation and interpretation

Using units of measurement (time)

Shape

Location and transformation

Science (AC)

Unit 1: The living world In this unit students identify that living things have basic needs including food and water; and have a variety of external features. They describe how living things grow, change and have offspring similar to themselves. Students explore how the needs of living things are met in their environment. Suggested Unit Transition -> Staying alive Year 1/2 -> Schoolyard safari

Unit 2: Mastering Materials The unit provides opportunities for students to examine familiar objects made from a range of materials, using their senses, and describing the properties of the materials from which these objects are made. Based on observation and analysis, students describe the connection between properties of materials, objects and their purpose, so that they recognise the scientific decision making in everyday life. They engage in combining materials to meet a purpose and justify their decisions.

Suggested Unit Transition -> What’s it made of? Year 1/2 -> Spot the difference

Unit 4: Toy World In this unit, the study of various forms of energy is focused in a study of toys. Students examine and explain the movement of objects. They draw conclusions about factors influencing movement and relate these to pushes and pulls. In addition, they investigate a range of sources that produce light and sound. They keep records of their sensory explorations of movement and light and sound. Students then apply this knowledge to explain the movement (including pushes and pulls), light and energy in a toy.

Suggested Unit Transition -> On the move Year 1/2 -> Sensing sound and light

Unit 3: The Earth and us In this unit, students will use sensory experiences to explore familiar phenomena, including weather and daily and seasonal changes. Students will compare and describe the changes that occur in the features of the day sky and landscape with the night sky and landscape. They explore the nature of and use of Earth’s resources. Consequently, they draw conclusions that enable them to predict observable changes. Students integrate knowledge of land and sky events and components of Earth’s resources to interrogate ways of using Earth’s resources wisely. Suggested Unit Transition -> Weather in my world Year 1/2 -> Up, down and all around

History/Geography (AC)

Transition KIQ’s: Personal and Family Histories

1. What is my history and how do I know?

2. What stories do other people tell about the past?

3. How can stories of the past be told and shared?

Year 1/2 KIQ’s: Community and Remembrance

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?

Transition KIQ’s: People Live in Places

1. What are places like?

2. What makes a place special?

3. How can we look after places we live in?

Year 1/2 KIQ’s – Our connections to places

1. What is a place? 2. How are people connected to their place and other places? 3. What factors affect my connections to places?

The Arts

Achievement Standard – Years T – 2 Suggested Assessment Items: Links to Investigation DRAMA -> 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. MEDIA ARTS -> 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-> 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.

Report in Semester 2 Drama, Media Arts, Visual Arts

HPE Health Education Healthy Living

Physical Education Gross motor skills Simple movement patterns / sequences

Health Education Personal Safety and Health Services

Technology & Design

Report in Semester 1 Design & Technology

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 some 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

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 Town library visit – investigating characters in stories

Anzac Day Springvale Homestead / Knotts Crossing House School Athletics

RAAF Base Examining Stories / Maths

Swimming Program Christmas concert / Orientation Ambulance Visit – personal safety