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

2016 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 (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: Year 1-2: Character Description and oral retell

Suggested Text:

The Greedy Bee – Isobel Finn (C2C box)

The day the crayon quit - Oliver Jeffers (C2C box)

Wanted – Emily MacKenzie – (C2C box)

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:

Year 1 & 2: Write a persuasive text.

Suggested Text: Square eyes – Craig Smith (C2C box) Can I Have a Stegosaurus Mum? Can I? Please? – Lois G Grambling (online video reading)

I want a pet – Lauren Child (Core Library C)

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: Writing a recount of a narrative using descriptive language. Suggested Text: Slug needs a hug – Jeanne Willis (C2C box)

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: Write an imaginative narrative with specific focus on the character.

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:

Year 1 and 2: Information Report about an animal 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] Elephants close Up – Black Dog C2C box) Spiders spin Webs - Yvonne Winter (Core Library C)

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:

Year 1 & 2: Write a poem and present to a familiar audience. Suggested Text:

Higglety, Pigglety, POP! Harry Horse (Core Library C)

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

Look see, look at me!, Allen & Unwin (library)

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

Picture Book Project

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

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 how 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: The Gingerbread Man – Jim Aylesworth (Core Library B) The lamington Man – Kel Richards (scholastic)

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:

Mathematics (AC)

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 Suggested Texts: Sheep on a beach P Crumble - position

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 Year 1 Schoolyard safari Year 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 Spot the difference Year 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 Look! Listen! Year 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 Up, down and all around Year 2 Water Works

Geography/History (AC)

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?

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?

The Arts

Achievement Standard – Years T – 2 Suggested Assessment Items: Links to Investigation Media Arts: By the end of Year 2, students describe artworks they make and those to which they respond. They consider where and why people make artworks. Students use the elements and processes of arts subjects to make and share artworks that represent ideas. 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. 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 1 Drama, Media Arts, Visual Arts

HPE

Health Education Personal, Social and Community Health – Being Healthy, Safe and Active, Communicating and interacting for health and wellbeing Healthy Living

Physical Education Movement and Physical Activity – Moving our Body, Understanding Movement, Learning through Movement Gross motor skills Simple movement patterns / sequences

Health Education Personal, Social and Community Health – Contributing to healthy and active communities, Communicating and interacting for health and wellbeing Personal Safety and Health Services

Technology & Design

Focus for reporting is in Semester 2.

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 2

Design & Technology

ICT Capabilities Investigating with ICT’s:

Explore how people safely use common information systems to meet information, communication and recreation needs (ACTDIP005) 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 Red Cross or Rocky Ridge Nursing Home Visit Gorge Tour

Anzac Day Springvale Homestead / Knotts Crossing House/O’Keefe House School Athletics

T-2 RAAF Base Visit History Links (excursion ideas and focus’) T. Planes. History through literacy and stories Y1. Personal safety and services changing over time eg nurse, doctors, firefighters, police Y2. Artillery such as guns, tanks, weapons, technological systems and electronic messages. Examining Stories / Maths

Christmas concert / Orientation Ambulance Visit – personal safety