YEAR 1 CURRICULUM OVERVIEWTERM 3 2019

Asst. Principal Mrs. Helen WelshPrincipal Mrs. Lyn Jobson

UNIT OF INQUIRY 4Dear Parents/Guardians,

The Year One Team have enthusiastically commenced Term Three, with many new students starting at Alamanda College. All students have settled quickly into the daily school routines and we would like to warmly welcome our new families to our school. Students have spent the first week back at school completing summative assessment tasks for the third Unit of Inquiry, furthering their understanding of the Central Idea, ‘Understanding how technology has changed everyday life, assists us to change in the future’, developing the enduring understanding that technology continually changes and impacts our lives.

The Year One students have been updating their Individual Learning Goals and will be supported in achieving their goals through our Units of Inquiry, as well as through stand alone, Literacy and Numeracy lessons. Students are further developing their thinking skills and understandings, with an emphasis on developing a deeper understanding of the use of Visible Thinking Skills and through the Primary Years Program (PYP).

AN INQUIRY INTOLANGUAGE

In Reading, students will be exposed to a number of persuasive texts. They will build their understanding of the text features and language an author uses to persuade the reader of their opinion. Students will continuously focus upon the reading strategies of reading for meaning – “Does that make sense?”; reading for visual information - checking that what they see looks right by checking “Does that look right?” “Is the word I see, the word that came out of my mouth?” and reading for syntax and structure - does what I am reading sound right?’ Students will engage in regular reading, through a variety of different experiences, such as Guided, Independent and Shared Reading. During Guided Reading, students will read, discuss and identify a range of text types with a focus on a variety of comprehension strategies including Predicting, Questioning, Summarising, Inferring, Visualising and Making text-to-self, text-to-world and text-to-text connections. Shared and Guided Reading tasks will allow students to focus on the strategies used by an effective reader: such as making predictions, reading in phrases to assist fluency, noticing when meaning is lost, understanding book conventions and problem-solving. Teachers will work one-on-one with students to establish reading

IMPORTANTDATES

Sea Shepherd IncursionWednesday7th August

Year 1 Swimming26th August - 30th August

SHARING THE PLANETThe Year One Students have begun their fourth Unit of Inquiry for 2019, exploring the Transdisciplinary Theme, ‘Sharing the Planet’, through the Central Idea, ‘Understanding how humans use and dispose of resources, impacts on the natural environment’.

The Year One Students are looking at the Unit of Inquiry through the Key Concepts, ‘Form, Function and Responsibility’, as their guiding lens when asking questions about the Lines of Inquiry, ‘Wasted Resources, Ethical and Sustainable Use of Resources, and, Different Resources Have Value and are Limited’. Students have begun using provocations, such as short clips, photos and Visible Thinking Tools, to develop their understanding of the Unit of Inquiry. The Year One Students are considering what natural, finite and renewable resources are, where waste goes and how this impacts on the environment. Students will be encouraged to identify what we waste and how we can make positive changes to our resource usage. Students are considering their daily impact on the natural environment, such as lunch rubbish, water usage and power, and are beginning to inquire into renewable alternatives.

This Unit of Inquiry will include and incursion from Sea Shepherd. This incursion will encourage students to further develop their understanding of the impact humans have on the natural environment and the positive actions humans can take to help protect the environment and finite resources. Through the Victorian Curriculum strand of Science, students have begun inquiring into how Earth’s resources are used in a variety of

ways, as well as considering how the Earth’s surface changes over time as a result of natural processes and human activity. Students will share their understanding of the Unit of Inquiry, through the summative task, creating a persuasive writing piece, encouraging their peers and family to save the Earth’s finite resources. The Year One students will be driving their learning through reading, writing and mathematics.

AN INQUIRY INTO MATHEMATICS

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UNIT OF INQUIRY 5

During our fourth Unit of Inquiry, students will explore the areas of: Fractions, Volume and Capacity and Chance. In the area of Number, students will continue to practise and improve their speed and accuracy when exploring increasing and decreasing counting patterns, such as by 2s, 3s, 4s 5s and 10s. When exploring Fractions, students will make, model and represent halves, thirds, quarters, fifths and eighths of shapes and collections of objects. They will be supported when learning how to add multiples of common fractions to complete a whole. Students will be encouraged to explore equivalent fractions and display them on a number line. When learning about Volume and Capacity, students will be exploring measuring and comparing capacities of objects using uniform informal units. They will be developing their understanding of comparing lengths, shapes and different sizes in order. This links with the Transdisciplinary Theme, ‘Sharing the Planet’ as students will look at different capacities and the volume of waste. Students will begin measuring and comparing objects using metric units such as millilitres and litres. During Chance lessons, students will be encouraged to

The students’ second unit of inquiry this term will focus upon the Transdisciplinary Theme: ‘How We Organise Ourselves’ through the Central Idea ‘Foods may go through various stages before they reach our mouths.’

The students will be exploring the following Lines of inquiry:

- Food comes from numerous sources (Function)

- Food goes through different stages before being eaten (Change)

- There are consequences to the food choices we make. (Responsibility)

This Inquiry will use the key concepts of:- Function–How does it work?- Responsibility – What is our

responsibility?- Change – How is it changing?

The Learner Profile attributes of being Knowledgeable, Thinkers and Inquirers will be emphasised during this Unit of Inquiry and the Attitudes of Creativity and Cooperation will be promoted. We will also attempt to grow food in our school vegetable patches to reinforce the effort required to produce food.

INQUIRING INTO LANGUAGE

identify practical activities and everyday events that involve chance, whilst developing their understanding of chance related vocabulary, such as ‘likely’, ‘unlikely’, ‘certain’ and ‘impossible’. Students will be supported when conducting chance experiments, identifying and describing the possibility and variation in the results.

goals for them to practise both within the classroom and at home. Students will be exposed to a variety of narrative texts during reading and writing tasks, with strong links to the Unit of Inquiry. Students will develop their understanding of the reading strategies making text-to-self connections, text to-text connections and text-to-world connections and comparing and contrasting. This will be carried out through shared big books, picture storybooks, visual displays and through the author study of Jeannie Baker when exploring our Unit of Inquiry through the Transdisciplinary Theme ‘Sharing the Planet’.

In Writing, the Unit of Inquiry strongly aligns with persuasive texts. Students will understand that persuasive texts are used to convince an audience, and will work on forming and justifying their own opinions, both verbally and in written form, in order to effectively present their opinion to an audience. The students will inquire into certain text features such as emotive language, repetition and the use of strong verbs. They will construct texts that incorporate supporting images and recreate texts imaginatively using drawing, writing, performance and digital forms of communication.

Students will be given opportunities to build upon their Speaking and Listening skills through a variety of formal and informal situations. During reading and writing tasks, students will be asked to form an opinion and state reasons why, in order to try and persuade others. Class discussions and the presentation of artefacts give students the opportunity to share their understanding of the Unit of Inquiry and their personal experiences with their peers.

Students will work on developing hearing and recording the sounds in words, beginning with the 100 High Frequency Words. Students will use the visual strategy of recognising and writing high frequency words. The students will also focus on words associated with the 37 dependable rimes, such as ‘an’, ‘all’, ‘ank’ - identifying common letter patterns and using these known patterns to create new words.

HOW WE ORGANISE OURSELVES

During daily Reading lessons the teachers and students will also focus upon using the comprehension strategy of Summarising. Proficient readers are able to discuss characters, setting and main events that occur in a story. Students are encouraged to use the 5w’s (who, what, where, when and why) or (somebody, wanted, but, so, then) to assist them to summarise. Students will continue to read at home every night to complement their learning at school through the Kids A-Z iPad application, as well as reading books from the classroom, as assigned by the classroom teacher. The development of fluency and

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AN INQUIRY INTO MATHEMATICS

In the area of Mathematics, the students will continue to develop their fluency in counting numbers in sequences in Number and Algebra and continue to develop mental strategies including doubles, near doubles, fact families and friends to ten. The Year One students will focus on Multiplication through the use of a range of materials, introducing the associated language such as arrays, rows of, groups of, total and equals. Students will recognise that multiplication is the process of counting equal groups and learn to interpret the language of multiplication through worded problems. They will then explore the concept of Division. Students will be working towards recognising and representing division problems as a ‘fair share’. The Year One students will begin to explore the inverse relationship between multiplication and division. Students will investigate Money and Financial Matters, linking their learning during the fifth Unit of Inquiry - recognising, describing and ordering Australian coins according to their value. Students will understand that the value of Australian coins is not related to size. Students will build on their knowledge of addition and subtraction to assist them to solve problems using Australian currency. In the area of Measurement and Geometry, students will be investigating and using the language of location by describing and following directions within the school environment, such as ‘between’, ’next to’, ’forwards’. Students will begin to interpret simple maps, identifying key features. Students will start to use maps to identify where our food comes from around the world. Students will look at location on a local and global scale and will be exposed to a number of Grid Maps, developing their understanding of the features of a map and how grid references assist them to find relevant information. Students will explore the different seasons and the seasonality of food grown around the world.

ICT

Information and Communication Technology (ICT) will be integrated in all areas of the curriculum. Students will use a variety of iPad applications to complement their Language and Mathematics learning. They will use Language iPad applications, such as Kids A-Z for take home reading and Primary Writer for publishing work. During Mathematics lessons, the students will use a range of applications, including Mathletics to work on individual Math goals. In addition to this, students will use a range of applications as part of their daily learning in the classroom, such as Seesaw to record their daily learning and Epic! to research the Unit of Inquiry and for reading tasks.

HOMEWORK

Students are expected to read every day at school. Reading at home for ten to fifteen minutes per day will ensure the skills acquired at school are practised at home. Reading may include take-home books, poems or books on their iPads. We have classroom libraries at school, where students will have access to books for independent reading, these books will remain at school for this purpose. You are encouraged to read to your child each night, read a story with your child or listen to your child read to help improve fluency, extend vocabulary, pronunciation and expression. Establish a routine. Reading each night at a set time is ideal. Be relaxed and comfortable. The aim is to help your child to enjoy reading. For our take-home program, we are encouraging Year One students to utilise the wide range of resources available via technology.

· Each child can now access levelled books on their iPad through the Kids A-Z. Some students will also take home teacher selected texts.

· Please continue to visit the local libraries to encourage your child to access and borrow books to supplement your reading at home.

Mathletics is an educational and engaging application that supports students’ learning of mathematical concepts and develops skills through a range of tasks. This can

confidence is important and home reading is recommended for practicing fluent reading. Generally, home reading will be a little less challenging than the books used for instruction by the classroom teacher during Guided Reading and Individual Reading conferences, as part of the classroom literacy program. We encourage all families to join their local library and make visiting and borrowing books a regular occurrence. The Writing focus for this Unit of Inquiry, will be on Explanation Texts and Persuasive Texts. Students will recognise and understand the text structure and language features of an explanation text and will be using the technical and language features. The features of an explanation text include a heading statement, the sequence of how and reasons why and a summary. The Year One students will link their growing understanding of the Central Idea ‘Foods may go through various stages before they reach our mouths’, to explanation texts, explaining the processes foods go through to reach our plates. Students will be able to access their prior-knowledge and continue to practise writing persuasive piece, supported through a Graeme Base and Jackie French Author Study, developing their understanding of the importance of persuasive text features. In the area of Spelling, students will continue to work on further developing their understanding of spelling strategies by sound - hearing and recording the sounds in words e.g. cat, ship, chat. Visual - recognizing letter patterns, for example the 37 dependable rimes e.g. t-ent, b-ent, w-ent. Meaning – identifying base words and building word families by adding suffixes e.g. ed, ing, s. Students investigate spelling throughout all areas of the program including reading, writing and during dedicated spelling lessons. The students also use their spelling journals to ‘have a go’ at unknown words and to practise words using the method ‘Look, Say, Spell, Cover, Write, Check’ Handwriting will also continue to be a focus for students this term. The students will practise letter size, shape, formation, slope etc. in class and for homework. Handwriting is important to master. Being able to quickly and correctly form letters without having to think about how each letter is formed, ensures students are able to focus more of

their attention on the quality of what they are writing.

SPECIALIST SUBJECTS

ART

In Art, students will experience visual arts from artists - locally and globally, now and in the past, by men and women, and by people of different backgrounds. This term, they will be introduced to artwork from distant locations and will create artworks in response to Asian Arts and culture. The inquiry for Term Three is based around our central idea ‘Art connects to culture, history, people and places’. Grade 1 students will create artworks inspired by Japanese culture, in particular cultural dress and the Kimono. We will begin by viewing and reading Suki’s Kimono by Cheiri Uegaki as an introduction to exploring the Kimono. Students will explore the cultural and social functions of the Kimono and its importance in Japanese culture. They will use the design process to think about different patterns and colours before creating a final piece in watercolour. Students will engage in practising experimental watercolour painting techniques in order to combine pattern and colour for a Kimono design. They will learn to identify and use a colour wheel in order to select and mix colours. The outcome will be the design and creation of a Kimono on paper in watercolour or mixed media. Students will have the opportunity to participate in both individual and collaborative activities in order to create their final artwork. Along with the PYP learner profile, children will learn to take responsibility for the care of tools and materials and for their own and others’ safety in the Art environment. They will be open minded to new concepts and

At Level 1, students build on the learning from Foundation Level as they make decisions to enhance their health, safety and participation in physical activity. The curriculum provides opportunities for students to learn through movement. It supports them in broadening the range and complexity of fundamental movement skills they are able to perform in a range of settings, including indoor, outdoor and aquatic. Students learn how to select, transfer and apply simple movement skills and sequences individually, in groups and in teams.

Students also further develop their knowledge, understanding and skills in relation to movement by exploring simple rule systems and safe use of equipment in a variety of physical activities and games. Through active participation, they investigate the body’s response to different types of physical activities. In addition, students develop personal and social skills such as cooperation, decision making, problem-solving and persistence during movement activities.

In Term 3 of Physical Education, Year 1 students will develop their teamwork and communication through a series of challenging activities. Students will be

ideas and be courageous when challenged with new skills and techniques. We look forward to continuing this creative journey with your child at Alamanda. Kind regards,Ms Hendry, Ms Mitchell, Ms Davies and Ms Stokes

be accessed on the iPad via a personal username and password. Passwords have been allocated to all students who have a subscription. Teachers will be working to allocate weekly tasks aligned to classroom learning for homework. Teachers are able to track student progress using these tasks via the website. Homework that links with the Units of Inquiry will require students to use knowledge and skills learned in class to make connections with home life and the local community. When required, we will send home a note to advise you of any tasks to be undertaken as part of our Unit of Inquiry. This may include bringing relevant artefacts from home to share with the class. Students will continue to receive their fortnightly homework tasks, in their take home pencil case, which students are given two weeks to complete. We will use the ‘SeeSaw’ application to communicate extra homework details and provide snapshots of the student’s classroom activities. We encourage students to use, both their physical homework book and Seesaw to upload their homework and share their understanding of the current Unit of Inquiry.

We expect children to practise reading every day, and to spread other tasks across the week. We suggest homework for children in Year One should not exceed on average 20 minutes a day.

YEAR ONE TEAM1A – Mr. Erik Stewart1B – Ms. Tania Lythgo1C – Mr. Brad Smith1D – Mrs. Astrid Van Der Linden1E – Ms. Lauren Houareau1F – Ms. Danielle Vagg1E – Ms. Ruth Moore1H – Ms. Aimee Smart1I – Ms. Sarah Dalton1J – Ms. Georgia Skeen1K – Ms. Jessica Bennett1L – Mrs. Lisa Calus1M- Ms. Cassey Robinson1N – Mrs. Tegan MaEducation Support Staff – Madeline, Aaron, David, Jay, LeighAssistant Principal – Mrs. Helen Welsh

PHYSICAL EDUCATION

LOTE

At Level One, students are developing the ability to match characters to the meanings and sounds of familiar words, and share information about familiar objects using cues and learnt words, following explicit models to communicate.

In Term Three, students will be learning about numbers, days of the week and months of the year as part of the Transdisciplinary Theme ‘Where we are in place and time’. They will firstly revise how to count from zero to ten in Chinese and get familiar with the Chinese hand gestures that represent different numbers when counting. Building on their Chinese language skills, they will

DRAMA

thinkers as they refine the technique of expressing their opinions and accepting feedback from their peers. Students are encouraged to be knowledgeable and caring as they share their knowledge to assist others in performing these skills.

Thereafter, students will participate in a four- week Soccer unit. Students are encouraged to be risk takers by stepping outside of their comfort zone, having fun in a safe and respectful environment. The focus of this unit will be on learning the gross motor skill required to kick a ball. Students will work individually, in groups and as an entire class through set activities based around kicking and dribbling a ball with their feet.

To finish term 3, students from grade 1 will participate in a 2-week skipping and jumping unit, with a heavy focus on the coordination and timing of the movement. This unit has a partnership with Jump rope for Heart, who aim to provide a fun physical activity program to keep fit and healthy.

At Alamanda College, we aim for maximum participation in Physical Education and ask for students to bring a drink bottle to all lessons. Students are also encouraged to label all clothing and equipment with their names to prevent these items becoming lost. If your child cannot participate in a particular lesson, then please send them to their Physical Education teacher with a signed note outlining the reason for their non-participation.

Thank you,Physical Education Team

learn how to say days of the week and months of the year in Chinese. They will understand there is a pattern to name days of the week and months of the year in Chinese. As thinkers, they will tell what the Chinese characters 星期 (week) and 月(moon and month) mean in English. Working independently, they will make a booklet that illustrates what they would like to do on each day and write down their birth month on the front cover of their booklet.

In learning and consolidating the topic, students will practise speaking and reasoning skills when they are learning as a whole class and working in teams. They will have opportunities to participate in group learning, whole class games, as well as pairing up activities. They will also work independently with or without digital technology to practise listening, reading, writing and speaking in Chinese.

Students are encouraged to inquire, think, reflect, communicate, and cooperate. Slightly challenging tasks will be assigned to them so they can build up confidence and positive attitudes of learning. In class, the activities will reflect the attributes of Learner Profile. The PYP attitudes of curiosity, commitment, enthusiasm, and creativity are incorporated in teaching and learning.

In Grade One Drama this term, students will begin to create and present drama using the elements of role, situation and focus in dramatic play and improvisation. In each lesson, students will begin identifying

the significance of voice, facial expression and movement. They will explore behaviour through dramatic storytelling and dramatic action.

During this inquiry, students will examine Fractured Fairy Tales through performance. Students will inquire into how Fractured Fairy Tales are devised from a Classic Fairy Tale, and how performance is used to recreate them. Using stories such as “Little Red Riding Hoodie”, “The Three Ninja Pigs” and “Cinderella is so Annoying”, students will engage in class discussions about the differences in the plot structure and character relationships. They will work collaboratively in each lesson to rehearse and present their own unique Fractured Fairy Tale performance.

Students will be encouraged to respond thoughtfully to performances, express what they enjoy and why and identify intended purposes and meanings of other students’ work. They will develop their confidence and risk-taker skills during this Inquiry by constantly working creatively and collaboratively to create new unique pieces.

Throughout every Drama lesson, students are encouraged to display the PYP learner profile and encouraged to act respectively when communicating with others. Over the course of the term, students will have many opportunities to be courageous with their learning and approach new ideas with enthusiasm and creativity.

FOOD TECH

During Food Technology this term, students in Grade 1 will be learning about safety in the kitchen. They will commence with knife skills, practicing the claw and bridge grips with butter knives. Students will constantly engage in the importance of being hygienic around food as they practice cleaning up their work stations and washing their hands. They will explore flavours from different parts of the world, as we explore ‘Street Food’ from different cultures. Students will also be celebrating the Chinese culture. In term 1, they will recreate food that is traditionally prepared during the Chinese New Year as they welcome in The Year of the Pig. As students explore different cuisines they will continue to develop skills like folding, cutting, mixing and many more. Additionally, students will learn and understand basic first aid.

Students will inquire into environmental sustainability, by considering the effects or impact our food choices have on the environment. For instance, buying fresh local fruit and vegetables to reduce the environmental impact of transporting imported foods.

Throughout every Food Tech lesson, students are encouraged to display the PYP learner profiles and attitudes to ensure

that each student takes responsibility for their own learning and is respectful to maintaining the safe and orderly working environment. We encourage all students to be risk-takers and open-minded by trying new or unusual foods, inquirers and effective communicators by asking lots of questions, caring and reflective during Food Tech. However, students also learn about dietary requirements as they become more knowledgeable about food allergies and cultural or religious dietary needs.

Students will have an opportunity to design their own recipe after several weeks of exploring tastes from different cultures. In designing their recipe, students will be guided by their teacher as they consider the environmental impact in their design. They will use their newly gained knowledge of the different flavour combinations and design a recipe.

Students will have many opportunities to work collaboratively and use/stay safe around the different technologies in the kitchen, knives, ovens, frying pans, stove tops, chopping boards, toasters, and other utensils as the term progresses.

MUSIC

SPECIALIST SUBJECTS

Students in Year One will have the chance to explore musical ideas using voice, instruments and body percussion and

further their knowledge by improvising and practising a variety of songs and rhymes. They will also look at composing in a group and at developing their skills on the ukulele, keyboard and xylophone. During the term Music Program they will also rehearse and perform songs that communicate themes and particular emotions to an audience as well as respond to music and communicate their thoughts on where and why people perform music.

Our major focus for the year will revolve around understanding how technology has changed everyday life and assists us to change in the future. They will spend time looking at how music has evolved from the Classical and Jazz styles where acoustic instruments were more prominent and into the music of today and how technology has taken over the way instruments sound and are recorded.

We will be using our PYP Learner Profiles to further our students’ skills by becoming more knowledgeable through the introduction of new song material and information and open minded to the repertoire that they might not be familiar with.