Curriculum summaries of our Teaching programmes for K-6, Term 2, 2010 at Tudor House Preparatory School
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KINDERGARTEN OVERVIEW FOR TERM TWO TUDOR HOUSE LEARNING AND TEACHING ENGLISH Talking & Listening - Various specific Talking and Listening activities Word Recognition: the, and, Mum, Dad, baby, see, can, a, am, A, to, school, was, it, in, is, at, an, as, are, He/he, She/she, we, me, my, on, of, love, have, they, but, queen, had, up, us, down, you, yes, why, boy, girl, his, her, for, like, want, do, does, with, go, so, no, said, when, what, pretty, that, put, all, play, out, come, happy Reading – Independent, Modelled & Guided Reading sessions where boys are reading a variety of written and visual texts; using cues to decode texts; engaging in reading behaviour; recognising the difference between literary and factual texts; reading a variety of texts with students daily; talking about elements of texts, structure, punctuation and letters. Writing (Text Types): Procedural Recount, Discussion & Explanation. Spelling & Grammar: Weekly sounds based on the ‘DIPL’ program (focusing on t, n, c, a, h/r, i/j, b/w), including basic punctuation Handwriting - Skill Development: Pencil Grip Top to bottom movements Spacing of words Posture Left to right movements Fluency Patterns - letter shape (lower case) Size, Shape, Slope - print LIBRARY Engaging with the meanings of a variety of written and visual texts, interpreting pictures following and responding to simple stories read aloud. Reading and discussing a variety of texts with students MATHEMATICS Number – Whole numbers: • Count forwards to 30, from a given number • Count backwards from a given number, in the range 0 to 20 • Compare, order, read and represent numbers to at least 20 Addition and Subtraction: • Combine groups to model addition Multiplication & Division: • Model equal groups or rows • Record grouping and sharing informally Fractions & Decimals: • Recognise and describe halves Patterns & Algebra • Continue simple number patterns that increase or decrease Data • Collect data about students and their environment • Organise actual objects or pictures of the objects into a data display Measurement – Area and Mass • Identify and describe the attribute of area • Identify and describe the attribute of mass • Compare the masses of two objects by pushing, pulling or hefting or using an equal arm balance Space & Geometry – Two-dimensional Space and Position. • Manipulate, sort and describe two- dimensional shapes • Identify and name circles, squares, triangles and rectangles in pictures and the environment, and presented in different orientations Working Mathematically – Applying strategies, Communicating, Questioning, Reflecting and Reasoning
Transcript
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OTUDOR HOUSE LEARNING AND TEACHING
ENGLISHTalking & Listening - Various specifi c Talking and Listening activities
Word Recognition:the, and, Mum, Dad, baby, see, can, a, am, A, to, school, was, it, in, is, at, an, as, are, He/he, She/she, we, me, my, on, of, love, have, they, but, queen, had, up, us, down, you, yes, why, boy, girl, his, her, for, like, want, do, does, with, go, so, no, said, when, what, pretty, that, put, all, play, out, come, happy
Reading – Independent, Modelled & Guided Reading sessions where boys are reading a variety of written and visual texts; using cues to decode texts; engaging in reading behaviour; recognising the difference between literary and factual texts; reading a variety of texts with students daily; talking about elements of texts, structure, punctuation and letters.
Spelling & Grammar:Weekly sounds based on the ‘DIPL’ program (focusing on t, n, c, a, h/r, i/j, b/w), including basic punctuation
Handwriting - Skill Development:Pencil GripTop to bottom movementsSpacing of wordsPosture Left to right movementsFluency Patterns - letter shape (lower case)Size, Shape, Slope - print
LIBRARY Engaging with the meanings of a variety of written and visual texts, interpreting pictures following and responding to simple stories read aloud.
Reading and discussing a variety of texts with students
MATHEMATICSNumber – Whole numbers:
• Count forwards to 30, from a given number
• Count backwards from a given number, in the range 0 to 20
• Compare, order, read and represent numbers to at least 20
Addition and Subtraction:• Combine groups to model addition
Multiplication & Division:• Model equal groups or rows• Record grouping and sharing informally
Fractions & Decimals:• Recognise and describe halves
Patterns & Algebra• Continue simple number patterns that
increase or decrease
Data• Collect data about students and their
environment • Organise actual objects or pictures of
the objects into a data display
Measurement – Area and Mass• Identify and describe the attribute of
area• Identify and describe the attribute of
mass • Compare the masses of two objects by
pushing, pulling or hefting or using an equal arm balance
Space & Geometry – Two-dimensional Space and Position.
• Manipulate, sort and describe two-dimensional shapes
• Identify and name circles, squares, triangles and rectangles in pictures and the environment, and presented in different orientations
Working Mathematically – Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
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OTUDOR HOUSE LEARNING AND TEACHING
HSIE (Human Society & Its Environment)Flight and Movement:
Examining the transport systems used in the local community and around the world. Researching famous aviators and their inventions. Exploring the affects of fl ight transportation on the environment.ANZAC Day Grandparents’ Day
SCIENCE & TECHNOLOGYFlight and Movement:
Exploring the movement principles of lift, thrust, drag and gravity. Designing and making fl ying machines.
DESIGN TECHNOLOGY (WOODWORK)Little Wildee – developing basic skills in preparation for Year 3
Dice and Car: Basic Skills – fi ling, sanding and marking out
PDHPEPE: Non-locomotor and locomotor skills Athletics - Running, jumping and throwing techniques.PDH: Identifying and reducing safety risks at home, on the farm, on the roads and near the water. Exploring the factors that infl uence our decisions and how to make good decisions.
RELIGIONChristianity:
Exploring the basic beliefs, sacred writings (the Bible) and religious buildings (church) of Christianity. Identifying our family beliefs and exploring our own personal beliefs.
PHYSICAL EDUCATION Non-locomotor and locomotor skills Athletics - Running, jumping and throwing techniques.
SPORTWednesday afternoon sport sessions focusing on skill development and soccer.
GROSS MOTORDeveloping balance, turning, jumping, co-ordination and gross motor skills.
VISUAL ARTSMothers’ DayFlight and Movement Man-Made and NaturalAthleticsChristianity
Mediums include:Drawing, painting and collage.
Subject matter includes:people, objects, places, spaces and events.
CREATIVE ARTSMusic, Mime and MovementStudents are introduced to: moving and dancing to music, simple musical concepts and dramatic skills. RainElements of dance and movement.
FRENCH (LOTE)Les Animaux:
The boys will be learning about animals and families. They will be learning The Lion King in French. They will be learning ma famille to the tune of Allouette.
There will be a project – to describe a member of the family or an animal using adjectives and He and She is (il est – elle est). This will open up discussion about masculine and feminine – for in French the adjectives agree with the noun.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume. Differences in places – Mothers’ Day on a different date
Dance Elements and composition of Dance; Dance Styles (Simple folk dance)
COMPUTER • Use the internet as a research aid to
gather and investigate Science. • Use various programs to complete tasks• Touch Typing practice
YEA
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TUDOR HOUSE LEARNING AND TEACHING ENGLISHTalking & Listening - Various specifi c Talking and Listening activities
Word Recognition:was, and, the, are, his, of, I, like, am, you, you, my, do, to, boy, girl, in, a, he, me, we, be, she, what, her they, said put, want have, school, go, so, no, for, love, will, with, when, what how, here, went, next, were, there, where, down, friend, little, book, look, good, foot, out, our, house do, does, go, goes, when, went, baby, lady, why, my, by, which, witch, very, pretty, was, saw, all, ball, call, fall, sky, because
Reading:Independent, Modelled & Guided Reading sessions where boys are reading a variety of written and visual texts; using strategies to predict meaning and self-correct; using grammatical patterns and context to enhance comprehension; decoding texts; identifying basic punctuation; begin using a dictionary.
Spelling & Grammar:Weekly sounds based on the ‘DIPL’ program (focusing cvcc forms, on ch,qu, ng, oo, ar, ee, c/k forms)
Punctuation:Capital LettersFull StopsExclamation marksQuestion marks
Handwriting - Skill Development:Pencil GripTop to bottom movementsSpacing of wordsPosture Left to right movementsFluency Patterns - letter shape (lower case)Size, Shape, Slope - upper & lower case
LIBRARY Engaging with the meanings of a variety of written and visual texts, interpreting pictures following and responding to simple stories read aloudReading and discussing a variety of texts with students
MATHEMATICSNumber – Whole numbers:
• Count forwards and backwards by ones, twos and fi ves
• Read, order and represent two-digit numbers • Sort, order and count money using face value
Addition and Subtraction:• Model addition and subtraction using concrete
materials• Record number sentences using drawings,
numerals, symbols and words
Multiplication & Division:• Rhythmic and skip count by ones, twos, fi ves and
tens• Model and use strategies for multiplication
including arrays, equal groups.• Model and use strategies for division including
sharing, arrays• Record using drawings, numerals, symbols and
words
Fractions & Decimals:• Model and describe a half or a quarter of a
whole object
Patterns & Algebra:• Create, represent and continue a variety of
patterns and supply missing elements • Build number relationships by relating addition
and subtraction facts to at least 20
Data:• Gather and record data using tally marks• Display the data using concrete materials and
pictorial representations • Use objects or pictures as symbols to represent
other objects, using one-to-one correspondence
Measurement – Area and Mass:Using informal units to...• Compare and order two or more areas• Compare and order two or more objects
according to mass• Estimate and measure the mass of an object
using an equal arm balance
Space & Geometry – Two-dimensional Space and Position:
• Identify, name, compare and represent hexagons, rhombuses and trapeziums presented in different orientations
• Make tessellating designs using fl ips, slides and turns
• Identify a line of symmetry• Identify and name parallel, vertical and
horizontal lines• Represent the position of objects using models
and drawings
Working Mathematically – Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
YEAR
1 OVER
VIEW FO
R TER
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OTUDOR HOUSE LEARNING AND TEACHING
HSIE (Human Society & Its Environment)Flight and Movement:
Examining the transport systems used in the local community and around the world. Researching famous aviators and their inventions. Exploring the affects of fl ight transportation on the environment.
ANZAC Day Grandparents’ Day
SCIENCE & TECHNOLOGYFlight and Movement:
Exploring the movement principles of lift, thrust, drag and gravity. Designing and making fl ying machines.
DESIGN TECHNOLOGY (WOODWORK)Little Wildee – developing basic skills in preparation for Year 3
Dice and Car:Basic Skills – fi ling, sanding and marking out
PDHPEPE: Non-locomotor and locomotor skills Athletics - Running, jumping and throwing techniques.PDH: Identifying and reducing safety risks at home, on the farm, on the roads and near the water. Exploring the factors that infl uence our decisions and how to make good decisions.
RELIGIONChristianity:
Exploring the basic beliefs, sacred writings (the Bible) and religious buildings (church) of Christianity. Identifying our family beliefs and exploring our own personal beliefs.
PHYSICAL EDUCATION Non-locomotor and locomotor skills Athletics - Running, jumping and throwing techniques.
SPORTWednesday afternoon sport sessions focusing on skill development and soccer.
GROSS MOTORDeveloping catching, throwing, skipping, jumping, co-ordination and movement skills.
VISUAL ARTSMothers’ DayFlight and Movement Man-Made and NaturalAthleticsChristianity
Mediums include:Drawing, painting and collage.
Subject matter includes:people, objects, places, spaces and events.
CREATIVE ARTS• Music, Mime and Movement• Students are introduced to: moving
and dancing to music, simple musical concepts and dramatic skills.
• Rain• Elements of dance and movement.
FRENCH (LOTE)Les Animaux:
The boys will be learning about animals and families. They will be learning The Lion King in French. They will be learning ma famille to the tune of Allouette.
There will be a project – to describe a member of the family or an animal using adjectives and He and She is (il est – elle est). This will open up discussion about masculine and feminine – for in French the adjectives agree with the noun.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume. Differences in places – Mothers’ Day on a different date
Dance: Elements and composition of Dance; Dance Styles (Simple folk dance)
COMPUTER • Use the internet as a research aid to
gather and investigate Science. • Use various programs to complete tasks• Touch Typing practice
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OTUDOR HOUSE LEARNING AND TEACHING
ENGLISHTalking & Listening - Various specifi c Talking and Listening activities
Reading:Independent, Modelled & Guided Reading sessions where boys are reading a variety of written and visual texts; using strategies to predict meaning and self-correct; using grammatical patterns and context to enhance comprehension; decoding texts; identifying basic punctuation; use a dictionary.
Spelling & Grammar:Weekly sounds based on the ‘DIPL’ program (focusing on cvvc forms; ___+e +s; ai, ay; ee, ey; ea, __y; ie, igh; ie, igh, __y, i-e; oa, oe; ow, old; ue, ew=ue)
Punctuation:capital letters, full stops, exclamation marks, question marks, commas for lists
Handwriting - Skill Development:Posture, Left to right movements, fl uency, size, shape, slope - upper & lower case
LIBRARY • Reading a variety of written and visual
literary and factual texts, bringing meaning to reading
• Demonstrating how to make use of cover, index, title page, headings and subheadings
• Discussing with students the characters, purpose and audience of a text
MATHEMATICSNumber – Whole numbers:
• Count forwards and backwards by ones, twos, fi ves and tens
• Counts off the decade• Read, order and represent two-digit numbers • Sort, order and count money using face value
Addition and Subtraction:• Model addition and subtraction using concrete
materials or abstract thought• Record number sentences using drawings, numerals,
symbols and words
Multiplication & Division:• Rhythmic and skip count by ones, twos, fi ves and tens• Model and use strategies for multiplication including
arrays, equal groups.• Model and use strategies for division including sharing,
arrays• Record using drawings, numerals, symbols and words
Fractions & Decimals:• Model and describe a half or a quarter of a whole object
Patterns & Algebra:• Create, represent and continue a variety of patterns and
supply missing elements • Build number relationships by relating addition and
subtraction facts to at least 30• Uses the “=” to record equivalent numbers
Data:• Gather and record data using tally marks• Display the data using concrete materials and pictorial
representations • Use objects or pictures as symbols to represent other
objects, using one-to-one correspondence• Interpret information presented in picture graphs and
column graphs
Measurement – Area and Mass:Uses appropriate formal measurements to...
• Compare and order two or more areas• Compare and order two or more objects according to
mass• Estimate and measure the mass of an object using an
equal arm balance
Space & Geometry – Two-dimensional Space and Position:
• Identify, name, compare and represent hexagons, rhombuses and trapeziums presented in different orientations
• Make tessellating designs using fl ips, slides and turns• Identify a line of symmetry• Identify and name parallel, vertical and horizontal lines• Identify corners as angles• Describe the position of objects using every day
language, including left and right
Working Mathematically–Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
YEAR
2 OVER
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OTUDOR HOUSE LEARNING AND TEACHING
HSIE (Human Society & Its Environment)Flight and Movement:
• People in Flight• History of Flight – then and now
ANZAC Day Grandparents’ Day
SCIENCE & TECHNOLOGYFlight and Movement:
• Exploring the movement principles of lift, thrust, drag and gravity
• Designing and making transportation machines
DESIGN TECHNOLOGY (WOODWORK)Little Wildee – developing basic skills in preparation for Year 3
Dinosaur and Train Models (movement based) • Basic Skills – fi ling, sanding and marking
out
PDHPEPE: Non-locomotor and locomotor skills
• Athletics - Running, jumping and throwing techniques.
• Sport on Wednesdays involving AFL training and development.
PDH: Identifying and reducing safety risks at home, on the farm, on the roads and near the water. Exploring the factors that infl uence our decisions and how to make good decisions.
RELIGIONChristianity:
• Exploring the basic beliefs, sacred writings (the Bible) and religious buildings (church) of Christianity.
• Identifying our family beliefs and exploring our own personal beliefs.
SPORTWednesday afternoon sport sessions focusing on skill development and soccer.
• Mothers’ Day• Flight and Movement • Man-Made and Natural• Athletics• Christianity
Mediums include:• Drawing, painting and collage.
Subject matter includes:• people, objects, places, spaces and
events.
CREATIVE ARTS• Music, Mime and Movement• Students explore: moving and dancing
to music, simple musical concepts and dramatic skills.
• Rain• Exploring the Natural Environment • Students investigate concepts and
elements of music, drama and dance.
FRENCH (LOTE)Les Animaux:
The boys will be learning about animals and families. They will be learning The Lion King in French. They will be learning ma famille to the tune of Allouette.
There will be a project – to describe a member of the family or an animal using adjectives and He and She is (il est – elle est). This will open up discussion about masculine and feminine – for in French the adjectives agree with the noun.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume. Differences in places – Mothers’ Day on a different date
Dance:• Elements and composition of Dance; • Dance Styles (Simple folk dance)
COMPUTER • Use the internet as a research aid to
gather and investigate Science. • Use various programs to complete tasks• Touch Typing practice
TUDOR HOUSE LEARNING AND TEACHING YE
AR
3
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Talking & Listening - Various specifi c Talking and Listening activities
Reading:Independent, Modelled & Guided Reading sessions where boys are reading a variety of literary and factual texts; using self-correction strategies such as sounding out and words in context; using various strategies to respond to texts; using computer software to fi nd information; discussing at how texts are organised according to purpose; examining use of speech.
Writing (Text Types):Weekly letter, Literary Recount and Procedure.
Spelling & Grammar:Weekly lists based on the ‘DIPL’ program: __e/ no e; c/k.ck; prefi xes: un-, mis-, dis-, re-, ex-, be-; when c = s; when g = j; Base word (ending with __e) + endingDIPL Spelling Rules: 2, 5, 6Noun, Verb, Adjectives, Adverbs Tenses – past, present, future.
Punctuation:Capital LettersFull StopsExclamation marksQuestion marksCommas for listsSpeech marks
discuss subject matter and characters in texts written by the same author
• Making explicit the difference between fact and opinion
PREPARATION FOR NAPLAN
MATHEMATICSNumber – Addition and Subtraction:
• Use a range of mental strategies for addition and subtraction involving two and three-digit numbers
• Explain and record methods for adding and subtracting
• Use a formal written algorithm for addition and subtraction
Multiplication & Division:• Develop mental facility for number facts up to 10x10 • Find multiples and squares of numbers• Determine factors for a given number
Fractions & Decimals:• Model, compare and represent fractions with
denominators 2, 4, and 8, followed by fractions with denominators 5, 10 and 100
• Find equivalence between halves, quarters and eighths; fi fths and tenths; tenths and hundredths
• Model, compare and represent decimals to 2 decimal places
• Add and subtract decimals with the same number of decimal places (to 2 decimal places)
• Perform calculations with money
Patterns & Algebra:• Generate, describe and record number patterns using
a variety of strategies• Build number relationships by relating multiplication
and division facts to at least 10 X 10 (2,5,10,4,8)• Complete simple number sentences by calculating the
value of a missing number
Data:• Construct vertical and horizontal column graphs and
picture graphs• Interpret data presented in tables, column graphs and
picture graphs
Measurement – Volume and Capacity:• Recognise the need for a formal unit to measure
volume and capacity• Estimate, measure, compare and record volumes and
capacities using litres and millilitres. • Measure the volume of models in cubic centimetres
Time:• Recognise the coordinated movements of the
hands on a clock• Read and record time using digital and analog
notation• Convert between units of time
Space & Geometry – 3D Space and Position:• Name, describe, sort and make prisms, pyramids,
cylinders, cones and spheres• Use simple maps and grids to represent position and
follow routes• Determine the directions N, S, E and W given one of
the directions
Working Mathematically–Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
YEAR
3 OVER
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HSIE & RELIGION (INTEGRATED UNIT)• People and Their Beliefs• Explore major religions and their beliefs.
SCIENCE & TECHNOLOGYA Look Inside:Anatomy of humans
DESIGN TECHNOLOGY (WOODWORK)Building/Designing a Timber Truck:
• Students will be developing new skills using hand and power tools. The tri-square and cordless drill will be a focus.
PDHPEPE: Integrated skills as part of elective sports programme.Athletics - Running, jumping and throwing techniques.PDH: A Friend in Need Explore personal values and appreciate differences in the values of others.You Can Do It programme
SPORTWeekly sport sessions on Wednesday - with elective sport and training for Saturday sport team
COMPUTER • Use the internet as a research aid to
gather and investigate Science and HSIE • Use various programs to complete tasks• Touch Typing practice
VISUAL ARTSMothers’ DayMajor ReligionsAthleticsVolume – 3DMediums include:Drawing, painting, sculpture and 3D forms. Subject matter includes people.
CREATIVE ARTSRecorder:
Students participate in a recorder program introducing them to instrumental skills.
Space:Concepts of music, dance and drama through the theme of ‘Space’.
FRENCH (LOTE)Les Animaux – the boys will talk about animals, describe animals and create a zoo. As part of the HSIE the boys will be researching the infl uence of the French on Australian culture and history. The boys will be working on the names of landmarks on the East Coast of Australia that bear a French name.
There will be a project on La Perouse and how the French culture is in everyday life of Australians. There will be a debate discussing What would Australia be like if it had become a French colony.
Grammar – adjective agreement with nouns based on gender. The boys will be using the imperative form – active not passive language. The boys will be using the verb forms j’aime/je n’aime pas and conjugation of aller, manger. In extension the boys will develop their use and understanding of auxiliary verbs, e.g. il est, elle est, il a, elle a.
Vocabulary – the boys will be using and applying dictionary skills with French dictionaries in developing their vocabulary and understanding of grammar.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume.
KAHIBA - OUTDOOR EDUCATION• Leadership, orienteering, skills and
recreation, environment
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TUDOR HOUSE LEARNING AND TEACHING ENGLISHTalking & Listening - Various specifi c Talking and Listening activities
Reading:Independent, Modelled & Guided Reading sessions where boys are reading a variety of more complex literary and factual texts; using self-correction strategies such as rereading and reading on; using a variety of strategies to respond to texts; skimming to fi nd key words; identifying the purpose of texts
Comprehension focus on higher order thinking
Writing (Text Types):Weekly letter, Literary Description and Explanation
Spelling & Grammar:Weekly lists based on the ‘DIPL’ program, including plurals, punctuation and editing. (e.g. plurals: _+s, _+es, irregular; oo as in food, oo as in foot; ar; ou, ow; oi, oy)DIPL Spelling Rules: 5, 7
Punctuation:Capital LettersFull StopsExclamation marksQuestion marksCommas for lists
between different writing styles• Encouraging students to form opinions
about texts they have viewed and read.
MATHEMATICSNumber – Addition and Subtraction
• Use a range of mental strategies for addition and subtraction involving two , three and four-digit numbers
• Explain and record methods for adding and subtracting
• Use a formal written algorithm for addition and subtraction
Multiplication & Division:• Find multiples and squares of numbers• Interpret remainders in division problems• Determine factors for a given number• Use mental and informal written strategies for
multiplying or dividing a two-digit number by a one-digit operator
Chance:• Collect data and compare likelihood of events in
different contexts
Patterns & Algebra• Generate, describe and record number patterns using
a variety of strategies • Build number relationships by relating multiplication
and division facts to at least 10 X 10 (3,6,9,11,12)Data:
• Conduct surveys, classify and organise data using tables
Measurement – Area• Estimate, measure, compare and record areas in
square centimetres and square metersMass
• Estimate, measure, compare and record masses using kilograms and grams
Space & Geometry – Two-dimensional Space and Position.
• Compare and describe special groups of quadrilaterals
• Make tessellating designs by refl ecting, translating and rotating
• Determine the directions N, S, E and W; NE, NW, SE and SW, given one of the directions
• Describe the location of an object on a simple map using coordinates or directions
Working Mathematically: Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
YEAR
4 OVER
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OTUDOR HOUSE LEARNING AND TEACHING
HSIE (Human Society & Its Environment)Australia: You’re Standing In It
ANZAC UnitEnquiry – Do we value our natural environment?Investigates natural, heritage and built features in Australia.
SCIENCE & TECHNOLOGYEating Out:
• Food production
DESIGN TECHNOLOGY (WOODWORK)Designing & Constructing a Model Plane
• Developing new skills in designing and making new products.
• New technologies, new hardware and
assembly techniques will be promoted.
PDHPEPE: Integrated skills as part of elective sports programme.Athletics - Running, jumping and throwing techniques.PDH: To Serve and Protect – Explores inherited physical characteristics and the stages of physical development.You Can Do It programme
SPORTWeekly sport sessions on Wednesday - with elective sport and training for Saturday sport team
RELIGIONChristianity, The Bible, Jesus and the Parables
VISUAL ARTS3D Construction based on culture and beliefsMothers’ DayAustralian EnvironmentAthleticsChristianity
Mediums include:drawing, painting, construction
Subject matter includes:objects.
CREATIVE ARTSSounds Simple:
• The science of sound and basic foundations of music through the learning of instruments and ensemble playing.
Creatures of the Sea:• Students participate in this integrated
unit to further their creative expression through music, dance and drama.
FRENCH (LOTE)Les Animaux – the boys will talk about animals, describe animals and create a zoo.
As part of the HSIE the boys will be researching the infl uence of the French on Australian culture and history. The boys will be working on the names of landmarks on the East Coast of Australia that bear a French name.
There will be a project on La Perouse and how the French culture is in everyday life of Australians. There will be a debate discussing What would Australia be like if it had become a French colony.
Grammar – adjective agreement with nouns based on gender. The boys will be using the imperative form – active not passive language. The boys will be using the verb forms j’aime/je n’aime pas and conjugation of aller, manger. In extension the boys will develop their use and understanding of auxiliary verbs, e.g. il est, elle est, il a, elle a.
Vocabulary – the boys will be using and applying dictionary skills with French dictionaries in developing their vocabulary and understanding of grammar.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume.
COMPUTER • Touch Typing• Web 2.0• Blogs and Wikis
KAHIBA - OUTDOOR EDUCATION• Leadership, orienteering, skills and
recreation, environment
YEA
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OTUDOR HOUSE LEARNING AND TEACHING
ENGLISHTalking & Listening - Various specifi c Talking and Listening activities
Reading:Independent, Modelled & Guided Reading sessions where boys are responding to a range of extended, more complex texts for a range of purposes; consolidating self-correction strategies such as rereading, and reading on; using contents and index to fi nd information; discussing text type structures.Comprehension focus on higher order thinking
Writing (Text Types):Weekly letter, Review and Procedure
Spelling & Grammar:Weekly lists based on the ‘DIPL’ program, including long vowel sounds, punctuation and editing. (e.g. long a = ai, a-e, ay plus a, eigh, ey, -aste, ei; long e = ee, e-e, ea, ey, ..y plus e, ei, ie; long i = ie, i-e, igh, ..y plus I, -ind, -ild, -ign, -y-;long o = oe, o-e, oa, ow, old plus -olt, ost, -oul –ough)DIPL Spelling Rules: 1, 2, 4, 11DIPL Units 5-8
Punctuation:commas for phrases and clausesdirect and indirect speechitalics in textsapostrophes for contraction/possessionbrackets and dashes
LIBRARY • Discuss how information is organised and
presented differently in a variety of texts.• Draw students’ attention to how texts are
organised according to purpose and explain the techniques used by writers to position a reader
PREPARATION FOR NAPLAN
MATHEMATICSNumber – Multiplication & Division:
• Select and apply appropriate mental, written or calculator strategies for multiplication and division
• Explore prime and composite numbers• Use formal written algorithms for multiplication
(limit operators to two-digit numbers) and division (limit operators to single digits)
Fractions and Decimals:• Model, compare and represent commonly used
fractions (those with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100)
• Express a mixed numeral as an improper fraction, and vice versa
• Multiply simple fractions by whole numbers. • Calculate unit fractions of a number• Calculate simple percentages of quantities• Apply the four operations to money in real-life
situations, studying the share market
Chance:• Assign numerical values to the likelihood of
simple events occurring • Order the likelihood of simple events on a
number line from 0 to 1
Patterns & Algebra:• Build simple geometric patterns involving multiples• Describe a pattern in words in more than one way
Data:• Draw picture, column, line and divided bar graphs
using scales of many-to-one correspondence• Read and interpret graphs with scales of many-to-
one correspondence• Determine the mean (average) for a small set of data
Measurement – Area:• Select and use the appropriate unit to calculate area• Recognise the need for square kilometres and
hectares• Develop formulae in words for fi nding area of
squares and rectangles.
Time:• Convert between am/pm notation and 24-hour time• Use timetables involving 24-hour time
Space & Geometry – 3D Space and Position:• Identify three-dimensional objects, including
particular prisms and pyramids, on the basis of their properties
• Construct three-dimensional models given drawings of different views
• Interpret scales on maps and plans
Working Mathematically–Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
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HSIE (Human Society & Its Environment)Gold!
• Explore the infl uence of the discovery of gold on the Australian identity, environment and heritage
SCIENCE & TECHNOLOGYRocks & Minerals:
• In this unit students will learn about the properties of Rocks, Minerals and Crystals. They will develop a term long scientifi c investigation based on the chemistry of bread making and relate this to how rocks, minerals and crystals are formed
DESIGN TECHNOLOGY (WOODWORK)Desk Tidy:
• Students will explore & research designing the layout of a desk tidy. Projects will be designed and made using recycled products.
PDHPE• PE: Integrated skills as part of elective
sports programme.• Athletics - Running, jumping and
- with elective sport and training for Saturday sport team
RELIGION• Appreciating the effect that God has on
our lives as stories in the Old Testament continue to be studied.
VISUAL ARTSMothers’ Day3DGold
Mediums include: Drawing, painting and ceramics.
Subject matter includes: people, objects, places and spaces.
COMPUTER • Use the internet as a research aid to
gather and investigate Science and HSIE. • Make graphs using EXCEL and learn to
use photoshop. • Touch Typing skill development
CREATIVE ARTSIt’s Black & White:
• An introduction to piano skillsUnderwater World:
• Students build upon their skills of creative expression in music, dance and drama using the underwater environment and conservation as a context.
• Includes Music, Drama and Dance components.
FRENCH (LOTE)Le Tour de Tudor House – with the boys labelling every building in French, labelling major features of the classroom in French and Australian.
There will be a range of projects available. The boys will be given the opportunity to create a calendar, write the menus from the Dining Hall in French, label key features of the Dining Hall in French. For extension work, some boys will be creating a pamphlet in French about Tudor House and its surrounding villages.
Grammar – adjective agreement with nouns based on gender. The boys will be using the imperative form – active not passive language. The boys will be using the present tense and verbs will focus on –er forms. In extension the boys will develop their use and understanding of verbs with –ir and –re forms.
Vocabulary – the boys will be using and applying dictionary skills with French dictionaries in developing their vocabulary and understanding of grammar.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume.
ELECTIVES Boys choose one of the following: Cooking, Forensic Science, Multimedia, Debating, Woodwork, Textiles
KAHIBA - OUTDOOR EDUCATION• Learn how to establish and maintain
safe camp fi res, learning how to cook, archery and orienteering.
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ENGLISHTalking & Listening - Various specifi c Talking and Listening activities
Reading:Independent, Modelled & Guided Reading of more demanding texts; predicting, rereading, reviewing, making notes; reading aloud with appropriate expression, pause and emphasis; adjusting reading strategies according to the type of text and its purpose; consolidating information skills; examining how structure relates to purpose.
Comprehension focus on higher order thinking
Writing (Text Types):Weekly letter, Narrative and Procedural Recount.
Spelling & Grammar:• Weekly lists based on the ‘DIPL’ program,
including plurals, punctuation and editing. (e.g. ir, plurals (-y > i+es), ur, wa-, war-, wor-, double vowels, sounds for ‘s’, ‘j’, ‘y’)
• DIPL Spelling Rules: 1,5,6,7,14• DIPL Units 20-24
Punctuation:• direct speech• elipsis• dashes and brackets• apostrophes• commas for phrases, clauses to create
complex sentences
LIBRARY • Elect, read, interpret and use a wide variety
of material with increasing autonomy• Talk about how authors always have a
particular audience in mind.
MATHEMATICSNumber – Whole Number:
• Identify differences between Roman and Hindu-Arabic counting systems.
• Recognise the location of negative numbers in relation to zero
Addition and Subtraction:• Select and apply appropriate mental, written or
calculator strategies for addition and subtraction with counting numbers of any size
Multiplication & Division:• Select and apply appropriate mental, written or
calculator strategies for multiplication and division• Explore prime and composite numbers• Use formal written algorithms for multiplication (limit
operators to two-digit numbers) and division (limit operators to single digits)
Fractions and Decimals• Model, compare and represent commonly used
fractions (those with denominators 2, 3, 4, 5, 6, 8, 10, 12 and 100)
• Find equivalence between thirds, sixths and twelfths• Express a mixed numeral as an improper fraction, and
vice versa• Add and subtract simple fractions where one
denominator is a multiple of the other• Multiply and divide decimals by whole numbers in
everyday contexts. Add and subtract decimals to three decimal places
• Apply the four operations to money in real-life situations
Chance• Assign numerical values to the likelihood of simple
events occurring • Order the likelihood of simple events on a number line
from 0 to 1
Patterns & Algebra• Complete a table of values for geometric and number
patterns• Describe a pattern in words in more than one way
Measurement – Volume and Capacity• Estimate and measure the volume of rectangular
prisms• Record volume and capacity using decimal notation to
three decimal places
Mass• Record mass using decimal notation to three decimal
places
Space & Geometry – 3D Space and Position.• Identify three-dimensional objects, including particular
prisms and pyramids, on the basis of their properties• Construct three-dimensional models given drawings of
different views• Interpret scales on maps and plans• Make simple calculations using scale
Working Mathematically–Applying strategies, Communicating, Questioning, Refl ecting and Reasoning
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HSIE (Human Society & Its Environment)Global Connections:
• Explore Australian and overseas importing and exporting corporations and their infl uence on resources and technologies.
SCIENCE & TECHNOLOGYLight Up My Life:
• Investigate light globes; transference and transformation of energy; refl ection and refraction of light; lenses; colours of the spectrum; properties of light.
DESIGN TECHNOLOGY (WOODWORK)Billy Carts:
• Students will work in teams to construct billy carts using preset plans. New technology will be used – such as disc sander and hand rip-saw. Students will be combining various materials. Safety and Group work a focus.
PDHPE• PE: Integrated skills as part of elective
sports programme.• Athletics - Running, jumping and throwing
techniques.• PDH: Positive Power – Investigating
the emotional and physical needs of family members including roles and responsibilities.
SPORT• Weekly sport sessions on Wednesday - with
elective sport and training for Saturday sport team
KAHIBA - OUTDOOR EDUCATION• Learn how to establish better campsites
for camping at the school on weekends. Learn knots and make bush furniture and cook.
RELIGION• Appreciating the effect that God has on
our lives as stories in the Old Testament continue to be studied.
VISUAL ARTSRefl ections:
• Self-portrait and screen print. One and two-point perspective.
• Subject matter includes people, objects, places and spaces.
CREATIVE ARTSSpotlight on Script:
• Students explore the processes of a major drama production through bringing a printed play script to life in a rehearsed, polished performance of the text.
• Includes Music, Drama and Dance components.
FRENCH (LOTE)Le Tour de Tudor House – with the boys labelling every building in French, labelling major features of the classroom in French and Australian.
There will be a range of projects available. The boys will be given the opportunity to create a calendar, write the menus from the Dining Hall in French, label key features of the Dining Hall in French. For extension work, some boys will be creating a pamphlet in French about Tudor House and its surrounding villages.
Grammar – adjective agreement with nouns based on gender. The boys will be using the imperative form – active not passive language. The boys will be using the present tense and verbs will focus on –er forms. In extension the boys will develop their use and understanding of verbs with –ir and –re forms.
Vocabulary – the boys will be using and applying dictionary skills with French dictionaries in developing their vocabulary and understanding of grammar.
Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume.
ELECTIVES • Boys choose one of the following: Cooking,
