Prep Curriculum and Assessment Map 2017

Transcription

1 AUSTRALIAN CURRICULUM delivered through the resource of Curriculum into the Classroom ENGLISH Prep Level Description: Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which the primary purpose is to entertain, as well as some texts designed to inform. They participate in shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature. Students create a range of imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and poetry. Achievement Standard: By the end of the Prep year, students use predicting and questioning strategies to make meaning from texts. They recall one or two events from texts with familiar topics. They understand that there are different types of texts and that these can have similar characteristics. They identify connections between texts and their personal experience. They read short, decodable and predictable texts with familiar vocabulary and supportive images, drawing on their developing knowledge of concepts of print, sounds and letters and decoding and self-monitoring strategies. They recognise the letters of the English alphabet, in upper and lower case and know and use the most common sounds represented by most letters. They read high-frequency words and blend sounds orally to read consonant-vowel-consonant words. They use appropriate interaction skills to listen and respond to others in a familiar environment. They listen for rhyme, letter patterns and sounds in words. ENGLISH Students understand that their texts can reflect their own experiences. They identify and describe likes and dislikes about familiar texts, objects, characters and events. In informal group and whole class settings, students communicate clearly. They retell events and experiences with peers and known adults. They identify and use rhyme, and orally blend and segment sounds in words. When writing, students use familiar words and phrases and images to convey ideas. Their writing shows evidence of letter and sound knowledge, beginning writing behaviours and experimentation with capital letters and full stops. They correctly form known upper- and lower-case letters. Unit 1: Enjoying our new world Students listen to and read texts to explore predictable text structures and common visual patterns in a range of literary and non-literary texts, including fiction and nonfiction books and everyday texts. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused investigations and routines and transitions. Unit 2: Enjoying and retelling stories Students listen to and engage with a range of literary and non-literary texts with a focus on exploring how language is used to entertain through retelling events. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused investigations, and routines and transitions. Students sequence events from a range of texts and select a favourite story to retell to a small group of classmates. They prepare for their spoken retelling by drawing events in sequence and writing simple sentences. Unit 3: Interacting with others Students listen to, view and interpret a range of multimodal texts, including poetry and rhymes, to develop an understanding of sound and letter knowledge and a range of language features. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning-focused investigations and routines and transitions. Students create a rhyming verse and recite it to a familiar audience. They listen while others present their rhyme and show knowledge of rhyme by identifying the rhyming words that they have used. Unit 4: Responding to text Students have multiple opportunities to read, examine and respond to literature and explore text structure and organisation. Students create a short imaginative multimodal text that includes illustrations. They engage in multiple opportunities to learn about language, literature and literacy within the five contexts of learning - focused investigations and routines and transitions. Monitoring There is no summative assessment of student learning in this unit. Retell a story Informative response oral Students demonstrate comprehension of, and personal connection to, a familiar story through retelling events to peers. Create and recite a rhyme Imaginative response oral Students listen and demonstrate knowledge of rhyme through written and spoken communication. Responding to a rhyming story Informative response oral Students communicate an opinion about a familiar rhyming story and identify the use of rhyme. Reading and comprehension Short answer questions Students read aloud and respond orally to comprehension questions. Writing and creating a response to a story Imaginative response written Students write a letter to a main character from a familiar story and create a supporting image or illustration.

2 MATHEMATICS Prep Level Description: Three content strands: Number and Algebra, Measurement and Geometry, and Statistics and Probability. Students will engage with the proficiency strands: Understanding includes connecting names, numerals and quantities; Fluency includes readily counting numbers in sequences, continuing patterns, and comparing the lengths of objects; Problem Solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answer; Reasoning includes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of length. MATHEMATICS Achievement Standard: By the end of the Prep year, students make connections between number names, numerals and quantities up to 10. They compare objects using mass, length and capacity. Students connect events and the days of the week. They explain the order and duration of events. They use appropriate language to describe location. Students count to and from 20 and order small collections. They group objects based on common characteristics and sort shapes and objects. Students answer simple questions to collect information and make simple inferences. Unit 1: Recall counting in ones Identify numbers in the environment Represent quantities Compare numbers Recall counting sequences Visualise arrangements to five Match numerals to quantities Count forwards and backwards from different starting points Compare quantities using more, less, same Identify numbers before, after and next in a sequence Order quantities and numerals. Patterns and algebra Identify how objects are similar or different Sort objects based on similar features Identify a rule for a sort, identify questions Identify patterns in the environment Copy and describe simple patterns Identify patterns within counting sequences. Sequence stages within an activity Compare duration of events using time language Describes and directly compare the size of objects Location and direction Use positional language to describe location Identify positional opposites Represent locations with models and images Grouping familiar objects Interview Students group familiar objects based on common characteristics. Unit 2: Count to identify how many Recall forwards and backwards counting sequences Compare quantities Connect number names, numerals and quantities Represent and partition quantities Subitise collections to five Patterns and algebra Describe and continue repeating patterns Describe repeating patterns using number Compare the length of objects using direct comparison Compare the height of objects Describe the thickness and length of objects Compare the length of objects using indirect comparison Compare and order durations Order daily events Shape Describe lines and familiar two-dimensional shapes Compare and sort objects based on shape and function Construct using familiar three-dimensional objects Explore two-dimensional shapes Location and transformation Identify positions Describe movement Give and follow movement directions Explore locations Sorting shapes Interview/work sample Students sort shapes. Understanding numbers from 1 to 20 Interview Students make connections between number names, numerals and quantities up to 10, count to and from 20 and order small collections. Unit 3: Compare and equalise quantities Combine small collections Represent addition situations Identify parts and the whole Partition quantities flexibly Share collections Identify equal parts of a whole Patterns and algebra Identify, copy, continue and describe growing patterns Describe equal quantities Make direct and indirect comparisons of mass Explain comparisons of mass Sequence familiar events in time order Sequence the days of the week Connect days of the week to familiar events Data representations and interpretation Identify questions Answer yes/no questions Use data displays to answer simple questions Answering questions Interview/Observation Students answer simple questions to collect information and make simple inferences. Explaining duration and event sequences Interview/observation Students connect events and days of the week, and explain the order and duration of events. Unit 4: Count forwards and backwards from different starting points Represent and compares quantities Match number names, numerals and quantities Identify parts in a collection Identify addition Join collections, represent addition experiences, makes equal groups Directly and indirectly compare the mass, length and capacity of objects Directly and indirectly compare the duration of events Location and transformation Describe position and direction Identifying numerals Short answer questions Students connect number names, numerals and quantities up to 10 and count to and from 20.

3 HUMANITIES AND SOCIAL SCIENCES - HISTORY/GEOGRAPHY History Prep Level Description: The Prep curriculum provides a study of personal and family histories. The history content at this year level involves two strands: Historical Knowledge and Understanding and Historical Skills. A framework for developing students historical knowledge, understanding and skills is provided by inquiry questions. The key inquiry questions at this year level are: What is my history and how do I know? What stories do other people tell about the past? How can stories of the past be told and shared? Geography Prep Level Description: People live in places focuses on developing students understanding of place. Students explore the place they live in and belong to, and learn to observe and describe its features. The content of this year level is organised into two strands: Geographical Knowledge and Understanding and Geographical Inquiry and Skills. A framework for developing students geographical knowledge, understanding and skills is provided through the inclusion of inquiry questions and specific inquiry skills, including the use of photographs and other representations of geographical data and the drawing of simple maps. The key inquiry questions for Prep Year are articulated below. What are places like? What makes a place special? How can we look after the places we live in? HASS- HISTORY/GEOGRAPHY History Achievement Standard: By the end of the Prep year, students identify similarities and differences between families. They recognise how important family events are commemorated. Students sequence familiar events in order. They pose questions about their past. Students relate a story about their past using a range of texts. Geography Achievement Standard: By the end Prep Year, students describe the features of familiar places and recognise why some places are special to people. They recognise that places can be represented on maps and a globe and why places are important to people. Students observe the familiar features of places and represent these features and their location on pictorial maps and models. They share observations in a range of texts and use everyday language to describe direction and location. Students reflect on their learning to suggest ways they can care for a familiar place. TERM 1 - HISTORY TERM 2 - GEOGRAPHY TERM 3 - HISTORY TERM 4 - GEOGRAPHY Unit 1: Exploring families Inquiry question: What is my history and how do I know? investigate their personal history, particularly family backgrounds and relationships examine the nature of and structure of families recognise similarities and differences between families appreciate diversity within their family and others. Collection of work My family Students identify similarities and differences between families and pose questions and relate a story about their past. Unit 1: What is my place like? Inquiry question: What are places like? draw on studies at the personal scale, including places in which students live or other places of similar size that are familiar to them or that they are curious about develop questions about places they belong to understand that a place has features and a boundary, that can be represented on maps or globes understand that Aboriginal peoples and Torres Strait Islander peoples use special words for the place they live in and belong to observe the visible elements or features of the place they live in and belong to, and record use maps and stories to identify the places students live in and belong to, such as, their home, neighbourhood, or rural area, and record the features of each place represent the location and direction of visible elements or features of their place on a pictorial map and model describe their observations of the features of a familiar place, its location and direction, and the reasons for living there. Collection of work (Multimodal) Student respond to a series of focused tasks related to specific steps in the process of geographical inquiry. Unit 2: Tell me a story about the past Inquiry question/s: What stories do other people tell about the past? How can stories of the past be told and shared? identify familiar ways family and friends commemorate past events that are important to them explore the way in which stories of families and the past can be and have been communicated recognise that stories can be prompted by photographs, artefacts, books, oral histories, digital media and museum exhibits that represent past events understand that stories can change over time. Research Tell me a story about the past Students represent and describe how important family events are commemorated and then sequence the events in order. Students relate a story about a past event referring to a source. Unit 2: How do we care for special places? Inquiry questions: What makes a place special? How can we look after the places we live in? draw on studies at the personal scale, including places in which students live or other places of similar size that are familiar to them or that they are curious about understand that what makes a place special is dependent on how people view the place or use the place pose questions about the meaning places have for people listen to stories about the ways Aboriginal peoples and Torres Strait Islander peoples describe their connection with a place or places, particularly the visible elements or features of a place describe the location of important places using geographical terms such as near and far use sources to identify ways that people care for special places, and record describe special places and the reasons they are special to people reflect on learning to suggest ways they could contribute to the caring of a special place Students ask geographical questions and proceed through the collection, recording, and sorting of information to draw conclusions and propose action.

4 SCIENCE SCIENCE Prep Level Description: The science content includes the three strands of Science Understanding, Science Inquiry Skills and Science as a Human Endeavour. In Prep, students observe and describe the behaviours and properties of everyday objects, materials and living things. They explore change in the world around them, including changes that impact on them, such as the weather, and changes they can effect, such as making things move or change shape. They learn that seeking answers to questions and making observations is a core part of science and use their senses to gather different types of information. Achievement Standard: By the end of the Prep year, students describe the properties and behaviour of familiar objects. They suggest how the environment affects them and other living things. Students share observations of familiar objects and events. Unit 1: Our living world Students use their senses to observe the needs of living things, both animals and plants. They begin to understand that observing is an important part of science and that scientists discuss and record their observations. Students learn that the survival of all living things is reliant on basic needs being met, and there are consequences when needs are not met. They analyse different types of environments and how each provides for the needs of living things. Students consider the impact of human activity and natural events on basic needs. They share ideas about how they can support and protect living things in the school grounds. Our living world Collection of work Students represent and share observations about the needs of living things and how an environment can affect them. Unit 2: Our material world Students examine familiar objects using their senses and understand that objects are made of materials that have observable properties. Through exploration, investigation and discussion, students learn how to describe the properties of the materials from which objects are made. Students observe and analyse the reciprocal connection between properties of materials, objects and their uses so that they recognise the scientific decision making that occurs in everyday life. Students conduct investigations to determine suitability of materials for a particular purpose and share their ideas and observations using scientific language and representations. Make a wind ornament Assignment/project Students describe the observable properties of materials from which an object is made. They respond to questions about observable properties of materials, describe observations and representations and communicate ideas. Unit 3: Weather watch Students use their senses to observe the weather and learn that we can record our observations using symbols. Students explore the daily and seasonal changes in the local environment and understand that weather conditions are not the same for everyone. Students observe that weather can change and identify the features that reflect a change in the weather. They are given opportunities to reflect on the impact of these changes on themselves, in particular on clothing, shelter and activities, through various cultural perspectives. Students also learn about the impact of daily and seasonal changes on plants and animals. Throughout the unit students reflect on how the weather affects living things and have opportunities to communicate their observations about the weather. Weather and living things Supervised assessment Students suggest how the weather affects them and other living things. They share observations about the weather. Unit 4: Move it, move it Students engage in activities from the five contexts of learning: play, real-life situations, investigations, routines and transitions, and focused learning and teaching. Students use their senses to observe and explore the properties and movement of objects. They recognise that science involves exploring and observing using the senses. Students engage in hands-on investigations and respond to questions about the factors that influence movement. They share observations and ideas and represent what they observe. Students have the opportunity to apply and explain knowledge of movement in a familiar situation. Move it, move it Collection of journal entries Collection of work Students describe the properties and behaviour of familiar objects. They share and reflect on observations and respond to questions about familiar objects. Assessment in this unit is ongoing and consists of observations and a collection of work gathered in students science journals from the various learning experiences during the unit. This format provides a variety of opportunities for students to demonstrate their knowledge and understanding over time.

5 HEALTH AND PHYSICAL EDUCATION HEALTH AND PHYSICAL EDUCATION Prep Level Description: The Prep Year provides the basis for developing knowledge, understanding and skills for students to lead healthy, safe and active lives. In Prep, students to learn about their strengths and simple actions they can take to keep themselves and their classmates healthy and safe. They explore the people that are important to students and develops students capacity to initiate and maintain respectful relationships in different contexts, including at school, at home, in the classroom and when participating in physical activities. Students learn through movement it enables them to develop and practise fundamental movement skills through active play and structured movement activities. Achievement Standard: By the end of Prep Year, students recognise how they are growing and changing. They identify and describe the different emotions people experience. They recognise actions that help them be healthy, safe and physically active. They identify different settings where they can be active and how to move and play safely. They describe how their body responds to movement. Students use personal and social skills to include others in a range of activities. They demonstrate, with guidance, practices and protective behaviours to keep themselves safe and healthy in different activities. They perform fundamental movement skills and solve movement challenges. MOVEMENT AND PHYSICAL ACTIVITY Unit 1: Let s get moving Students develop the fundamental movement skills of running, hopping, jumping and galloping through active participation in activities, games and movement challenges. Unit 2: Who wants to play? Students demonstrate personal and social skills to include others and describe their feelings after participating in a range of active games. Unit 3: Catch that bean Students develop their fundamental movement skills while completing beanbag activities and challenges within groups of varying sizes. Unit 4: Animal grove Students explore the elements of movement (speed, level and shape) and perform movement in response to music. They will also describe how their body responds to movement. TECHNOLOGIES Digital Technologies Prep to Year 2 Band Description: Learning in Digital Technologies builds on concepts, skills and processes developed in the Early Years Learning Framework. It focuses on developing foundational skills in computational thinking and an awareness of personal experiences using digital systems. By the end of Year 2, students will have had opportunities to create a range of digital solutions through guided play and integrated learning, such as using robotic toys to navigate a map or recording science data with software applications. In Prep Year 2, students begin to learn about common digital systems and patterns that exist within data they collect. Students organise, manipulate and present this data, including numerical, categorical, text, image, audio and video data, in creative ways to create meaning. Students use the concept of abstraction when defining problems, to identify the most important information, such as the significant steps involved in making a sandwich. They begin to develop their design skills by conceptualising algorithms as a sequence of steps for carrying out instructions, such as identifying steps in a process or controlling robotic devices. Students describe how information systems meet information, communication and/or recreational needs. Through discussion with teachers, students learn to apply safe and ethical practices to protect themselves and others as they interact online for learning and communicating. TECHNOLOGIES Digital Technologies Achievement Standard: Prep to Year 2 By the end of Year 2, students identify how common digital systems (hardware and software) are used to meet specific purposes. They use digital systems to represent simple patterns in data in different ways. Students design solutions to simple problems using a sequence of steps and decisions. They collect familiar data and display them to convey meaning. They create and organise ideas and information using information systems and share information in safe online environments. DIGITAL TECHNOLOGIES What is that? Students become familiar with the computers. They learn the different parts of the computer and how to use them. Students gain confidence in exploring some of the available software. Unit 2: Mousing around Students develop their mouse skills through a variety of software games. They learn how to gain access into the various available student programs, including Broadlearn and Microsoft Word. Unit 3: Let s log on Students learn the process of logging on to the school network, including learning the username and password. They learn the important keys on the keyboard and when it is necessary to use them. Unit 4: Put it all together Students use the prior knowledge learnt through the year to practice their computing skills, including logging on independently, accessing and operating different student programs and improving their skills and confidence.

6 THE ARTS Music Prep to Year 2 Band Description: In Prep to Year 2, students explore music. They listen to and explore sound and learn about how music can represent the world and that they can make music to represent their ideas about the world. They share their music with peers and experience music as audiences. THE ARTS EARLY YEARS CURRICULUM GUIDELINES Music Achievement Standard: Prep to Year 2: By the end of Year 2, students communicate about the music they listen to, make and perform and where and why people make music. Students improvise, compose, arrange and perform music. They demonstrate aural skills by staying in tune and keeping in time when they sing and play. MUSIC Unit 1: Let s get singing Students gain a knowledge of the difference between singing and speaking and demonstrate this through a variety of activities and games. They gain confidence to sing and perform movements in front of their peers. Unit 2: Hearing the difference Students learn the difference between loud and soft, and fast and slow in relation to music through listening to different pieces of music and playing basic percussion instruments. They engage in echo activities and learn to be able to copy different musical patterns and lyrics given. EARLY YEARS CURRICULUM GUIDELINES Queensland Curriculum Overview (delivered through the resource of QCAA) EARLY YEARS CURRICULUM GUIDELINES SOCIAL & PERSONAL LEARNING Students build a positive sense of self by developing a sense of personal identity as a capable learner and acting with increasing responsibility and independence towards learning and personal organisation. Monitoring/Observations/Interviews/Work samples Unit 3: The beat is the heart of music Students identify the beat in given music. They follow along to the beat of known songs and are able to play the beat on simple percussion instruments. They learn to point to graphic images that represent the beat as music is being played. Unit 4: Time to play Students are exposed to a variety of percussion instruments and experience playing known songs on them. They engage in activities that encourage them to move to the music in different ways. Students learn celebration songs to be performed to a large audience and learn movements that correspond to the lyrics of these songs. ACTIVE LEARNING PROCESS Students are engaged in the processes of investigating, imagining and responding. They will develop their abilities to express ideas creatively using a variety of experiences, media and artistic forms. Monitoring/Observations/Interviews/Work samples