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Wednesday 20th Sepetmber 8:00 - 9:00

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Week 33 -38

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https://missfrolchenko.net/unit-3-fight-for-your-rights-information-resources/

golden ratio
http://nrich.maths.org/7668

harmonious rhythm https://www.youtube.com/watch?v=VmVjl__9Mvg

http://stemactivitiesforkids.com/2016/02/25/690/

symmetry worksheets
http://www.math-salamanders.com/symmetry-worksheets.html

acrostic puzzles harmony
http://www.harmony.gov.au/get-involved/schools/primary-school/

friendship web with yarn
https://learningwardinstruction.wordpress.com/character-ed/friendship-web/

Math pages, generates new ones each time, low level maths http://www.homeschoolmath.net/worksheets/grade_1.php

puzzle template A3
http://www.timvandevall.com/printables/templates/puzzle-template/

math and art ideas
http://mathgeekmama.com/melted-crayon-symmetry-art-project/

numberline worksheets
https://www.math-drills.com/numberlineworksheets/number_lines_missing_numbers_max_100_increasing_002.php

hand eye coordination practice, COOL
http://krokotak.com/2013/01/hand-and-eye-coordination/

Excellent math resources
https://www.math-drills.com/

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Playing together and solving problems

Our choices and the consequences of our actions

Sharing our values and culture through play.

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Through play we explore our differences and similarities

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Social skills

Accepting responsibility

Cooperating

Resolving conflict

Self-management skills

Codes of behavious

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Strand: Adventure challenges
Phase: 1
Conceptual Understandings:
- Knowing how we are similar to and different from others helps shape our understanding of self.
Learning Outcomes:
- talk about similarities and differences between themselves and others.

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'This is not a Box' project

RESPONDING
Phase: 2
Conceptual Understandings: People communicate ideas, feelings and experiences through the arts.
Learning Outcomes: Describle similarities and differences between artworks.

CREATING
Phase: 2
Conceptual Understandings: We solve problems during the creative process by thinking critically and imaginatively.
Learning Outcomes:
Make predictions, experiment and anticipate possible outcomes.

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Creating
Phase:1
Conceptual Understandings:

The creative process involves joining in, exploring and taking risks.

Learning Outcomes:

Work individually or in groups with trust and confidence.

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Conflict

Diversity

Community

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Reflection

Causation

Responsibility

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Cooperation

Empathy

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Balanced

Open-minded

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 3
Conceptual Understandings:

Spoken language varies according to the purpose and audience.

Learning Outcomes:

express thoughts, ideas and opinions and discuss them, respecting contributions from others

participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

hear and appreciate differences between languages

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Understandings:

Wondering about texts and asking questions helps us to understand the meaning

Learning Outcomes:

make predicitions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways

discuss their own experiences and relate them to fiction and non-fiction texts

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ READING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

WRITTEN LANGUAGE_ WRITING
Phase:
Conceptual Undertsandings:
Learning Outcomes:

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ORAL LANGUAGE_ LISTENING AND SPEAKING
Phase: 2
Conceptual Undertsandings:

People communicate using different languages

Everybody has the right to speak and be listed to

Learning Outcomes:

Describe personal experiences

Distinguish begining, medial and ending sounds of words with increasing accuracy

Use language to address their needs, express feelings and opinions

Use oral language to communicate during classroom activities, conversations and imaginative play

Begin to communicate in more than one language

VISUAL LANGUAGE_ VIEWING AND PRESENTING
Phase: 3
Conceptual Undertsandings:

Selecting the most suitable forms of visual presentation anhances our ability to express ideas and images

Learning Outcomes:

Observe and discuss familiar and unfamiliar visual messages; make judgements about effectiveness

Discuss personal experiences that connect with visual images

Use actions and body language to reinforce and add meaning to oral presentations

WRITTEN LANGUAGE_ READING
Phase: 3
Conceptual Undertsandings:

Applying a range of strategies helps us to read and understand new texts

The structure and organisation of written language influences and conveys meaning

Learning Outcomes:

Develop personal preferences, selecting books for pleasure and information

Read texts at an appropriate level, independently, confidently and with good understanding

Participate in collaborative learniing experiences, acknowledging that people see things differently and are entitled to express their point of view

WRITTEN LANGUAGE_ WRITING
Phase: 2
Conceptual Undertsandings:

Consistent ways of recording words or ideas enable members of a language community to understand each other's writing

Learning Outcomes:

Enjoy writing and value their own efforts

Write informally about their own ideas, experiences and feelings in a personal journal or diary, initially using simple sentence structures, for example, "I like...", "I can ...", " I went to...", "I am going to ..."

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Strand: Social organisation and culture
Skills:

Formulate and ask questions about the past, the future, places and society

Identify roles, rights and responsibilities in society

Learning Outcomes:

Distinguish between personal beliefs and belief systems.

Explain how our beliefs can affect our values and culture

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Strand: Living Things
Skills:

Observe carefully in order to gather data

Identify or generate a question or problem to be explored

Interpret and evaluate data gathered in order to draw conclusions

Learning Outcomes:

Identify or generate a question or problem to be explored in relation to our roles and responsibilities within multiple cultures.

Explain the benefits and challanges or various cultural groups.

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Strand: Data Handling

Phase: 2
Conceptual Understandings:

Information can be expressed as organised and structured data

Learning Outcomes:

Understand that information about themselves and their surroundings can be collected and recorded in different ways

Collect and represent data in different types of graphs, for example, tally marks, bar graphs

Represent the relationship between objects in sets using tree, Venn and Carroll diagrams

Strand: Pattern and Function

Phase: 2
Conceptual Understandings:

Patterns can be represented using numbers and other symbols

Learning Outcomes:

Understand that patterns can be found in numbers, for example, odd and even numbers, skip counting

Understand the inverse relationship between addition and subtraction

Extend and create patterns in numbers, for example, odd and even numbers, skip counting

Use number patterns to represent and understand real-life situations

Strand: Number
Phase: 2

Conceptual Understandings:

Number operations can be modeled in a variety of ways

Learning Outcomes:

Use the language of addition and subtraction, for example, add, take away, plus, minus, sum, difference- model addition and subtraction of whole numbers

Develop strategies for memorising addition and subtraction number facts

Read and write whole numbers up to hundreds and beyond

Describe mental and written strategies for adding and subtracting two-digit numbers

Strand: Shape and space

Phase: 2
Conceptual Understandings:

Some shapes are made up of parts that repeat in some way

Learning Outcomes:

understand that examples of symmetry and transformations can be found in their immediate environment

create and describe symmetrical and tessellating patterns

identify lines of reflective symmetry

recognize and explain simple symmetrical designs in the environment

apply knowledge of symmetry to problem-solving situations

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The students will come up with a game for their own childhood game for their class/group. The games will then added together in a 'Book of Games' for ISB. We will create a rubric that will be a checklist of the tasks required for creating a book.