This is a term overview for the teaching and learning for each subject in Kindergarten for Term 4.
Please make an appointment to speak to your child’s teacher if you have any questions.
Early Stage 1 outcomes
A student:
ENe-1A communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction
ENe-2A composes simple texts to convey an idea or message
ENe-3A produces most lower case and upper case letters and uses digital technologies to construct texts
ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-5A demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling
ENe-6B
recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
ENe-7B recognises some different purposes for writing and that own texts differ in various ways
ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
ENe-10C
Talking
Students will be presenting their news item once a week and they will be asked questions about their news by their peers and teachers . Student’s news presentation will be assessed throughout the term. Parents will be provided with an outline of the topics each week.
Listening
Students will be involved in various listening activities and will be assessed accordingly. For example, students will follow the teacher’s step by step instructions to make a rubbish bin, a gingerbread man glyph and a water bucket.
Reading
Reading groups will be held four times a week for 30 minutes. The students are also expected to read at home every night for 5 to 10 minutes.
Every two weeks the Kindergarten children will read a
Shared Reading text. The children will then complete related activities involving reading, comprehension, grammar, writing and talking and listening.
Writing
Writing in Term 4 focuses on the text types of Literary
Description, Exposition and continuation of Narratives. In
Literary Description, children will use adjectives to describe various fairy tale characters. In Exposition, children will argue their opinion on given topics and give supporting reasons, eg: Should we eat healthy food? In
Discussion, children will present both sides of an argument and give reasons for and against a particular topic, eg: Should we have trees in the playground?

Familiarisation with the author Pamela Allen and her picture books.

Revision of book care: clean hands, turning pages correctly, using a library bag, keeping books safe at home and at school, using a book mark etc.

Familiarisation with parts of a book: cover, spine, title page, text, illustrations.

Borrowing and returning.
The letters focused on this term will be j, q, qu, x, y, sm, sn, sc, sk, all, br, cr, dr, pr, tr, bl, cl, fl, gl We focus on correct pencil grip and correct letter formation using
NSW Foundation Writing style.

thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning
ENe-4A demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies
ENe-6B
recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language
ENe-8B demonstrates emerging skills and knowledge of texts to read and view, and shows developing awareness of purpose, audience and subject matter
ENe-9B demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts
ENe-10C thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts
ENe-11D responds to and composes simple texts about familiar aspects of the world and their own experiences
ENe-12E demonstrates awareness of how to reflect on aspects of their own and others’ learning
 express a point of view about texts read and/or viewed
 recognise basic book conventions, eg open and hold books correctly, turn pages
 recognise parts of print and digital texts, eg front and back covers, title and author, layout and navigation
 select simple print, visual and/or digital texts to read independently for enjoyment and pleasure
 respond to texts by Pamela Allen, identifying favourite stories

The Working
Mathematically
Strand will be incorporated in all other strands of
Mathematics. It includes:-
*Questioning
*Applying Strategies
*Communicating
*Reasoning
*Reflecting
Patterns and Algebra
PAES1.1 Recognises, describes, creates and continues repeating patterns and number patterns that decrease or increase .
Data
DES1.1 Represents and interprets data displays made from objects and pictures
Measurement
Area
MES1.2 Describes area using everyday language and compares using direct comparison.
Time
Mass
MES1.4
Directly compares masses of two objects and checks prediction using an equal arm balance.
Space and Geometry
SGES1.3 Participates in movement games involving turning and direction.
Students will work on the following mathematical concepts:

Count forwards to 30.

Count with one to one correspondence.

Count by 2’s to 30 and by 5’s and 10’s to 100.

Write number to 30 using numerals.

Present numbers to 30 using objects.

Sequence numbers to 30.

Addition: Join two groups of objects and state the total number.

Practise friends to ten number combinations.

Subtraction: Take part of a group of objects away and state the number of objects remaining.

Use the calculator to play a number guessing game.

Multiplication: Illustrate rows of objects.

Share and divide objects into two equal parts.

Use positional language to locate various objects.

Record positions using ordinals.
Students will continue to play Count Me In Too games in number lessons to reinforce counting, number recognition, sequencing and dot patterns.
Students will:
 create and continue 3 or more repeat patterns using everyday objects. Students will then create and draw 3 or more repeat patterns in their book or on their worksheet.
 create a graph to represent data and interpret the graph.
Students will:
 measure an area using informal measurement.
 read the hour of an analogue and digital clock.
 predict and measure objects using hefting and equal arm balance.
 investigate 3D objects and their properties.
Students will:
 describe the sides and corners of irregular and regular 2D shapes.
 investigate the concept of halves and equal and unequal groups.

Studies in Religion are based on Christianity and in particular the
Maronite faith. The students will study the
Feast Days and important times of the religious calendar, whilst also studying the Bible and its teachings.
The topics studied follow the Sharing Our Story document developed by the Catholic Education
Office, Diocese of
Parramatta.
Advent: A waiting time
The focus is getting ready for
Christmas.
O1: Recall memories and customs associated with the celebration of
Christmas.
O2: Explain that Christmas is a celebration of the birth of Jesus.
O3: Appreciate that Christmas is a time of giving and receiving in our family, school and parish.
O4: List ways in which we could help others in the community this
Advent.
Students will:

Discuss ways in which the class can help others around them during this special time.

Look at Advent symbols and its significance.

Discuss the story of the Annunciation and ways that they can personally continue to help others.

Listen to the scripture about the First Christmas and discuss and brainstorm what we can see, hear and taste at Christmas time.

Learn to sing Christmas Carols.
CCES1
Significant Events and People
Time and Change-
Describes events or retells stories that demonstrate their own heritage and the heritage of others.
CUES1
Identities
Cultural Diversity
Communicates some common characteristics that all people share, as well as some of the differences.
INVESTIGATING
INV ES1.7
Investigates their surroundings by observing, questioning, exploring and reporting
LIVING THINGS
LT ES1.3
Identifies ways in which living things are different and have different needs.
EARTH AND ITS SURROUNDING
ES ES1.6
Explores and identifies ways the environment influences their daily lives.
USING TECHNOLOGY
UT ES1.9
Identifies and uses a limited range of equipment, computer-based technology, materials and other resources when undertaking
The focus this term is preparing for Christmas;
Students will:
 discuss what they do, where they celebrate and how they celebrate Christmas as a family. They also discuss their favourite parts of Christmas.
 brainstorm traditional ways we get ready for
Christmas in Australia. They will be making
Christmas decorations for the classroom,
Christmas cards for their families and decorating a Christmas tree.
 discuss popular Christmas traditions around the world.
 brainstorm and record the planning of a
Christmas party and have a class party.
The focus this term is the sea environment. Students will brainstorm and discuss:

Things we find at the beach.

Animals found on the sea shore.

Creatures in the sea.

Rules we should obey on the beach and how we can care for the sea.

Students will experiment with floating and sinking.

Students will attend an excursion to Manly
Ocean World.
Keyboard and Mouse Use

Logging on and off the computer

Reinforcement of terminology; mouse, keyboard, monitor, etc

Continued development of mouse control skills

Clicking and dragging images

Use of the keyboard including shift, backspace and space bar keys

exploration and production.
IC ES1.2
Recognises and uses various means of communication.
SAFE LIVING:
SLES1.13
Demonstrates an emerging awareness of the concepts of safe and unsafe living.
COMMUNICATING
COES1.1 Expresses feelings, needs and wants in appropriate ways.
DECISION-MAKING
DMES1.2 Identifies some options available when making simple decisions.
PROBLEM-SOLVING
PSES1.5 Seeks help as needed when faced with simple problems.
INTERACTING
INES1.3 Relates well to others in work and play situations.
IRES1.11
Identifies how individuals care for each other.
ACTIVE LIFE STYLES:
ALES1.6
Develops a repertoire of physical activities in which they participate.
GAMES AND SPORTS:
GSES1.8
Demonstrates fundamental movement skills while playing with and sharing equipment.
DANCE
DAES1.7
Moves in response to various stimuli.
PERFORMING
DAES1.1
Participates in dance activities and demonstrates an awareness of body parts, control over movement and expressive qualities.
COMPOSING
DAES1.2
Explores movement in response to a stimulus to express ideas, feelings or moods.
APPRECIATING
DAES1.3
Responds to and communicates about the dances they view and/or experience.
INTERACTING
INES1.3 Relates well to others in work and play situations.
MOVING
MOES1.4 Demonstrates a general awareness of how basic movement skills apply in play and other introductory movement experiences.

Typing lowercase and uppercase letters and short words
Personal Development and Health: The students will discuss the following;

Stranger danger.

Fire safety.

Safety in general i.e. playing with matches, finding hazardous things such as medicines and pulling a cord out a power point incorrectly

Interpersonal relationships e.g. is bullying a way of being a good friend, why is bullying wrong why do we need friends, who can we be friends with etc.
Physical Education - The focus is on free movement to music. Students are encouraged to explore their action, dynamics, time, space, relationships and structure during lessons. Students will also participate in learning steps to a dance routine for the annual end of year concert.

VISUAL ARTS:
MAKING
VAES1.1
Makes simple pictures and other kinds of artworks about things and experiences.
VAES1.2
Experiments with a range of media in selected forms.
(drawing, painting, printmaking, sculpture & 3D form, ceramics, fibre, photography, digital form)
APPRECIATING
VAES1.3
Recognises some of the qualities of different artworks and begins to realise that artists make artworks.
VAES1.4
Communicates their ideas about pictures and other kinds of artworks.
DRAMA:
MAKING
DRAES1.1
Uses imagination and the elements of drama (dramatic tension, contrast, symbol, time, space, focus, mood) movement and voice skills in imaginative play and dramatic situations.
PERFORMING
DRAES1.3
Dramatises personal experiences using movement, space and objects.
MUSIC:
MUES1.1
MUES1.2
MUES1.4
The Creative Arts program entails lessons involving:
Visual Arts – The children will be using a variety of mediums and materials to portray the beach and under the sea. Eg: Collage making, painting, colouring and craft activities.
Drama - (Linked with English) The children will be dramatising a variety of fairy tales e.g
. Snow White and the 7 Dwarves, Rapunzel, Jack and the Beanstalk .
Children will discuss how characters should be portrayed and they will be looking at the different ways of performing and the use of props.
Kindergarten – Form and Style / Songs and Games
This term Kindergarten are being introduced to the basic elements of Music with a particular emphasis on form and style. In a range of pieces and activities they are introduced to basic structural devices and stylistic features. Students will discriminate between sections in pieces of music in different styles and respond in a variety of ways including movement, singing and instrumental playing.