Curriculum Information Year 1 UNIT 3 How We Express Ourselves The Central Idea: Signs and symbols can be used to communicate a message. Unit Summary: In this unit children will learn about the role that signs and symbols play in our world. They will hunt for signs and symbols in our environment, discussing the reasons why they are used and identifying their purpose. They will describe the features of signs and symbols, looking at the use and importance of colour, line, shape and size in signs to help them communicate a message. The children will explore the role symbols play in a range of different disciplines including Chinese, English, Mathematics, Art, PSE and Music. Students will create their own signs and symbols to communicate messages to their peers and others around school. Lines of Inquiry Key Concepts Transdisiplinary Skills The use of signs and symbols (local Function, Connection, Thinking Skills: acquiring knowledge and global) Perspective of signs, analysing and What is a sign/symbol? comprehending their meaning before Related Concepts How the design of images help applying this understanding to their Pattern, Imagery communicate a message own signs. Learner Profile Why do we use signs and symbols (locally Research Skills: observing signs in their Thinker and globally)? environment formulating questions. Communicator What features are used to communicate Communication Skills: students will Reflective a message through signs and symbols? engage in a range of reading and Attitudes How people respond to signs and writing activities as well as exploring symbols Creativity the use of symbols for non-verbal How do we respond to signs and Curiosity communication. symbols? As part of our curriculum, students will continue to learn, develop, use and apply their subject area knowledge and skills. During this unit, children will also be taught to: Language Mathematics PSE, Art and Music Explore the use of symbols in text Sort, describe and name familiar twoExplore the use of colour, and print. dimensional shapes in the environment line, size and shape to using appropriate vocabulary create their own signs and Use a range of reading strategies symbols. to understand printed text. Sort and classify familiar objects and Identify symbols and printed text on signs in our environment. Identify, explore, understand and describe the pictures within Chinese characters. explain the basis for these classifications. Copy, extend, create and describe patterns with objects and drawings Create signs to help demonstrate the class and playground essential agreements on behavior. Students will also begin to work on their Stand Alone Unit on Addition and Subtraction (see rubric below.) Action is an important part of the curriculum where children can take the opportunity to extend their learning. This can take many forms, from a discussion initiated by your child, bringing something to school from home or a request to go somewhere in the community to find out more. To support your child at home with this unit of inquiry, your child may wish to: Tell your mum and dad what you are learning in the unit of inquiry. Find signs or symbols at home and around your environment. Print them and bring these to school to share with your class. Create your own signs or symbols for your home. These will help communicate messages to your family members. Make a sign that shows how to care for the environment. Look for signs or symbols in books. What are they trying to tell you? If you want to take some action and offer your expertise in any area, we would love to hear from you Mathematics Central Idea: Addition and subtraction are related to each other and are used in everyday life Lines of Inquiry: The symbols and language used in addition and subtraction The strategies used to solve addition and subtraction problems How we use addition and subtraction in the real world B = Beginning The student has begun to demonstrate some evidence of achieving learning outcomes; however applies limited knowledge, skills and understandings. The student’s learning is below year level expectations at this time. Beginning Refer to the rubric for place value (shared on previous curriculum information accessible on the school website) Key for Levels of Achievement C = Consolidating ME = Meets Expectations The student has demonstrated evidence of the The student has learning outcomes. The demonstrated knowledge of student is practising skills and the learning outcomes and is is developing knowledge and applying knowledge, skills and understandings. Learning is at understandings consistently year level expectations but is and independently. Learning not fully consistent or is at year level expectations. independent EE = Exceeds Expectations The student has demonstrated evidence exceeding the learning outcomes in a variety of ways and applies higher level knowledge, skills and understandings consistently. Learning exceeds year level expectations. Consolidating / Meets Expectations Recall addition facts for single-digit numbers and related subtraction facts Recall number bonds and number facts to 10 Exceeds Expectations Recall addition facts for numbers at least to 20 and related subtraction facts Recall doubles to 20 Recalls number bonds to twenty accurately Solve simple addition and subtraction problems using concrete materials Use materials to add a 2 digit number to a single with recording Use materials to subtract a single digit number from a 2 digit number with recording Model addition and subtraction of whole numbers Model addition of two digit numbers using tokens, bundling sticks and/or ten frames Model subtraction of whole numbers using tokens, bundling sticks and/or ten frames Solve simple addition and subtraction problems using strategies including part/whole Add whole numbers by using a part whole strategy. Use ten facts (tidy tens) to solve basic problems e.g. 8+4 = 8+2+2. Using the largest numbers first for addition Counting on and counting back Represent and solve addition problems (including real life and word) involving 2 digit numbers, using appropriate strategies. For example: Counting on, Counting on in ten, largest number first, bridging to/through ten, doubles/near doubles, place value partitioning, easy combinations to 10, 50, number families Creates verbal action stories to represent addition problems Please note that this column has expected place value outcomes for the end of Year 1 Represent and solve subtraction problems (including real life and word) involving 2 digit numbers, using appropriate strategies For example: Counting back, counting back in 10’s, bridging back through 10, number families Creates verbal action stories to represent subtraction problems Skip count by twos, fives and tens starting from zero Skip count by 2’s, 5’s and 10’s making connections to multiplication tables Use estimation to check reasonableness of answers to calculations Note –For further information and examples of the strategies found within the rubric please refer to the progression of strategies documents in the Parents as Partners section of the Glenealy globe.