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.