Undergrads’ Overview 2015 Term 1
4 February – 2 April
“Communication is Everything”?
Term 2
20 April – 3 July
Term 3
20 July – 25 September
Term 4
12 October - 18 December
Values
Respect, Responsibility, Honesty,
Excellence
integrate throughout the year _________
_______________________________
__
_____________________________
Key
compet
encies
Managing self, Relating to others,
Thinking, Participating and
contributing, Using language, symbols
and texts
Integrate throughout the year
_______________________________
__
_____________________________
Reading
Begin Term 1 with shared book(s): suitable text linked to topic for explicit teaching of readership skills and introduction to What’s my family’s story? (My Granny; My Amazing
Grandad; Granny’s Quilt …)
Shared books, poems, rhymes, songs, Library exchanges, C.O.T. research reading material – fiction and non-fiction – Google, Youtube, Wikipedia…
Readers integrated where appropriate with COT topic each term. Read/interpret a variety of fiction/non fiction, transactional and narrative texts.
C.O.T.topic
,C.O.T.topic
– What’s my family’s story?
– What’s the message?
looking at our family, our family’s roots/
Looking at signage, advertisements,
culture/ traditions/festivals/
headlines, fonts, colours
(The Photo Book; Smile said Dad; A Quit for How effective/persuasive are ads?
Kiri…)
Which font is best?
How many words say it all?
More is best?
C.O.T.topic
– How do animals talk to others?
Looking at how animals communicate
with each other/warn other animals/coexist
Rudyard Kipling stories – How the
elephant got his trunk etc
Jungle Book stories
C.O.T.topic
– How does the past talk to us?
Looking at the past through myths & legends
from NZ and other countries.
Archaeology – what can we learn from
excavations and digs?
History – what can we learn from the past?
Writing
Personal/ Factual Recount
Weekend Diary, captions, descriptions
Linked to C.O.T. where possible
meaning
Literacy
– creating and making
Balanced Guided Reading Programme (based on colour level readers)
Throughout the year incorporate different writing genres as appropriate: descriptive, narrative, poetry, reports, procedural, explanation, persuasive
Spelling and Word Study – Undergrads Spelling Programme (100 basic sight words) – STEPS, personal error words, C.O.T. topic words
Proof reading and Editing
Oral
Speaking & Listening
Speeches: animal relationships and
communications
Discuss images, books, posters, charts etc. Non-verbal messages – magazines, ads,
- main ideas & messages;
posters, signs, logos
Camera/photos, videos, blogs
Sharing presentations – iPads, assembly
Handwriting programme – personal goals
Keyboard skills
Non-verbal messages – body gestures;
facial expressions; sign language
Viewing &
Presenting
Visual
News – whole class, group, buddy, donuts Asking and answering questions
personal info / news
Research about family: history/traditions/
culture/festivals – speech about my family’s
origins?
Assembly presentations
Greetings, commands & manners – Te Reo
and other languages within the class
Sharing learning tasks – iPads,
Homework Folders, Poems, reciting
Thinking Games – group brainstorming
Fotobabble, Audioboo, class blogs,
reading,writing Educreations, STEPS, Reading Bug,
Sunshine online, Listening Post, Emails,
oral & visual
Youtube
Plays – end of year Christmas concert/
production
eLearning -
On-going introduction of new apps/tools
Children to choose own app / tool to
suit
the purpose
Social Sciences – Identity, Culture &
Organisation
What’s a group?
Why is it important to belong to a group?
What groups do we belong to?
What rules apply?
What’s good/bad about belonging to
groups?
What’s a learning community?
How do good learners behave?
What do good learners need?
Do we have a common language of
learning?
- different expectations and rules for
different groups and situations
- written and unspoken rules
- different values and responsibilities
- cultural differences in showing respect
Values – Y charts
C.O.T.
Technlology – Nature of Technology:
Visual clues offer important tools for
exploration and communication
What messages are communicated on
signage? (STOP No Smoking Give Way)
Are words necessary?
What’s a logo?
Why are logos effective?
How does colour impact on
communicating messages?
Syndicate procedures, routines and
responsibilities;
Learning group rules – different needs to
suit different learning styles - (Tree Hut
Treaty) goal setting
Looking at groups – our family, class,
syndicate and school - treaties, traditions
& festivals EOTC WEEK –
Beach trip to Fitzpatrick’s Beach with
Bachelors and Field challenges
: How do we communicate with each
other/others?
: working in different groups
: team building
: treasure hunt – visual/word clues
: orienteering
By end of term will be able to explain
By end of term will be able to explain
why it’s important to belong to a group. why visual clues plan an important
part in communication.
eLearning
Google, Wikipedia, Youtube,
class blogs, Educreations, photos
Science – Living World: Ecology:
Living things interact with each
other and the environment
Do all animals live in groups?
Why do animals live in groups?
How do they behave?
What rules apply?
What’s the good/bad things about
living in groups?
How do animals communicate within
their groups?
Why do some animals coexist? –
Symbiotic relationships
How can we know what animals are
trying to say? – body
language/behaviour
Classifications
Compare and contrast – Venn
diagrams
By end of term will be able to
explain why animals co-exist in
groups and how they communicate
with each other.
Children to choose own app/ tool to
suit
Social Sciences – Place and Environment:
The Past tells us a lot
How have different groups in the past told us
their stories?
Cavemen – rock paintings
Egyptians – hieroglyphics
Romans – numbering/latin
Aboriginal peoples –
Early artists of Aotearoa
Compare/contrast
By end of term will be able to explain how
things from the past now extinct tell us a
great deal about the past.
the purpose - share
Maths
eLearning
P.E.
Health
)
Te Reo/
Tikanga
Number 4 days a week; Other strand 1 day a week: Number Add/Sub Geometry Algebra Measurement: length/weight/capacity/time Fractions/decimals
Integrating COT topic focus across the year –
Counting: in different languages
Numbers: relationships (3+1=4 13+1=14) ; number families ; teen numbers( te Reo takau ma …) ; groupings ; sharing
Shapes: instant recognition of signs STOP/GIVE WAY
Money: development of coins; bartering; abacus calculations;
Numerals: history – Roman/Greek/other civilisations –How did they write their numbers? How did they calculate? Where did the decimal system come from?
Time: How did they tell time?
Knowledge, skill practice -, NZMaths
Creating – Educreations -
Money – development of coins - bartering
Fitness – jogging, skipping, fast games & Jump Jam on Fridays
One hour session per class per week
with Mr Anderson plus one hour
incorporated into weekly programme
Swimming Wk 1–6
Ball skills
Water safety
EOTC WEEK – beach trip and field
challenges
Te Reo programme – Year 1 & Waiata
greetings, commands, feelings, numbers,
days, dates, everyday items
C.O.T. topic words: WHANAU
Treaty of Waitangi
Technology
ARTS All Arts subjects integrated into COT
interchange where appropriate
throughout the year
PMP
Large & small balls
Team games
Road sense/safety
Cross country,
Gymnastics,
Personal Hygiene,
Healthy Eating,
Athletics – long jump, high jump, sprint, shot
put
Caring for the environment
Responses to simple questions/
commands
28 June – Matariki
Te Wiki o te Reo Māori
Maori Myths and Legends
A variety of medium will be used Wax crayon/dye. Painting. Pencil
Visual sketching. Printing. Collage. 3D art.
Art
Photos
People share their stories through their
art.
Recording family history/story through
:classroom environment –Sp14 family
:self portraits
:totem pole art
:tapa cloth/ cultural quilts
What’s important?
Why these colours?
.
.
Living things communicate and
express themselves in many ways.
Animal masks
Animal prints
what story do they tell?
Looking at masterpieces
-whose story? Artists or subjects?
-what story do they tell us?
-what can they tell us about the past?
Looking at traditional cultural art – Aboriginal
“Dreamtime” pieces
-what message is conveyed?
-how are the colours significant/important?
Christmas art and crafts
By end of year will understand that
different forms of visual art tell
different stories.
Music Syndicate songs for sharing at whole
school assembly Interchange - integrated into C.O.T.
(part of afternoon interchange)
The Arts
Drama People express their family story in
Dance many ways.
:different cultural dances – Chinese lion/
dragon dance/hula/haka/indian dances
What story do they tell?
What do the hand/arm movements say?
How did they come about?
What do they mean today?
Mime/puppet show/role play used to tell
stories across the year
How do we tell stories through mime?
What message do our stories tell?
By end of year will understand dance
and drama tell people’s stories.
Christmas carol concert