Transcript Play & Project-based Curriculum

Prep A:
Prep B:
Prep C:
Prep D:
Prep E:
Prep F:
Miss Michelle
Miss Sophie
Miss Kate
Miss Emily
Miss Susannah
Miss Kristen
A
typical day in Prep
 Writing and Reading Program
 Letters and Sounds
 Take Home Reading and Magic
Words
 Mathematics Program
 Inquiry and Learning Journeys
 Collaborative learning
environments
 Specialist Programs
A TYPICAL WEEK IN PREP
A typical Prep week consists of:
5 hours of Mathematics
5 hours of developmentally appropriate Literacy activities
5 hours of Inquiry time (including Learning Journeys)
2 hours of Letters and Sounds lessons
1 hour of French (Mademoiselle Tara and Mademoiselle Caitlin)
1 hour of Physical Education (Miss Dervla or Mr Michael)
1 hour of Performing Arts (Miss Maria) or Visual Arts (Mrs
O’Donnall). These are on a semester rotation.
Whole School Assembly (Monday mornings)
LITERACY: WRITING
Pre-Writing activities
To help assist children in their fine motor skills and readiness for writing we
plan activities to assist the children in developing these skills including:
• Play dough
• Cutting and sticking
• Arts and craft
• Puzzles
• Threading / beading
Writing
• We are currently implementing the writing program Big Write VCOP.
The program focuses on the importance of talking about experiences
to develop writing ideas. Activities and student goals are also focused
around four areas:
V- Vocabulary (words that make you go WOW!)
C- Connectives (words that connect sentences together)
O- Openers (interesting ways to begin writing)
P- Punctuation
LITERACY: WRITING
Children will build ideas and confidence if they are given the
opportunities to use their strengths – for five and six year olds these
strengths are speaking and drawing.
‘ Have a go’ writing is very important for early writers. Children are
encouraged to be ‘brave’ writers by using their developing knowledge of
words without ‘fear’ of being incorrect.
Children will participate in a range of shared and guided writing sessions
to support the learning of the mechanics of writing – including concepts
of print such as left to right and spaces between words, basic
punctuation, recording sounds as letters and frequent words.
HOW DO I FORM LETTERS?
Magic c
Bucket
Walking
stick
Down stroke
Other
c, a, d, g,
o, q
b, u, v, w,
y
m, n, p, r
f, i, h, j,
k, l, t
e, s, x, z
LITERACY: READING
In Prep, our reading program consists of:
•
Focused Reading lessons
•
Letters and Sounds 4 times a week
•
Guided Reading groups - a teacher led reading
group based on the point of need
•
One on one conferencing
•
Running Records (reading assessment)
•
Magic Words (starting with golden words)
DECODING STRATEGIES
When learning to read, we use a variety of strategies including:
•
Looking at the pictures
•
Sounding out words
•
Chunking the word
•
Skip the word, read to the end of the sentence and re-read the sentence
•
Re-read the sentence and try a word that makes sense
It is important when reading that the children develop the following skills:
•
Comprehension – I understand what I have read
•
Accuracy – I read the words correctly
•
Fluency – I read smoothly with few errors and understand what I read
•
Expand their Vocabulary – I know, find and use interesting words
COMPREHENSION STRATEGIES
It is important to not only be able to decode words, but understand what
they mean as well. When developing the children’s comprehension, the
children learn to:
• Check for understanding –Does that make sense?
• Back up and re-read
• Make a picture or mental image
• Use prior knowledge to connect with text (schema)
• Infer and support with evidence
• Ask questions throughout the reading process
• Recognise literacy elements (character, setting, problem/resolution)
LETTERS AND SOUNDS
Letters and Sounds consist of 4x 30 minute
sessions a week that are aimed at the
child’s point of need.
The children will be grouped across the
Prep cohort and may be taught by
another Prep teacher.
Letters and Sounds enable children
to split words into sounds to spell
them and put sounds together to
read words.
MAGIC WORDS
• The Magic 100 Words make up around half of
all the words used in reading and writing.
• The 12 Golden Words make up around one
quarter or one in every four words.
• Many of these words are unable to be
“sounded out” or easily decoded and don’t
have a picture or action to help remember
them. Learning them by sight is an important
key to reading success.
• There are lots of fun games and activities to play with the Magic Words,
such as Tic Tac Toe, Memory and Snap.
• Children need to be confident with all the words on each level before the
teacher gives them the next set.
• Remember every child is different and learns at their own pace.
HOME STUDY
•
Magic words
•
Take Home Readers – these will be easier than what they
read in class
•
The most important thing for you to remember is to be
positive, patient and encouraging!
•
Learning to read is hard, I can guarantee that you will get
frustrated at times!
•
When you start reading with your child we like you to
read with, and to your child.
TAKE HOME READERS
Reading at home helps build the blocks for your child
to read.
•
Left to right, top to bottom
•
Recognising letter names and sounds
•
Recognising the difference between letters, words
and numbers
•
Vocabulary
•
1:1 correspondence
•
Basic words and Magic Words
MATHEMATICS
Foundation Mathematics
• student centered
• flexible and differentiated learning tasks and activities
• hand on tasks with concrete materials
• whole class, small group, pairs, independent
• links mathematics in the classroom to real life situations
• short & sharp games to develop and consolidate learning.
In Term One, some fundamental areas we will be focusing on are:
• daily number fluency games and activities
• connecting number names, objects and symbols – up to 10 then
beyond
• counting processes: counting collections
• ordering numbers
• comparing quantities.
*Most importantly promoting positive attitudes towards mathematics by
showing students mathematics is something achievable and enjoyable. 
MATHEMATICS
Measurement and Geometry
-Ordering events: days of the week, months of the year
-Length (longer, shorter)
-Mass (heavier, lighter)
-Capacity (holds more, holds less)
-Two dimensional shape (names, corners and edges)
-Location language (forwards, backwards, next to, beside, left,
right etc.)
Statistics and Probabilty
- Answering questions to create data displays (Pictograph)
- Asking questions to collect data from peers
- Chance language (will happen, might happen, won’t happen)
INQUIRY
• Integrated into literacy and mathematics activities
• Based on curriculum and student areas of interest
• Prep ‘Start Up Program’ based on building resilience,
friendship, school rules and classroom culture
• Term 1 topic: My Body, Myself (Biological Sciences)
• Term 2 topic: My Family, My Culture (History)
• If you are able to offer any expertise in any
of these areas, please let your child’s
teacher know!
LEARNING JOURNEYS
•
Aids transition between early childhood and school setting
•
Enables children to become engaged in developmentally
appropriate activities
•
Provides hands on, open ended challenges interconnected
with literacy, numeracy and all aspects of the curriculum
•
Benefits social, emotional, physical and intellectual
development
•
Reflects individual needs and interests
•
Is exciting and stimulating!!
COLLABORATIVE TEACHING
What does it look like?
• Two teachers, 40-42 children
• ‘Home group’ for administration and reporting
• Your child will be taught by BOTH teachers
• Feel confident to approach either teacher
• Diverse grouping of students, according to individual point of need
• Variety of ability levels that can be attended to more closely
Why Collaborative Teaching and Learning?
•
Broader peer group for the children, more opportunities to make friends! 
•
Two teachers work collaboratively to ensure the needs of all students are met
•
Teaching can be more targeted and small group support is easier
•
Teachers get to model collaboration and effective team work directly to
children
BEHAVIOUR MANAGEMENT
PREP RULES:
• We Are kind to others
• We are Five Star Listeners
• We are responsible for the things in our classroom
• We make smart choices
• We always try our best
•
Every student begins every day on a GREEN Traffic Light
•
Children who are not adhering to our Five Prep Rules will receive a warning
•
Move their traffic light to ORANGE (Or the Oooops!) – ‘minor infringement’ and a reminder
everyone has an “Oooops!” moment every now and then
•
Children to hurt another child on purpose will be moved directly to a RED traffic light
•
On RED children will be sent to our classroom ‘thinking spot’ to have 5 minutes of ‘thinking
time’ to consider and reflect on their actions
•
Before coming back to join the group the teacher will endeavour to have a restorative
chat/debrief about the child’s actions
•
Children may also move to RED if they are repeating a behaviour after being moved to an
orange traffic light
•
If the offence is minor, the parent may not be notified
EXCURSIONS, INCURSIONS AND
THE CAMPING PROGRAM
• Permission slips must be complete, signed and returned to
school by 2 full days prior to the event
• Konnective reminders
• Helping with or attending these events requires a Working
With Children Check
• Excursions and incursions allow your child to enjoy new
experiences related to the topics they are learning about at
school – timing will depend on topics and providers
• Prep PJ Party
PERFORMING ARTS PROGRAM 2015
Semester 1: Prep, Year 2 & Year 3
Semester 2: Years 1, 4, 5 & 6
All activities are underpinned by our school values
…
RESPECT
RESPONSIBILITY
RESILIENCE &
EXCELLENCE
PERFORMING ARTS PROGRAM - 2015
Terms 1 & 3 = DRAMA focus
 Games, social skills, problem solving, character
development, in class performance, production
(Year 4, Term 3)

Terms 2 & 4 = MUSIC & MOVEMENT focus
 Singing and instrumental music, dance from
varying cultures, in-class performance

LIBRARY
Weekly Timetable

Know your child’s
Library day.
Book Bags
• Prep/2 –Book bag or
protector required.
• 2 weeks for borrowing.
Library Activities
Lunchtime Program
 Book fair
 Book club
 Author visits

VISUAL ART
We explore both Art making and Art Appreciation
Art is a semester subject of one hour a week held in the Art Room in B
Block
Elements of Art studied
Areas of Art studied
Drawing –pencil, charcoal, pastels
Painting - acrylic, water colour, with
& without brushes
Sculpture – foam, sticks, cardboard,
clay,
plasticine, papier mache
Fibre crafts - stitching, sewing,
felting.
Printmaking – block , mono, stencil
Colour
ShapE
LINE
Tone
Texture
Pattern
Space
Student work is celebrated at the Art Show held at the end of the year
Mademoiselle
Caitlin et
Mademoiselle Tara
Bastille Day
Celebrating
everything French
at beginning term 3
Prep – 2
La salle de français (b block)
Positive recognition:
climb the Eiffel Tower
or along the Tour de
France
1 Hour
lesson per week
Check out the
school website for
language learning
sites and an
overview of our
learning.