Year 1 Curriculum Overview
Crestwood Public School Term 1 2023
Overview of Teaching & Learning
Programming is the process of selecting and sequencing learning experiences which enable students to engage with syllabus outcomes and develop subject specific skills and knowledge. The process of programming is typically shared and offers an opportunity for collaboration, professional reflection and evaluation.
Programs:
- reflect the needs, interests and abilities of students
- are based on syllabus outcomes and include a variety of teaching, learning and embedded assessment activities, strategies and resources to address the learning needs of all students
- are flexible and dynamic documents that change in response to student learning needs, school context, teacher evaluation and feedback
English
Spelling: Students link letters to a range of sounds. Students will review the sounds taught in previously and explore letter combinations to read, write and spell words containing long vowel sounds.
Creating Written Texts: Making connections between what students are reading and what they are learning to write is important for applying knowledge of language in both modes. Writing opportunities are created to explicitly teach these skills and understandings. Writing is based on the texts the students are being read. Teachers will model writing as an effective method of ensuring student learning is scaffolded and that they have all the information they need to create written texts in independent situations.
Students begin to identify spelling rules and conventions and include these in their writing. They note how images and texts work together and identify nouns, noun groups, describing words, prepositional phrases, types of verbs, different kinds of sentences, and conjunctions all to support writing development.
Reading fluency and Reading Comprehension: Students gain proficiency in the comprehension skills predicting, visualising and questioning which are explicitly taught and modelled through whole class and group activities. In guided reading, students read decodable texts, appropriate for their individual ability. Teachers support students to develop reading skills such as phrasing, fluency, expression, monitoring, re-reading and self-correcting as well as comprehension strategies to build literal and inferential meaning. Students engage daily with quality texts for enjoyment, to build a love of reading.
Oral Language and communication: Students will engage in critical thinking activities. They will use stimuli to discuss problems and questions as a class, in small groups, in pairs and independently. Students will discuss the texts being taught in class with peers, groups and in front of the whole class.
Handwriting: Students develop a clear and consistent writing using the NSW Foundation Style to fluently write unjoined upper and lower case letters. Teaching programs will correlate with phonics being taught in class at the time.
Mathematics
Number and algebra: Students develop confidence with number sequences to 100 by counting forwards and backwards from and identifying the numbers before and after given two-digit numbers. They use place value to partition two-digit numbers into tens and ones. Students use concrete materials to solve simple addition and subtraction problems involving one- and two-digit numbers. They solve problems using a range of strategies including counting on, partitioning and rearranging parts. Students use the terms add, plus, take-away, minus and equals and record the symbols that represent these. Students investigate and describe number patterns formed by skip counting and patterns with objects.
Measurement and space: Students recognise two-dimensional shapes including triangles, quadrilaterals, pentagons, hexagons and octagons. They classify shapes by their attributes such as sides and vertices. Students explore different types of lines including horizontal, vertical and parallel. Students recognise three-dimensional objects including cones, spheres, prisms and pyramids. They classify objects according to their obvious features including faces and edges. Students use positional language for example, left, right, between and behind to give and follow directions to familiar locations.
Science
Human Society and Its Environment - History
Personal Development, Health, Physical Education
Grade Sport: Students develop confidence and competence to engage in physical activity. They develop an understanding of movement concepts and the features of movement composition as they engage in a variety of planned sports and games.
Be Skilled Be Fit: Students will engage in 60 minutes of physical activity with sports teachers per week. The focus will be on the continued development of their fundamental skills. This will include learning correct running techniques, ball skills such as throwing (under and overarm), moving throws, bouncing, catching, passing, kicking, dribbling and hitting a target.
Creative Arts
Music: In music with Mrs French, students will be revising the School Song and the National Anthem as well as investigating the concepts of rhythm, beat and pitch.
Library
This unit focuses on consolidating library routines and promoting good borrowing practices. Students are shown different areas of the library where they are able to borrow from and specific series of books suitable for their age and reading level. Students are also encouraged to participate in the 2021 Premier's Reading Challenge as part of their school home reading program. Students are shown how to logon and enter books via the website.
The texts chosen for shared reading are around the theme of Summer and the Sea which most children could relate to personal experiences during the Christmas holiday break.