Warrington School/Planning/Term One 2011
Term Two Planning
Room 3 - (Junior)
Term 2, 2011
Whakatauki:Hinana ki uta, hinana ki tai – search the innermost lands, search the outermost tides
Class level: Year 1 - 3
Big Picture Theme/s - Weather
Sub Themes - Lantern Making
Key competencies: Thinking, Using language, symbols and texts, Managing self, Relating to others, Participating and contributing
Principles: High Expectations, Treaty of Waitangi, Cultural Diversity, Inclusion, Learning to learn, Community Engagement, Coherence, Future Focus
Values: To enhance the WWW - excellence, innovation, inquiry, curiosity, diversity, equity, ecological sustainability, community and participation, integrity etc
Character Education - Virtues Education Project: School wide virtue of the week and classroom practice activities
Envirethical ideas: Enviro Schools - 5 Guiding Principles: Empowered Students, Learning for Sustainability, Sustainable Communities, Respect for diversity of people and culture, Maori Perspectives - 4 P’s: Practices, Places, People and Participation, Programmes
“Lots of paper waste” Reinforce the use of using paper that can be reused within the class room and the larger community.
Life Education - Social Relationships theme (‘Essence’ of learning module: We are special, and need to look after ourselves and others.
- We all have the same needs
* We need to be kind to others
* We need to be keep each other safe.
Social Relationship Focus:
- Caring for friends
Assessment: Students workbooks, group discussion and teacher observation.
Health: Kia Kaha - Building a Safe, Happy Classroom
Relationships with Other people
Personal and Physical Development
- Describe feelings and ask questions about their health, growth, development, and personal needs and wants
Relationships with Other People
- Explore and share ideas about relationships with other people
Identify, sensitivity, and respect
- Demonstrate respect through sharing and co-operation in groups
Healthy Communities and Environments
- Take individual and collective action to contribute to environment that can be enjoyed by all
- Treats other people as equals
* Values them self
* Uses acceptable behaviour
* Helps make the classroom a safe, happy place
* Recognises bullying behaviour
* Plays in safe places
* Makes sensible, safe choices
* Thinks of the consequences of own choices
* Identifies suitable people to ask for help
* Asks for help
* Finds ways to include others
* Works and plays co-operatively
English Context: Story writing
Write instructions and recount events in authentic contexts
Able to write freely on a range of topics
- Read, analyse, understand and critically think about messages and purposes of information presented
- Express ideas clearly and with confidence
* Ask and answer questions
* Recognise, appreciate, understand and respond to greetings used by other cultures
* Develop skills of conversation
- Enjoy writing
* Convey ideas and information clearly, coherently and logically in writing
* Use conventions of punctuation, grammar and spelling with growing accuracy
* Proof read, edit and self correct written statements with growing skillfulness
* Spell frequently used words accurately
- Learn skills which develop legible and efficient handwriting
- Express ideas clearly and with confidence
* Use appropriate language
* Ask and answer questions
Running Records, Writing Samples, Sharing News and contributing ideas and thoughts during group discussions, BBFM.
Maths: Week 1-4
- Conduct investigations using the statistical enquiry cycle:
* posing and answering questions;
* gather, sorting and counting, and displaying category data;
* discussing the results.
- Interpret statements made by others from statistical investigations and probability activities.
- Investigate situations that involve elements of chance, acknowledging and anticipating possible outcomes.
Conduct investigations using the statistical enquiry cycle:
- posing and answering questions.
* gathering, sorting, and displaying category and whole-number data;
* communicating findings based on the data
- Compare statements with the features of simple data displays from statistical investigations or probability activities undertaken by others.
- Investigate simple situations that involve elements of chance, recognising equal and different likelihoods and acknowledging uncertainty.
Assessment: Class/group discussions, Graph and data presentation, Teacher Observation
Maths - Numeracy
Stage 0: Emergent
The student is unable to consistently count a given number of objects because they lack knowledge of counting sequences and/or one-to-one correspondence.
Stage 1: One-to-one Counting
The student is able to count a set of objects or form sets of objects but cannot solve problems that involve joining and separating sets.
Stage 2: Counting from One on Materials
The student is able to count a set of objects or form sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects.
Stage 3: Counting from One by imaging
The student is able to visualize sets of objects to solve simple addition and subtraction problems. The student solves problems by counting all the objects.
Stage 4: Advanced Counting
The student uses counting on or counting back to solve simple addition or subtraction tasks.
Assessment: On the spot assessment (Numeracy)
Science: The Life Cycle of the Monarch Butterfly
- Recognises that all living things have certain requirements so they can stay alive
- Recognises that living things are suited to their particular habitat.
- Observe caterpillars, record growth rates and changes over time.
Assessment: Describe by talking about the life cycle of the monarch butterfly during class discussion.
Visual Art: Motivation: Life Cycle of the Monarch Butterfly
- Investigate the purpose of objects and images from past and present cultures and identify the contexts in which they were or are made, viewed, and valued.
* Explore some art-making conventions, applying knowledge of elements and selected principles through the use of materials and processes.
* Describe the ideas their own and others’ objects and images communicate.
* Explore and describe ways in which meanings can be communicated and interpreted in their own and others’ work.
Music - Kiwi Kids Songs - Weekly songs from the Kiwi Kids Collection
- Explore and express sounds and musical ideas, drawing on personal experience, listening, and imagination.
Assessment: Group and class participation and teacher observation.
Level One and Two
1. Develop an awareness of sentence structure for asking how we feel and responding in Maori
2. Know the days of the week in Maori
3. Understand simple greetings and commands in Maori
Assessment: Worksheets, Teacher observation, Observation checklists
P.E: Movement skills - Athletics
Positive attitudes; Challenges and social and cultural factors:
Level 1 - Participate in a range of games and activities and identify the factors that make participation safe and enjoyable
Level 2 - Develop and apply rules and practices in games and activities to promote fair, safe, and culturally appropriate participation for all.
PE games: T-Ball and Rippa Rugby
Assessment: Teacher Observation, Peer Assessment and participation