Download Term 1 2017 Overview

S1 Care Bears Term 1 2017 Overview
These outcomes are developmental and children will be starting at different entry levels.
Curriculum
Area
Strands
Speaking,
Listening and
Communicating
English
Reading and
Comprehension
Writing
Content
To experiment with and
practise spoken and
non-verbal language to
communicate with a
range of audiences.
To read, view and
interpret texts using the
text “Rose meets Mr
Wintergarten”, the take
home readers, and
other relevant fictional
and non fictional texts.
To compose a range of
written texts with
increasing
independence through
scaffolding and explicit
teaching.
Desired Outcomes for Children.
To hear and say words and sounds clearly and correctly.
To listen, understand and respond appropriately to others and to instructions.
To be able to ask and answer questions appropriately and justify an opinion.
To listen, understand and respond appropriately to the thoughts and comments of others.
To participate in singing, rhymes, choral reading and games, listening activities, conversations.
To hear different vowel sounds in words, e.g. bit and bet, blends ( w-e-nt) and digraphs (sh-ar-k) and word
endings (jump – ing)
To hear syllables, rhyming words, beginning, middle and end sounds.
Reading:
To use effective reading strategies – talking about their books before reading, sounding out words, finger
pointing, picture clues, reading for meaning (Does it make sense?), asking and answering questions.
To develop sight word knowledge using the Oxford Sight Word List.
To identify nouns, verbs and adjectives in texts.
Comprehension:
To talk about the books read or that are read to them and understand the content.
To use and discuss illustrations to help understanding of texts, and why authors make word choices.
To identify similarities and differences between fiction and non-fiction texts.
To understand the vocabulary of synonyms and antonyms. ( same and opposite meaning)
To understand the use of conjunctions to add meaning and complexity to texts. ( e.g. and, so, but, because)
To identify features of the text eg orientation (who, what, where, when), complication (problem) and the
resolution (ending); grammar (fullstops, capitals, speech, question and exclamation marks, commas, ellipsis).
To understand and use new vocabulary in all learning areas e.g. fraction, natural and built, digital.
Handwriting:
To hold pencil correctly, to size and form letters and numbers correctly and to write on lines.
Spelling:
To know and reproduce the blends(cl in clack) , digraphs(ar in car), and simple spelling patterns
To decode words (break apart) and encode words (put together) to make a word. (eg ch-ug),
To manipulate letter chunks to write words e.g. fish can change to dish/wish, joyful = joy + ful.
To use prefixes ( un-happy) and suffixes (jump-ing). To spell sight words and use them correctly in sentences
To study the ‘4 spelling knowledges’ of some words( Etymological, Phonological, Visual, Morphemic).
Writing:
To develop skills to write narrative texts using our study text and other supporting texts.
To reread writing and edit for spelling, grammar and meaning.
Number and
Algebra
Number
Pattern and Algebra
Maths
Measurement
and Geometry
Statistics and
Probability
To recognise and sequence numbers correctly forwards and backwards.
To understand place value e.g. 42 is 4 tens and 2 ones; 234 is 2 hundreds 3 tens and 4 ones.
To use effective counting strategies, focussing on the connection between addition and subtraction e.g. 4+2,
2+4, 6-2, 6-4
To use the number strategies to solve problems.
To increase understanding of skip counting.
Describe patterns with numbers and identify missing elements.
Solve problems using number sentences.
Time
To increase knowledge of days, months and seasons using a daily calendar.
Length
To measure and compare lengths.
Data
Chance
To discuss, gather responses and record data about the daily temperature, birthdays, favourites, personal data.
To identify activities and events that involve chance.
Knowledge and Understanding
To compare how changing technology affected people’s lives eg working, travelling, communicating and
playing.
Digital Technologies
To explore how to use the school digital systems to create, organise and share.
Design and Technologies
To explore how people design a familiar product to meet needs, e.g. homes and gardens
Personal, Social and Community Health
Health
To develop a positive mindset for relationship and friendship building through acts of kindness (bucket filling).
To learn about character strengths, mindfulness, sharing feelings and ideas and living and working together
successfully as part of the Care Bear team and School Community.
To develop awareness of keeping themselves safe.
Arts
To develop skills and techniques. Eg drawing, painting, cutting, folding in Visual Arts, cut and paste, capture and
edit in Media Arts.
To analyse and respond to the arts eg details and feelings about an artists work, dance or performance.
History
Technologies