複合班 - 基礎班和一年級 - 家庭學校和課後班

As different levels of schooling are called different names in different countries, this course is equivalent to:

- Foundation/Prep and Year 1 (Australia) 
- Year 1 and Year 2 (England)
- Kindergarten and Grade 1 (USA)
- P2 and P3 (Scotland)
- Year 2 and Year 3 (New Zealand)
- Year 1 (China)


Week 1:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 2:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 3:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 4:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 5:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 6:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 7:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 8:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 9:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 10:
Day 1:  English Language Arts
Day 2:  Mathematics
Day 3: Science
Day 4: Social Science

Week 11:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 12:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 13:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 14:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 15:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 16:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 17:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 18:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 19:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 20:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 21:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 22:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 23:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 24:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 25:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 26:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 27:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 28:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 29:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 30:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 31:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 32:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 33:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 34:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 35:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 36:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 37:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 38:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 39:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 40:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 41:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 42:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 43:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 44:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 45:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 46:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 47:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 48:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 49:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science

Week 50:
Day 1:  English Language Arts
Day 2:  Mathematics 
Day 3: Science
Day 4: Social Science


Day 1: English Language Arts

Foundation:

- Learning that different languages exist; discussing the various languages encountered in the community; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
- Recognising that some texts can include both Standard English and elements of other languages 
- Learning that language varies according to the relationships between people, for example between parent and child, teacher and student, siblings, friends, shopkeepers and customers
- Learning that we use a different tone and style of language with different people
- Learning to ask relevant questions and to express requests and opinions in ways that suit different contexts
- Recognising some of the ways we can use speech, gesture, writing and media to communicate feelings
- Recognising some of the ways emotions and feelings can be conveyed and influenced by visual representations, for example in advertising and animations
- Sharing experiences of different texts and discussing some differences
- Discussing the purpose of texts, for example ‘This text will tell a story’, ‘This text will give information’
- Repeating parts of texts, for example characteristic refrains, predicting cumulative storylines, reciting poetic and rhyming phrases
learning that written text in Standard English has conventions about words, spaces between words, layout on the page and consistent spelling because it has to communicate when the speaker/writer is not present
- Pointing to the letters and the punctuation in a text
- Commenting on punctuation encountered in the everyday texts, for example ‘That’s the letter that starts my name’, ‘The name of my family and my town has a capital letter’
- Learning about print: direction of print and return sweep, spaces between words
- Learning that Standard English in written texts is read from left to right and from top to bottom of the page and that direction of print may differ in other cultures, for example Japanese texts
- Learning about front and back covers; title and author, layout and navigation of digital/screen texts
- Learning about simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu
- Learning that word order in sentences is important for meaning (for example  'The boy sat on the dog', 'The dog sat on the boy')
- Creating students' own written texts and reading aloud to the teacher and others
- Exploring spoken, written and multimodal texts and identifying elements, for example words and images
- Talking about how a ‘different’ story is told if we read only the words, or only the pictures; and the story that words and pictures make when combined
- Exploring how the combination of print and images in texts creates meaning
- Building vocabulary through multiple speaking and listening experiences
- Discussing new vocabulary found in texts
- Bringing vocabulary from personal experiences, relating this to new experiences and building a vocabulary for thinking and talking about school topics
- Recognising and producing rhyming words when listening to rhyming stories or rhymes, for example ’funny’ and ’money’
- Identifying patterns of alliteration in spoken words, for example 'helpful Henry'
- Identifying syllables in spoken words, for example clapping the rhythm of ‘Mon-day’, ‘Ja-cob’ or ‘Si-en-na’
- Using familiar and common letters in handwritten and digital communications
- Identifying familiar and recurring letters and the use of upper and lower case in written texts in the classroom and the community, for example 'Tom went to the park.'
- Recognising the most common sound made by each letter of the alphabet, including consonants and short vowel sounds, for example ‘p-op’
- Breaking words into onset and rime, noticing words that share the same pattern, for example ‘p-at’, ‘b-at’ 
- Breaking words into onset and rime to learn how to spell words that share the same pattern, for example ‘p-at’, ‘b-at’, ‘t-all’ and ‘f-all’
- Building word families using onset and rime, for example ‘h-ot’, ‘g-ot’, ‘n-ot’, ‘sh-ot’
- Knowing how to write some high-frequency words recognised in shared texts and texts being read independently, for example ‘and’, ‘my’, ‘is’, ‘the’ and ‘went’
- Knowing how to write students’ own names and those of other familiar people
- Learning that words are made up of meaningful parts, for example ’dogs’ has two meaningful parts ’dog’ and ’s’ meaning more than one
- Identifying and manipulating sounds (phonemes) in spoken words, for example ‘c-a-n’
- Identifying onset and rime in one-syllable spoken words, for example ‘d-og’ and ‘b-ig’
- Blending phonemes to form one-syllable spoken words, for example ‘s-u-n’ is orally expressed as ‘sun’ and ‘b-a-g’ is orally expressed as ‘bag’
- Listening to hear that children use letters/sounds (when necessary) to help them read CVC words and hear and record appropriate sounds associated with letters when writing CVC words, for example ‘kat’ for ‘cat’
- Recognising that there are storytellers in all cultures
- Comparing experiences depicted in stories with students’ own
- Engaging with texts that reflect the social and cultural groups to which students belong
- Talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
- Engaging with the humour in some stories and repeating favourite lines, jokes and ideas
- Returning to preferred texts and commenting on reasons for selection
- Talking about stories and authors, choosing favourites, discussing how students feel about what happens in stories
- Using art forms and beginning forms of writing to express personal responses to literature and film experiences
- Talking about people, events and ideas in texts, enabling students to connect them to their own experiences and to express their own opinions about what is depicted
- Identifying some features of culture related to characters and events in literary texts, for example dress, food and daily routines
- Listening, responding to and joining in with rhymes, poems, chants and songs
- Recognising cultural patterns of storytelling, for example "Once upon a time" & "A long, long time ago"
- Using music and actions to enhance appreciation of rhymes, poems, chants and songs
- Reciting rhymes with actions
- Drawing, labelling and role playing representations of characters or events
- Reciting rhymes with actions
- Using digital technologies to retell events and recreate characters from favourite print and film texts
- Performing memorable actions or behaviours of favourite or humorous characters in texts
- Recognising the meaning of symbols in everyday contexts, for example exit signs, logos, hearts and flowers on greeting cards
- Listening to, remembering and following simple instructions
- Sequencing ideas in spoken texts, retelling well known stories, retelling stories with picture cues, retelling information using story maps
- Listening for specific things, for example the main idea of a short statement, the details of a story, or to answer a given question
- Participating in informal situations, for example play-based experiences which involve the imaginative use of spoken language
- Participating in class, group and pair discussions about shared experiences including shared texts
- Asking and answering questions to clarify understanding
- Learning how to use different voice levels appropriate to a situation, for example learning about ‘inside voices’ and ‘outside voices’
- Learning to ask questions and provide answers that are more than one or two words
- Participating in speaking and listening situations, exchanging ideas with peers in pairs and small groups and engaging in class discussions, listening to others and contributing ideas
- Showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker if culturally appropriate
- Listening and responding to oral and multimodal texts including rhymes and poems, texts read aloud and various types of digital texts
- Engaging in conversations with peers and adults in home language or dialect
- Asking and answering questions using appropriate intonation
- Speaking so that the student can be heard and understood
- Altering volume for inside and outside situations and when speaking to an audience
- Sharing a personal experience, interest or discovery with peers in a semi-formal situation
- Using visual cues to practise staying on topic
- Talking about what is ‘real’ and what is imagined in texts
- Identifying and selecting texts for information purposes and commenting on how the text might help with a task
- Navigating a text correctly, starting at the right place and reading in the right direction, returning to the next line as needed 
- Matching one spoken word to one written word
- Reading aloud with attempts at fluency and intonation
- Attempting to work out unknown words by combining contextual, semantic, grammatical and phonic knowledge
- Predicting what might happen on the basis of experience of this kind of text; at the sentence level predicting the meaning on the basis of syntax and word meaning
- Talking about the meanings in texts listened to, viewed and read
- Visualising elements in a text (for example drawing an event or character from a text read aloud)
- Providing a simple, correctly-sequenced retelling of narrative texts
- Relating one or two key facts from informative texts
- Finding a key word in a text to answer a literal question
- Making links between events in a text and students’ own experiences
- Making an inference about a character's feelings
- Discussing and sequencing events in stories
- Drawing events in sequence
- Using image-making and beginning writing to represent characters and events in written, film and web-based texts
- Using speaking, writing and drawing to represent and communicate personal responses to ideas and events experienced through texts
- Creating short spoken, written and multimodal observations, recounts and descriptions, extending vocabulary and including some content-specific words in spoken and written texts
- Using beginning concepts about print, sound–letter and word knowledge and punctuation to create short texts
- Rereading collaboratively developed texts to check that they communicate what the authors intended
- Adopting correct posture and pencil grip
- Learning to produce simple handwriting movements
- Following clear demonstrations of how to construct each letter (for example where to start; which direction to write)
- Learning to construct lower case letters and to combine these into words
- Learning to construct some upper case letters
- Using simple functions of keyboard and mouse including typing letters, scrolling, selecting icons and drop-down menu


Grade 1:

- Recognising how and where signs and symbols are used and placed in students’ school and community
- Recognising the effect of words, symbols, gestures and body language on the way communications are received by others
- Learning the difference between questions and statements, requests and commands
- Learning about the difference between closed questions, for example 'Are you ready?', 'Did they enjoy their holidays?' and open questions, for example 'What made this text so exciting?'
- Extending students’ vocabularies for the expression of feelings and emotions
- Considering how others might respond before students express their views and how students might respond to others’ views in civil and constructive ways
- Discussing and comparing the purposes of familiar texts drawn from local contexts and interests
- Becoming familiar with the typical stages of types of text including recount and procedure
- Using different types of texts, for example procedures (including recipes) and discussing the text structure
- Identifying patterns of vocabulary items in texts (for example class/subclass patterns, part/whole patterns, compare/contrast patterns, cause-and-effect patterns, word associations/collocation)
- Discussing different types of texts and identifying some characteristic features and elements (for example language patterns and repetition) in stories and poetry
- Using intonation and pauses in response to punctuation when reading
- Reading texts and identifying different sentence-level punctuation
- Writing different types of sentences, for example statements and questions, and discussing appropriate punctuation
- Learning about how books and digital texts are organised including page numbers, table of contents, headings, images with captions and the use of scrolling to access digital texts
- Knowing that, in terms of meaning, a basic clause represents: a happening or a state (verb), who or what is involved (noun group/phrase), and the surrounding circumstances (adverb group/phrase)
- Understanding that a simple sentence expresses a single idea, represented grammatically by a single independent clause (for example 'A kangaroo is a mammal. A mammal suckles its young')
- Talking about effective words that describe a place, person or event
- Learning how a sentence can be made more vivid by adding adjectives, adverbs and unusual verbs
- Talking about what is ‘real’ and what is imagined in texts, for example  ‘This is the section about platypuses in the book about mammals’
- Learning forms of address for visitors and how to use language appropriately to ask directions and for information
- Recognising words that start with a given sound, or end with a given sound, or have a given medial sound, for example ‘b-e-d’ and ‘l-e-g’
- Replacing initial sounds in spoken words, for example replace the ‘m’ in ‘mat’ with ‘c’ to form a new word ‘cat’
- Deleting initial onset sound in spoken words, for example delete the ‘f’ from ‘farm’ to make a new word ‘arm’
- Substituting medial sounds in spoken words to make new words, for example ‘pin’, ‘pen’, ‘pan’
- Substituting final sounds in spoken words, for example substitute the ‘t’ in ‘pet’ with ‘g’ to form a new word ‘peg’
- Using knowledge of letters and sounds to write words with short vowels, for example ‘man’, and common long vowel sounds, for example ‘cake’
- Using knowledge of letters sounds to write single-syllable words with consonant digraphs and consonant blends, for example ‘wish’ and ‘rest’ 
- Recognising that letters can have more than one sound, for example the letter ‘u’ in ‘cut’, ‘put’, ‘use’ and the letter ‘a’ in ‘cat’, ‘father’, ‘any’
- Recognising sounds that can be produced by different letters, for example the ‘s’ sound in ‘sat’ and ‘cent’
- Writing one-syllable words containing known blends, for example 'bl' and 'st'
- Building word families from common morphemes, for example 'play', 'plays', 'playing', 'played', 'playground'
- Using morphemes to read words, for example by recognising the base word in words such as ‘walk-ed’
- Learning an increasing number of high-frequency words recognised in shared texts and texts being read independently, for example ‘one’, ‘have’, ‘them’ and ‘about’
- Saying sounds in order for a given spoken word, for example ‘s-p-oo-n’ and ‘f-i-s-t’
- Segmenting blends at the beginning and end of given words, for example ‘b-l-ue’ and ‘d-u-s-t’
- Identifying similarities between texts from different cultural traditions, for example representations of dragons in traditional European and Asian texts
- Identifying some features of characters and how particular words and images convey qualities of their nature, for example some characters are portrayed as shy, others adventurous
- Discussing the characters of fictional animals and how they relate to those of humans
- Discussing characters from books and films and whether these are life-like or imaginary (for example talking animals)
- Comparing characters and events in texts to students’ own experiences
- Sharing favourite texts and authors and some reasons for preferences
- Discussing different texts and considering what is entertaining or appealing and why
- Using arts methods and role play to express personal responses to characters and events in stories
- Identifying who is telling the story in different texts
- Examining different types of literature including traditional tales, humorous stories and poetry
- Discussing similarities and differences between texts ( for example features of main characters in different stories)
- Discussing features of book settings including time (year, season) and place (country or city, realistic or imagined)
- Discussing how plots develop including: beginnings (orientation), how the problem (complication) is introduced and solved (resolution)
- Exploring performance poetry
- Listening to and performing simple haiku poems about familiar topics such as nature and the seasons
- Creating visual representations of literary texts
- Writing character descriptions drawn from illustrations in stories
- Retelling key events in stories using oral language, arts, digital technologies and performance media
- Imitating a characteristic piece of speech or dialogue, or the attitude or expression of favourite or humorous characters in texts
- Using drawing and writing to depict and comment on people and places beyond their immediate experience
- Listening for details in spoken informative texts
- Participating in informal and structured class, group and pair discussions about content area topics, ideas and information
- Speaking clearly and with appropriate volume
- Interacting confidently and appropriately with peers, teachers, visitors and community members
- Learning to value listening, questioning and positive body language and understanding that different cultures may approach these differently
- Formulating different types of questions to ask a speaker, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions
- Identifying turn-taking patterns in group and pair work, for example initiating a topic, changing a topic when appropriate, staying on task, supporting other speakers, eliciting responses, being supportive and attentive listeners, asking relevant questions
- Providing useful feedback, prompting, checking understanding, 'sharing the talking space'
- Participating in pair, group and class speaking and listening situations, including informal conversations and class discussions, contributing ideas and listening to the contributions of others
- Taking turns, asking and answering questions and attempting to involve others in discussions
- Demonstrating active listening behaviour and responding to what others say in pair, group and class discussions
- Experimenting with voice volume and pace for particular purposes including making presentations, retelling stories and reciting rhymes and poems
- Attempting correct pronunciation of new vocabulary
- Reporting the results of group discussions
- Providing simple explanations about how to do or make something
- Giving short oral presentations about areas of interest or content area topics, speaking clearly and with appropriate volume and using extended vocabulary and a growing knowledge of content-specific words
- Comparing and discussing texts identifying some features that distinguish those that ‘tell stories’ from those that ‘give opinions’
- Selecting texts for a particular purpose or task, for example a book that will tell a story about a possum
- Using contextual and semantic knowledge to make predictions about a text’s purpose and content
- Combining knowledge of context, meaning, grammar and phonics to decode text
- Recognising most high frequency sight words when reading text
- Self-correcting when reading does not make sense, using pictures, context, meaning, phonics and grammatical knowledge
- Reading aloud with developing fluency and intonation
- Using elements in books and screen texts, for example illustrations, diagrams, sound and movement, to support reading
- Making connections between the text and students’ own experiences, and between information in print and images
- Finding key information in a text
- Making inferences about characters’ feelings and motives
- Building knowledge about the topic of the text and learning new vocabulary before and during reading
- Making predictions from the cover, from illustrations and at points in the text before reading on
- Retelling the events or key information in the text orally, in writing and/or through digital or arts media
- Referring to learned knowledge of text structure and grammar when creating a new text
- Applying new vocabulary appropriately in creating text
- Learning how to plan spoken and written communications so that listeners and readers might follow the sequence of ideas or events
- Beginning to consider audience in designing a communication involving visual components, selecting images for maximum impact
- Adding or deleting words on page or screen to improve meaning, for example adding an adjective to a noun
- Reading the students’ own work aloud to listen for grammatical correctness: checking use of capital letters, full stops, question marks and exclamation marks
- Checking for inclusion of capital letters and full stops
- Identifying words which might not be spelt correctly
- Beginning to use dictionaries and classroom charts to check and correct spelling of less familiar words
- Using correct posture and pencil grip
- Learning how each letter is constructed including where to start and the direction to follow
- Writing words legibly using unjoined print script of consistent size
- Creating digital images and composing a story or information sequence on screen using images and captions


Day 2: Mathematics

Foundation:

- Identifying the number words in sequence, backwards and forwards, and reasoning with the number sequences, establishing the language on which subsequent counting experiences can be built
- Developing fluency with forwards and backwards counting in meaningful contexts, including stories and rhymes
- Understanding that numbers are said in a particular order and there are patterns in the way we say them
- Understanding that each object must be counted only once, that the arrangement of objects does not affect how many there are, and that the last number counted answers the ‘how many’ question
- Comparing and ordering items of like and unlike characteristics using the words ‘more’, ‘less’, ‘same as’ and ‘not the same as’ and giving reasons for these answers
- Understanding and using terms such as ‘first’ and ‘second’ to indicate ordinal position in a sequence.
- Using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials
- Observing natural patterns in the world around us
- Creating and describing patterns using materials, sounds, movements or drawings
- Comparing objects directly, by placing one object against another to determine which is longer or by pouring from one container into the other to see which one holds more
- Using suitable language associated with measurement attributes, such as ‘tall’ and ‘taller’, ‘heavy’ and ‘heavier’, ‘holds more’ and ‘holds less’
- Knowing and identifying the days of the week and linking specific days to familiar events
- Sequencing familiar events in time order
- Choosing events and actions that make connections with students’ everyday family routines
- Sorting and describing squares, circles, triangles, rectangles, spheres and cubes
- Interpreting the everyday language of location and direction, such as ‘between’, ‘near’, ‘next to’, ‘forward’, ‘toward’
- Following and giving simple directions to guide a friend around an obstacle path and vice versa
- Posing questions about themselves and familiar objects and events
- Representing responses to questions using simple displays, including grouping students according to their answers
- Using data displays to answer simple questions such as ‘how many students answered “yes” to having brown hair?’


Grade 1:

- Developing fluency with forwards and backwards counting in meaningful contexts such as circle games
- Modelling numbers with a range of material and images
- Identifying numbers that are represented on a number line and placing numbers on a prepared number line
- Understanding partitioning of numbers and the importance of grouping in tens
- Understanding two-digit numbers as comprised of tens and ones/units
- Developing a range of mental strategies for addition and subtraction problems
- Sharing a collection of readily available materials into two equal portions
- Splitting an object into two equal pieces and describing how the pieces are equal
- Showing that coins are different in other countries by comparing different currencies
- Describing the features of coins that make it possible to identify them
- Using place-value patterns beyond the teens to generalise the number sequence and predict the next number
- Investigating patterns in the number system, such as the occurrence of a particular digit in the numbers to 100
- Understanding that in order to compare objects, the unit of measurement must be the same size
- Reading time on analogue and digital clocks and observing the characteristics of half-hour times
- Describing the duration of familiar situations such as ‘how long is it until we next come to school?’
- Focusing on geometric features and describing shapes and objects using everyday words such as 'corners', 'edges' and 'faces'
- Understanding that people need to give and follow directions to and from a place, and that this involves turns, direction and distance
- Understanding the meaning and importance of words such as ‘clockwise’, ‘anticlockwise’, ‘forward’ and ‘under’ when giving and following directions
- Interpreting and following directions around familiar locations
- Justifying that some events are certain or impossible
- Determining which questions will gather appropriate responses for a simple investigation
- Understanding one-to-one correspondence
- Describing displays by identifying categories with the greatest or least number of objects

Day 3: Science

Foundation:

- Identifying the needs of humans such as warmth, food and water, using students’ own experiences
- Recognising the needs of living things in a range of situations such as pets at home, plants in the garden or plants and animals in bushland
- Comparing the needs of plants and animals
- Sorting and grouping materials on the basis of observable properties such as colour, texture and flexibility
- Thinking about how the materials used in buildings and shelters are suited to the local environment
- Investigating different forms of clothing used for different activities
- Comparing the traditional materials used for clothing from around the world
- Linking the changes in the daily weather to the way we modify our behaviour and dress for different conditions
- Investigating how changes in the weather might affect animals such as pets, animals that hibernate, or migratory animals
- Observing the way different shaped objects such as balls, blocks and tubes move
- Comparing the way different sized, but similar shaped, objects such as tennis balls, golf balls, marbles and basketballs roll and bounce
- Observing how the movement of different living things depends on their size and shape
- Recognising that observation is an important part of exploring and investigating the things and places around us
- Sharing observations with others and communicating their experiences
- Exploring and observing using the senses: hearing, smell, touch, sight and taste
- Considering questions relating to the home and school and objects used in everyday life
- Using sight, hearing, touch, taste and smell so that students can gather information about the world around them
- Taking part in informal and guided discussions relating to students’ observations
- Using drawings to represent observations and ideas and discussing their representations with others
- Communicating ideas through role play and drawing


Grade 1:

- Recognising common features of animals such as head, legs and wings
- Describing the use of animal body parts for particular purposes such as moving and feeding
- Identifying common features of plants such as leaves and roots
- Describing the use of plant parts for particular purposes such as making food and obtaining water
- Exploring different habitats in the local environment such as the beach, bush and backyard
- Recognising that different living things live in different places such as land and water
- Exploring what happens when habitats change and some living things can no longer have their needs met
- Predicting and comparing how the shapes of objects made from different materials can be physically changed through actions such as bending, stretching and twisting
- Exploring how materials such as water, chocolate or play dough change when warmed or cooled
- Exploring the local environment to identify and describe natural, managed and constructed features
- Recording short and longer term patterns of events that occur on Earth and in the sky, such as the appearance of the moon and stars at night, the weather and the seasons
- Recognising senses are used to learn about the world around us: our eyes to detect light, our ears to detect sound, and touch to feel vibrations
- Identifying the sun as a source of light
- Recognising that objects can be seen when light from sources is available to illuminate them
- Exploring different ways to produce sound using familiar objects and actions such as striking, blowing, scraping and shaking
- Comparing sounds made by musical instruments using characteristics such as loudness, pitch and actions used to make the sound
- Jointly constructing questions about the events and features of the local environment with teacher guidance
- Recognising that descriptions of what we observe are used by people to help identify change
- Considering how science is used in activities such as cooking, fishing, transport, sport, medicine and caring for plants and animals
- Exploring how musical instruments can be used to produce different sounds
- Comparing how different light sources are used in daily life
- Identifying ways that science knowledge is used in the care of the local environment such as animal habitats, and suggesting changes to parks and gardens to better meet the needs of native animals
- Thinking about "What will happen if……?" types of questions about everyday objects and events
- Using the senses to explore the local environment to pose interesting questions and making predictions about what will happen
manipulating objects and making observations of what happens
- Researching ideas collaboratively using big books, web pages and ICT
- Exploring different ways of solving science questions through guided discussion
- Sorting information and classifying objects based on easily observable characteristics with teacher guidance
- Using units that are familiar to students from home and school, such as cups (cooking), hand spans (length) and walking paces (distance) to make and record observations with teacher guidance
- Using matching activities, including identifying similar things, odd-one-out and opposites
- Discussing original predictions and, with guidance, comparing these to their observations
- Exploring ways of recording and sharing information through class discussion
- Jointly constructing simple column graphs and picture graphs to represent class investigations
- Discussing observations as a whole class to identify similarities and differences in their observations
- Discussing or representing what was discovered in an investigation


Day 4: Social Science

Foundation:

- Posing questions about family and places having explored sources relating to their own life (for example, sources such as family interviews, photographs, stories, film, classmates’ paintings, excursions to places)
- Inquiring about the lives, places and events of family members and inquiring about their own history (for example, asking the questions ‘How old was I?’ ‘Where was I?’ and ‘What was I doing?’ in response to family photographs)
- Posing questions about artefacts of the past (for example, ‘Is it old or new?’, ‘What was it used for?’) and representations of places (for example, ‘Where is this place?’, ‘What does this show?’ and ‘What is that?’)
- Asking questions about the place they are in after being encouraged to observe it using different senses
- Exploring sources (for example, pictures, photographs, story books, artefacts, excursions to places, family interviews) to gain information about the past
- Observing the features of a special place (for example, their bedroom, under a tree) or local place (such as a beach, farm or ceremony site) and recording these observations
- Displaying sources related to an investigation (for example, historical sources such as pictures, photographs, family mementoes and geographic sources such as items collected in the field, sketches of observations, measurements)
- Contributing information to shared records of places, families and friends (for example, adding personal details to murals, concept maps, tally charts and pictorial tables)
- Illustrating on a pictorial map, or by making a model, the location of their home in relation to school or other features of the local area
- Creating representations to show the location of features of familiar places (for example, making a map and illustrating it with pictures; using objects to create bird’s eye view models)
- Ordering images and objects (for example, photographs, drawings or artefacts) to show a sequence of significant personal events or milestones (such as age when beginning to walk and talk, at the birth of a sibling, when moving house, when new teeth appear, on the first day at school)
- Drawing story maps of events described in story books or in stories told by a storyteller
- Comparing aspects of the childhood of parents, grandparents, elders or a familiar older person, with similar aspects of childhood today (for example, the favourite games of a familiar older person with those of self and class friends)
- Identifying places in the playground or local area that they like or places they like to avoid, and talking about the reasons for their feelings
- Talking about differences between objects from the past and those of the present using comparative language (for example, 'This toy is older', ‘My new computer game is more fun than the old one', ‘This tree is older than …’)
- Distinguishing between older and newer, using such clues as the condition of the object, the width of a tree, the height of a person
- Identifying natural and constructed features of a place that have changed over time and those that have remained relatively unchanged
- Talking about the relevance of information to a task (for example, how to find treasure on a treasure map, why a class timetable is helpful, how a weather map can help us decide what clothes to wear)
- Sorting pictures of places and people using criteria such as old/new, younger/older, same/different, outside/inside, safe/not safe, special/not special
- Suggesting ideas about the use of objects from the past and proposing reasons why the objects might have been important
- Identifying how a story connects with an aspect of their family history (for example, how a story book shows how and where their grandparents or a familiar older person once lived)
- Talking about what has been learnt about a place or site of significance to themselves or others and if they would like it to stay the same in the future
- Describing or drawing special places, telling what they have learnt that makes them special and suggesting how to behave when there
- Describing events they have experienced and/or different places they have visited, using different modes of communication, (for example, orally, through objects, pictures and drawings, role-play and photographs)
- Reporting family history by presenting information in talk, drawings and play and by creating imaginative responses
- Using simple terms to denote the passage of time (for example, 'then', 'now', 'yesterday', 'today', 'tomorrow') when talking about their experiences
- Using appropriate terms to describe the direction and location of a place (for example, ‘near and far’, ‘above and below’, ‘beside and opposite’)
- Identifying and naming the different members of a family (for example, mother, father, step-parent, caregiver, sister, brother, grandparent, aunty, uncle, cousin) and creating concept maps of their family with pictures or photographs to show the relationship between family members
- Sharing the story of an object from their family’s past (for example, a photograph, old toy, statue, medal, artwork, jewellery, stories), describing its importance to the family 
- Recognising that stories of the past may differ depending on who is telling them (for example, listening to stories about the same event related by two different people such as a mother and a grandmother)
- Using images, students’ stories and stories from other places to explore what families have in common (for example, people who provide for their needs and wants, love, safety, rituals, celebrations, rules, change such as new babies and dying)
- Creating story maps or models to represent the location of the places and features they pass on their way to school
- Describing how the globe is a representation of the world and locating places on a globe
- Identifying the places they live in and belong to (for example, a neighbourhood, suburb, town or rural locality)
- Describing the features of their own place and places they are familiar with or they are aware of (for example, places they have visited, places family members have come from, imaginary places in stories, or places featured on television)
- Identifying how places provide people with their basic needs (for example, water, food and shelter) and why they should be looked after for the future
- Describing the features of places that are special to them based on what they see, hear, smell and feel
- Discussing different ways they could contribute to caring for special places including those that are unique

Grade 1:

- Posing questions with the stems ‘where’, ‘what’, ‘how’ and ‘why’ about families, celebrations, places and the weather
- Asking questions before, during and after listening to stories about people and places and about their past and present
- Preparing questions for parents and members of older generations about how they lived in the past, where they lived and the places they value
- Collecting and displaying everyday objects (for example, toys, telephone, radio, cooking utensils, clothes) and other sources (for example, photos, found objects, maps, observation sketches) to stimulate ‘Where’, ‘What’, ‘When’, ‘How’ and ‘Why?’ questions
- Exploring stories from the past and present about people and families (for example, fiction books, letters, diaries, songs) and about places (for example, myths, Dreaming and Creation stories, fiction, story maps, films)
- Gathering evidence of change in a local place (for example, by comparing current observations of a place with photographs of it taken in the past)
- Using geographical tools (for example, photographs taken from the air, Google Earth or digital image searches) to locate and identify the different features of places and how they have changed over time, including places with largely natural features and those with largely constructed features
- Gathering information about the weather and seasons from the media, their own observations and from stories 
- Creating and sharing concept maps to show personal understanding of their world (for example, a web of family relationships and connections, or a mental map of their place and its important features or spaces)
- Making artefact and photo displays to show the features of a place (for example, collections of natural and constructed things from the environment) or to show the passing of time (for example, collections of things used when growing older, toys used by different generations) and labelling the display with simple captions
- Recording data about the location of places and their features on maps and/or plans (for example, labelling the location of their home and daily route to school on a map of the local area, drawing a plan of their classroom and labelling its activity spaces)
- Developing a pictorial table to categorise information (for example, matching clothes with seasons, activities with the weather, features and places, places with the work done)
- Using visual representations such as a ‘days of the week’ chart, a class timetable or a calendar to sequence events or tasks
- Describing what they see as they move from one point to another (for example, going from home to school, from the classroom to the library)
- Comparing students’ daily lives and those of their parents, grandparents, elders or familiar older person, and representing the similarities and differences in graphic form (for example, in a Venn diagram or Y-chart)
- Sharing personal preferences about their world (for example, their favourite weather, activities, places, celebrations) and explaining why they are favoured
- Identifying similarities and differences between activities over time by comparing objects of the past with those currently used (for example, comparing toys, games, clothes, phones, cooking utensils, tools, homework books)
- Using comparative language when describing family life over time and/or comparing features of places, such as ‘smaller than’, ‘bigger than’, ‘closer’, ‘further’, ‘not as big as’, ‘younger/older than’, ‘more rainy days’, ‘fewer/less’, ‘hottest/coldest’, ‘sunnier’, ‘windier than’
- Categorising objects, drawings or images by their features and explaining their reasoning, for example, categorising the features of a local place into natural (native forest), constructed (street of houses) and managed (windbreak of trees)
- Finding the meaning of unfamiliar vocabulary relating to the past (for example, games such as jacks/knuckles and elastics; technology tools such as floppy discs or USBs, record player, cassette player)
- Using information gained from sources (for example, photographs, fieldwork observations, satellite images, rock art) to answer ‘when’, ‘where’, ‘what’, ‘how’ and ‘why’ questions
- Finding a hidden item using a map or plan that shows its location
- Using collected information to make conclusions about change over time and place (for example, how occupations and/or technologies have changed; how places and behaviours change because of the seasons)
- Making conclusions after collecting and recording information about events over time (for example, a birthday chart that shows most class members are the same age; stories and pictures which confirm continuity of events over time, such as the local show) or about types of homes and locations where class members live (for example, an illustrated map showing that some students live in town, some live on a farm, some live in a unit, or some live in a house)
- Imagining what the future may hold based on what they know of the past and present (for example, envisioning what the town they live in might look like in the near future by comparing photographs of the past with their observation of the present) or envisaging how an environment might change due to human activity (such as when a new planting of street trees grow)
- Recalling information about a place or a site and giving reasons why it should be cared for and commemorated or celebrated
- Describing features of a space or place (such as a chicken coop, a play area, their bedroom, the reading corner, the beach) that is important to them and explaining what they could do to care for it
- Discussing how their behaviours reflect what they have learnt about caring for important places and significant sites (for example, taking care around school wildlife, turning off taps and lights, following etiquettes in special sites)
- Imagining how a local feature or place might change in the future and proposing action they could take to improve a place or influence a positive future
- Creating shared texts (for example, pictorial charts, calendars, lists, recounts, wall murals/collages, big books) to record observations or report findings
- Explaining to classmates where places are, and the directions to be followed when moving from one place to another, with the use of appropriate terms for direction and location (for example, terms such as ‘beside’, ‘forward’, ‘up’, ‘down’, ‘by’, ‘near’, ‘further’, ‘close to’, ‘before’, ‘after’, ‘here’, ‘there’, ‘at’)
- Considering a range of family structures (for example, nuclear families, one-child families, large families, single parent families, extended families, blended (step) families, adoptive parent families and grandparent families) as well as kinship groups, tribes and villages
- Comparing families in the present with those from the recent past (the families of parents, grandparents or familiar older person) in terms of their size and structure (for example, the different types of family such as nuclear, single parent, blended)
- Examining and commenting on the roles of family members over time (for example, listening to stories about the roles of mothers, fathers, caregivers and children in the past) and comparing these with family roles today (for example, work at home, work outside the home, child care, gender roles, children’s responsibilities, pocket money)
- Predicting, using knowledge of the past and present (for example, what happened yesterday, what is likely to happen tomorrow, upcoming birthdays, celebrations and seasons) and ordering these references to time in sequence using terms such as ‘before’, ‘after’, ‘next’, ‘then’, ‘a long time ago’, and ‘then and now’
- Exploring how cultures recognise significant events (for example, the Chinese describe a child as being one year old on the day he/she is born; some religious groups don’t celebrate birthdays)
- Identifying dates and changes that have personal significance (for example, birth dates, moving house, changing schools, religious and school holidays), marking these on a calendar and counting down time, as well as noting that events of personal significance may differ according to students’ cultural backgrounds
- Comparing and commenting on photographs and oral histories (for example, talking to parents, grandparents and other elders) to find out how daily lives have changed
- Comparing what has changed over time (for example, homes, family traditions, leisure, communication technology, rules, how needs were met then and now, wants, and shopping/consumer habits)
- Using observations of the local place to identify and describe natural features (for example, hills, rivers, native vegetation), managed features (for example, farms, parks, gardens, plantation forests) and constructed features (for example, roads, buildings) and locating them on a map
- Using observations and/or photographs to identify changes in natural, managed and constructed features in their place (for example, recent erosion, revegetated areas, planted crops or new buildings)
- Describing local features people look after (for example, bushland, wetland, park or a heritage building) and finding out why and how these features need to be cared for, and who provides this care
- Describing the daily and seasonal weather of their place by its rainfall, temperature, sunshine and wind, and comparing it with the weather of other places that they know or are aware of
- Identifying the activities located in their place (for example, retailing, medical, educational, police, religious, office, recreational, farming, manufacturing, waste management activities), locating them on a pictorial map, and suggesting why they are located where they are
- Identifying which resources they can recycle, reduce, re-use or none of these, and what local spaces and systems (for example, rules, signs, waste collection truck routes) support these activities
- Exploring activities in the local rivers, lakes and coastal waters and identifying constructed features 
- Describing how they rearrange the space within the classroom for different activities (for example, reading time or a drama)