TUDOR HOUSE LEARNING AND TEACHING
OVERVIEW FOR TERM TWO
Talking & Listening - Various specific Talking and Listening activities Word Recognition: was, and, the, are, his, of, I, like, am, you, you, my, do, to, boy, girl, in, a, he, me, we, be, she, what, her they, said put, want have, school, go, so, no, for, love, will, with, when, what how, here, went, next, were, there, where, down, friend, little, book, look, good, foot, out, our, house do, does, go, goes, when, went, baby, lady, why, my, by, which, witch, very, pretty, was, saw, all, ball, call, fall, sky, because Reading:
Independent, Modelled & Guided Reading sessions where boys are reading a variety of written and visual texts; using strategies to predict meaning and self-correct; using grammatical patterns and context to enhance comprehension; decoding texts; identifying basic punctuation; begin using a dictionary.
Writing (Text Types):
Procedural Recount, Discussion & Explanation.
Spelling & Grammar: Weekly sounds based on the ‘DIPL’ program (focusing cvcc forms, on ch,qu, ng, oo, ar, ee, c/k forms)
Capital Letters Full Stops Exclamation marks Question marks
Handwriting - Skill Development:
Pencil Grip Top to bottom movements Spacing of words Posture Left to right movements Fluency Patterns - letter shape (lower case) Size, Shape, Slope - upper & lower case
Engaging with the meanings of a variety of written and visual texts, interpreting pictures following and responding to simple stories read aloud Reading and discussing a variety of texts with students
Number – Whole numbers: • • •
Count forwards and backwards by ones, twos and fives Read, order and represent two-digit numbers Sort, order and count money using face value
Addition and Subtraction: • •
Model addition and subtraction using concrete materials Record number sentences using drawings, numerals, symbols and words
Multiplication & Division: • • • •
Rhythmic and skip count by ones, twos, fives and tens Model and use strategies for multiplication including arrays, equal groups. Model and use strategies for division including sharing, arrays Record using drawings, numerals, symbols and words
Fractions & Decimals: •
Model and describe a half or a quarter of a whole object
Patterns & Algebra: • •
Data: • • •
Create, represent and continue a variety of patterns and supply missing elements Build number relationships by relating addition and subtraction facts to at least 20 Gather and record data using tally marks Display the data using concrete materials and pictorial representations Use objects or pictures as symbols to represent other objects, using one-to-one correspondence
Measurement – Area and Mass:
Using informal units to... • Compare and order two or more areas • Compare and order two or more objects according to mass • Estimate and measure the mass of an object using an equal arm balance
Space & Geometry – Two-dimensional Space and Position: • Identify, name, compare and represent • • • •
hexagons, rhombuses and trapeziums presented in different orientations Make tessellating designs using flips, slides and turns Identify a line of symmetry Identify and name parallel, vertical and horizontal lines Represent the position of objects using models and drawings
Working Mathematically – Applying strategies, Communicating, Questioning, Reflecting and Reasoning
TUDOR HOUSE LEARNING AND TEACHING HSIE (Human Society & Its Environment)
Flight and Movement: Exploring the movement principles of lift, thrust, drag and gravity. Designing and making flying machines.
DESIGN TECHNOLOGY (WOODWORK)
Little Wildee – developing basic skills in preparation for Year 3 Dice and Car: Basic Skills – filing, sanding and marking out
PE: Non-locomotor and locomotor skills Athletics - Running, jumping and throwing techniques. PDH: Identifying and reducing safety risks at home, on the farm, on the roads and near the water. Exploring the factors that influence our decisions and how to make good decisions.
Christianity: Exploring the basic beliefs, sacred writings (the Bible) and religious buildings (church) of Christianity. Identifying our family beliefs and exploring our own personal beliefs.
Non-locomotor and locomotor skills Athletics - Running, jumping and throwing techniques.
SPORT Wednesday afternoon sport sessions focusing on skill development and soccer.
Developing catching, throwing, skipping, jumping, co-ordination and movement skills.
Mediums include: Drawing, painting and collage. Subject matter includes: people, objects, places, spaces and events.
• Music, Mime and Movement • Students are introduced to: moving and dancing to music, simple musical concepts and dramatic skills. • Rain • Elements of dance and movement.
Les Animaux: The boys will be learning about animals and families. They will be learning The Lion King in French. They will be learning ma famille to the tune of Allouette. There will be a project – to describe a member of the family or an animal using adjectives and He and She is (il est – elle est). This will open up discussion about masculine and feminine – for in French the adjectives agree with the noun. Mothers’ Day – completing a card. ANZAC Day importance – Villers Bretonneux, Albert, Baupaume. Differences in places – Mothers’ Day on a different date Dance: Elements and composition of Dance; Dance Styles (Simple folk dance)
• Use the internet as a research aid to gather and investigate Science. • Use various programs to complete tasks • Touch Typing practice
OVERVIEW FOR TERM TWO
SCIENCE & TECHNOLOGY
Mothers’ Day Flight and Movement Man-Made and Natural Athletics Christianity
Flight and Movement: Examining the transport systems used in the local community and around the world. Researching famous aviators and their inventions. Exploring the affects of flight transportation on the environment. ANZAC Day Grandparents’ Day