Statement of Intent - Learnings and Development

2015 Term 3: Wk3 and Wk4

Developmental domain objectives / Learning Objectives / Staff / School Community interests/ foci / Related learning experiences
For the children to:
Recognise that we all have strengths and talents.
Emotional
  • Persevere when challenged.
  • Understand that we all have bad days, but we can move on with a positive attitude.
  • Explore their emotions and explore the different ways in which people express and respond to emotions.
I can look on the bright side.
I can think before I act.
Where is this on ‘The Catastrophe Scale’?
Social
  • Explore possible actions and responses when things aren’t going your way, through activities such as dramatic play.
I like the way you…
Even though I am feeling.., I can move on by…
Where is this on ‘The Catastrophe Scale’?
Language
  • To express opinions in a constructive way.
I like… because…
I don’t like… because…
Cognitive
  • Begin to take initiative as learners by asking questions when needed.
I can use what I know.
I can use my initiative when I’m unsure what to do.
I can learnfrom, and also teach others.
Physical
  • Share space safely with consideration for others.
I can move safely inside the learning space.
I can be ready for learning using the ‘morning’ and ‘end of day’ routine. / For the children to:
Numeracy
  • Explore maths vocabulary such as:forwards, backwards, skip counting, ten more, ten less, before and after, tens and ones, pattern.
  • Count backwards from 20 and above.
  • Count by tens and twos from a zero starting point.
  • ExploreNumber Bonds to 10 and beyond. (Concrete/Picture/Abstract).
Literacy
Speaking & Listening
  • Use appropriate volume, expression and tone in the classroom.
  • Hear and produce sound and name of lettersp, q, b, d, r, f, z, x, k(cued articulation, song).
  • Participate in picture/big book chats (What do you see? Who do you see? Where are they? Have you ever seen this before? What did you like/dislike? Why?)
  • Ask and answer appropriate questions.
  • Listen to and visualise a text.
Reading
  • Continue to use the strategies- ‘Look at the pictures,’ ‘Point to the first letter in each word’ and ‘Read to the end of the sentence and ask, does it make sense?’‘Get your mouth ready,’‘Does it sound right?’ and ‘Make the beginning sound.’Does it look right?Re-read.
  • Recognise the lettersp, q, b, d, r, f, z, x, k(cued articulation).
  • Access the Reading Eggs online program.
  • Participate in guided reading.
  • Start to recognise high frequency words such as at, the, look, can, see, and, here, me, my, like, to, went, with, play, come, said, you, go, am, saw, day, we, mum, dad.
  • Recognise ‘Sentence Starters’ (Look at the…, I can see…,Here is…
I like..., I went to…, “Come and play with me,” said______).
Writing
  • Correctly form the letters p, q, b, d, r, f, z, x, k.
  • Explore ‘Lilli’s Letters’, ‘Montessori Words’ and ‘Monster Letters’on the iPad.
  • Write factual sentences.
  • Start to use high frequency wordsat, the, look, can, see, and, here, me, my, like, to, went, with, play, come, said,you, go, am, saw, day, we, mum, dad, they, has, have, got, lives, eats, legs, ears, eyes, fur, feathers, scales, did, for, get, got, had, who.
Religion Unit: The World Around Us.
  • Explore the goodness and beauty of God’s creation.
  • Create prayers and psalms of praise.
Physical Education
  • Develop fine and gross motor skills.
SOSE
  • Use their senses to explore the world around them: living and non-living things.
/ Children’s current interests
  • Stage performance
  • Friends
  • Zoo office
  • Supermarket
  • Buddies
  • Superheroes
  • Lego
  • AFL Cards
  • Reading
  • Wildlife
  • Outdoor bush garden
  • Building cubbies
  • Making books
  • Puppet shows
  • Bush craft
  • Leaf insect
School Interests
  • ‘Our Place’
  • Assembly
  • ‘Bravehearts’
Investigation Focus
Continue with S.M.A.R.T. goals
Reporter/photographer
Use a focus question and share their findings when reporting to class.
Focus Children
Observation of interactions with peers and teachers. / Maths centre: (Blue)
Shapes, mirrors, board games ‘Happy Architect’, draw a house plan,see through colored shape blocks, number bonds, counter and whiteboards, number cards, number line,subitising cards, 1-20+ pegs, clip board/pencil, measuring tape, stop watch, symmetrical pictures, string, adding machine paper roll, clipboards/pencil, iPads
Literacy / Fine Motor: (Green)
Book Club (reviews), Jigsaw puzzles, big books, felt board narratives, Ants in the Apple, listening post, magnetic letters, BINGO games, clip board/pencil, high frequency words, magazines, memory game, ‘Storyonline’, Make your own storybooks, Reading Eggs, pinecones/elastic bands, paper snowflakes, needle work, poms
Dramatic Play: (All)
Supermarket, Home corner, Zoo Information Centre, Stage,camping, clip board/pencil, various costumes, Kitchen.
Fine Motor: (All)
Clip board/pencil, threading, pine cones/elastic bands, matching pegs to number pots, kinetic sand, clip board/pencil, paper, Textas, finger painting. Kim’s Game, Visual Sequential Memory
Art Centre: (Red)
Weaving hessian, paper plate animals, design a habitat.
Outside Play:
Fence weaving, Fairy garden, garden art, cubby house, sandpit, water play/ garden, chalk, water painting, teepee, woodwork equipment, sports equipment for recess,go-kart,
Environment Centre: (Yellow)
Leaf insects (SpikeyLeafy), magnifying glasses, clipboards, pencils, books, pictures, iPads