Year 1 is the continuation of an exciting Foundation year. We provide a creative,supportive and productive environment that nurtures and promotes the physical, social, emotional and cognitive development of each student.
Students develop learning independence throughout the year and become more capable in literacy and numeracy.The children are engaged in differentiated learning experiences, focused on their ability. These activities cover all areas of the curriculum.
The Reading Recovery program is available for selected Year 1 students, who require specific literacy skill intervention strategies.
We offer many exciting incursions and excursions that link to our main area of investigation for the term.
Our school student well being program is based on the Resilience, Rights & Respectful relationships program. We teach mindfulness strategies and our students continue to develop social, emotional and positive relationship skills.
The coding program teaches Scratch junior and lego We Do, a program that teaches technology through constructing models and bringing them to life.
Our 'Swim and Survive' program at the Monash Aquatic centre is well attended, as learning to swim confidently is an essential survival skill.
Other activities will be placed on the Year 1 blog, as they occur.
2024 SEMESTER 2 CURRICULUM
English
Year 1 students completed a range of activities to strengthen their literacy skills. Reading groups focused on comprehension strategies including summarising, interpreting, making connections, identifying the author’s message and text response activities. Students learnt about the structure and language features of text types such as information reports, fairy tales, persuasive texts and poetry. They used this knowledge in their writing and applied simple punctuation and grammar. Spelling activities focused on sound, meaning and visual strategies, while speaking and listening skills were developed through reader’s theatre, share and chat and collaborative film productions.
English as an Additional Language (EAL) students follow a pathway of development in learning English that is different from students for whom English is their first language. EAL students deepen their understanding of the English language through practical activities and focus lessons in school. The two EAL stages are A (Early Immersion) and B (Mid Immersion). EAL students work through this continuum until they have a confident grasp of the English language.
Year 1 students furthered their place value and counting skills, including counting forwards and backwards, and skip counting using 100s charts, Australian money, and number lines. They practised different multiplication and division strategies and identified the connection with fractions. In Measurement and Geometry, students extended their understanding of location, by reading simple maps and giving directions. They practised telling the time and reading timetables and developed their understanding of calendars. Students utilised ‘hands-on’ manipulatives to investigate length, perimeter, volume and capacity. In Statistics and Probability, they collected, represented and interpreted data and used chance vocabulary to describe the likelihood of events occurring.
Year 1 students furthered their understanding of the differences and similarities between their lives and the childhoods of their parents and grandparents. They investigated changes in family traditions, leisure time and technology, by examining photographs and stories and engaging in discussions. Students explored how spaces within a place can be used for different purposes along with how the features of places have been modified. They used various materials to design and build meaningful projects and continued to develop their social, emotional and interpersonal skills.
Year 1 students investigated the diversity of animal life, through hands-on experiences and observing the features and behaviour of small animals such as worms, snails and crickets. They explored and compared how these creatures move, feed and protect themselves and gained an understanding of how these features help animals survive in their habitats. Students recognised that different living things exist in a variety of places, where their basic needs including food, water and shelter, are met.
Year 1 students practised their rhythmic and melodic reading and writing skills and discovered that in some of the songs they were singing, a beat went by without any sound. They called this rhythm ‘sah’ and represented it as ‘Z’ in writing activities. Students learned about a new pitch that was higher than ‘so’ and ‘mi’ (as referred to in the Kodaly solfege methodology) and called it ‘lah’. Using instruments, they determined that this pitch was a step higher than ‘so’ and positioned it on the staff.
Year 1 students continued to become familiar with art room practices and used the art principles of contrast, repetition, pattern, emphasis, balance, unity, movement and rhythm, as well as the art elements of line, form, colour, value, space, shape and texture. They found inspiration through different cultural artists, artistic styles and each other. Students explored projects such as creating form utilising paper construction in three-dimensional faces, pipe cleaner jewellery making, initial names, bird weaving, lanterns, using a hand to draw animals, painting castles and mixed media clouds.
Year 1 students developed motor skills of dribbling, passing and shooting to take part in modified basketball activities. They continued to develop their kicking, throwing and catching skills, building toward simple gameplay and working within a team. Participation in a variety of modified games helped to progress different physical skills, teamwork abilities, and sportsmanship.
Year 1 students explored the vocabulary for body parts and wild animals, and simple Chinese character strokes and character formation. They learned a nursery rhyme about a little monkey eating apples. Students also started to make observations about similarities and differences between languages, for example, Chinese, English and the language of First Nations. They revised topics including terms for colours, family members, the numbers 1 to 20, greetings and self-introductions in Chinese. Students practised writing and distinguishing between similar Chinese characters. They were exposed to a variety of Chinese cultures through stories about dragons and the Moon Festival, and comparisons between Christmas and Chinese New Year celebrations. Activities included games, craftworks, singing and dancing.
All parents who assist in any way must have a Working With Children Check. This card must be presented at the office when parents sign in
