Beaumaris North PS

 Year 1 Specialist News -Term 4

Music

 

Transdisciplinary theme:  How the world works 

 

Central idea:  Seasons involve repetition and change. 

 

Lines of inquiry:   

  • The meaning of weather  
  • The way weather affects the way we live (global impact) 
  • Changes in weather patterns 
  • Music can be used to portray different themes  
  • Music is constantly changing  
  • Music can be used for different purposes 

 

Key Concepts: change, causation, form 

 

Learner Profile Attributes: inquirer, knowledgeable 

  

Students will:  

  • Sing songs related to the UOI: e.g. Respect, Whether the Weather and Love a Rainy Night 
  • Perform ‘Kindness is Free’ as part of Wellbeing Week
  • Be introduced to formal signs and symbols used in music 
  • Become more knowledgeable as they learn to read and write rhythms 
  • Describe changes heard within a piece of music
  • Revise correct techniques for instrument playing 
  • Show independence as they take part in action rhymes, dances and games where each child has a leadership role
  • Demonstrate respect as they learn to look after classroom instruments and look after each other in their performance groups 
  • Be involved in a whole class performance using chime bars, for the class teacher called “Rain Rain” 

 

Library

 

Transdisciplinary theme:  Who we are 

 

Central idea:  Our actions affect how we get along with others 

 

Lines of inquiry:   

  • How different books can help us learn about others and how they feel 
  • Sharing books with friends and how it helps us work together 
  • Taking care of books and how it helps us be good friends in the library 
  • Working with friends to learn new things from books 
  • How we can solve problems and be kind to each other in the library 
  • Listening to what our friends like and choosing books together to be good friends 

  

Key Concepts: responsibility, perspective 

Learner Profile Attributes: Caring, Principled, Open-minded  

  

  Students will:   

  • Revise and build on the children’s knowledge of the different locations in the library – picture fiction, easy fiction etc   
  • Revise parts of a book (cover, call number, end papers etc), borrowing and returning process and the importance of library bags 
  • Refer to the library essential agreement regularly when needed    
  • Revise what a book needs to be processed
  • Incorporate the Unit of Inquiry ‘Who we are’ – 'It's a Book' by Lane Smith, 'The world needs your voice, say something!' by Peter Reynolds, 'The decisions people make influence their relationships with each other' by reading ‘Thank-you for being my friend’ by P.Bently, 
  • ‘Why Should I Share’ by Mike Gordon and ‘Pearl Barley and Charlie Parsley’ by Aaron Blabey.  

Physical Education

Transdisciplinary theme: Who we are

 

Central idea:   

Developing FMS to enhance self-awareness, cooperation and a lifelong appreciation of physical activity 

 

Lines of inquiry:   

  • Body awareness- exploring how FMS contribute to an understanding on students' own body and its capabilities 
  • Team collaboration- how different activities can foster cooperation, teamwork and communication among peers during activity 
  • Skill development- refining specific motor skills within the curriculum 

Key Concepts:  

Function 

Understanding how FMS serve a purpose in daily life and physical activities 

 

Responsibility

The importance of taking ownership of personal movement development and contributing positively to other team or class members 

 

Learner Profile Attributes:   

principled and caring 

  

Students will:  

  • Students will enjoy working together in teams, with a partner playing tag games. 
  • Team Building Activities / Parachute / Fundamental Motor Skills  
  •  Get to know you wellbeing games and working as a team using the parachute. 
  • Introducing students to underarm throwing and rolling using station work and groups
  • Fun tag warmups and working within boundaries and follow rules 
  • Looking after sports equipment and personal organization   

 

 Japanese

Transdisciplinary theme: How the world works 

 

Central idea: The weather affects our lives and environment. 

 

Lines of inquiry:  

  • Changes in weather patterns in Japan 
  •  Activities for Japanese children that are associated with weather                         

                              

Key Concepts: change and perspective 

 

Learner Profile Attributes: thinker, inquirer  

  

Term focus: (language and culture): Greetings, Adjectives, Self-introduction, Classroom instructions, Weather, SETSUBUN festival, Video talk with Japanese students (1B) 

 

The students will:    

  

  • Do POKEMON taiso (a Japanese exercise)   
  • Describe their summer holidays using an adjective: TANOSHE (It was fun.)   
  • Introduce themselves to SENEI 
  • Spell their name in KATAKANA characters
  • Say greeting words (revision/new: KONNICHIWA, SAYONARA, OHAYO GOZAIMAS, MATANAY)   
  • Read / write the greeting words in HIRAGANA characters 
  • Say classroom words. (TATTAY, SWATTAY. KIITAY, METAY, HAI, IIE, IMAS)   
  • Read / write the classroom words in HIRAGANA characters
  • Describe what SETSUBUN (Bean throwing festival) is, as well as why, when, how Japanese people celebrate the festival   
  • Say weather words such as sunny, rainy, cloudy and snowy in Japanese.   
  • Report weather in Japanese. (eg. It is sunny in Melbourne) 
  • Make a Japanese weather doll

 

Art

Transdisciplinary theme: How the world works 

 

Central idea: Artists use patterns to depict the beauty and diversity of weather  

 

Lines of inquiry:  

  • How weather makes and changes patterns on natural objects 
  • The use of colour, texture, and shape to capture the mood of weather scenarios 
  • Inventing new creative weather symbols and patterns to express the beauty and characteristics of different weather conditions 

 

Key Concepts: change, causation and form 

 

Learner Profile Attributes: open-minded and risk-takers 

 

Students will create: 

  • Reading ‘Ish’ by Peter H Reynolds, to demonstrate to students that drawings and paintings of various subjects do not have to be realistic; they can be artistic interpretations. Using still life shells as the subject for their drawings to capture the natural patterning of weathering
  • Paper Sculptures created using painted texture inspired by images of the sea during various weather scenarios Experimenting with colours, a variety of tools, methods of applying paint, and constructing form
  • Exploring illustrative symbols of weather to create an expressive page of pattern. That demonstrated drawing skills and creative detail of design
  • An introduction to printmaking using specialised sun sensitive paper. Exploring shape, composition, and the effects of sunlight