Term one Overview – Specialist Programs
In Physical Education, the lesson structure follows the whole-small-whole model which is the same model used when students are being taught literacy and numeracy. Basically, we will start each lesson with two or three warm-up games, proceed to the main focus of the lesson where the children will work individually, in pairs or in small groups practising a particular fundamental motor skill and then conclude with a game involving the whole grade that is designed to reinforce the chosen skill.
In term one, our youngest students will be focusing on developing their ability to listen closely to instructions, work together with partners and in small groups and move around safely in allocated spaces. This will often be done through a series of fun, non-threatening and all inclusive games.
Throughout the year, we will also aim to improve the fundamental motor skills of our students. These skills include catching, kicking, running, jumping vertically, throwing, bouncing, leaping, dodging, punting and forehand striking. In term one, our prep students will be focusing on dodging and general movement.
The major focus in term one for our grade one and two students will be ball handling. The children will be exposed to a variety of skills, drills and activities aimed at improving hand-eye co-ordination, ball mastery and right-left dexterity. They will learn and/or consolidate their ability to roll and field different size balls with one and two hands, throw under and overarm, catch different sized balls using one and two hands and bounce the ball using both their right and left hands. The children will end each lesson playing a fun and non-threatening whole group game where these skills will be reinforced and celebrated.
Our grade one and two students will also spend approximately ten minutes of each Physical Education lesson participating in a series of activities that will assist their levels of fitness and strength.
Physical Education is an exciting subject for many of our students in grades three and four because it provides them with an opportunity to participate in inter-school sport competition, perhaps for the first time, in the areas of swimming, cross-country running and athletics.
In term one, the District Swimming Sports are the highlight of the PE calendar. Children who enjoy swimming and are competent swimmers are provided with an option of attending four sessions before school to further develop all four strokes. The sessions will also be used to select our school’s swim team for the District Carnival.
During our weekly PE lessons, our middle school students will participate in two, four-week units. One will focus on ball handling and manipulation and the other will introduce them to the game of newcombe/volleyball.
Our grade three and four students will also spend approximately ten minutes of each Physical Education lesson participating in a series of activities that will assist their levels of fitness and strength.
Our grade five and six students play a major part during interschool sport competitions where they are entrusted with the important responsibility of representing the school well and encouraged to play sports in a manner which is co-operative, sportsmanlike and fun.
In term one, these students will have the opportunity to participate in the District Swimming Carnival, hockey tournament and summer sports round robin which includes softball, bat tennis, Kanga cricket and volleystars.
During our weekly PE sessions, our senior students will complete a unit of work on mastering the rules and skills of hockey, as well as be introduced to the fundamental motor skill of punting. Children will be provided with opportunities to practice these skills individually, in pairs or small groups and consolidate these skills in fun games involving the whole class.
The Performing Arts staff (Tarsh and Kathy) have been busy planning for the school musical production. The show will be performed in term 3, but we will be learning and rehearsing relevant material throughout terms 1 and 2.
In term 1, the grade 1/2 classes will be doing drama and dance with Tarsh. They will be learning some classic Aussie bush dances, as well as working on their verbal and non-verbal expressive skills.
Kathy will be doing music with all other grades during term 1. Preps will be singing, dancing and trying out lots of percussion instruments. Grade 3/4 students will be learning the recorder and practising reading treble clef notation. Grade 5 students will be creating Blues music and the grade 6 class will be exploring some Latin American music.
NLPS students will have many performance opportunities both within school and in their local community this year. Term 1 performance ensembles include Junior Choir (grades 1/2), Senior Choir (grades 3-6), School Band (grades 1-6) and String Ensemble (grades 1-6). Prep Choir will start in Term 2. NLPS students also have access to music ensembles/tuition after school hours, e.g. Ukulele Group, Keyboard lessons and Training Band.
During Term One students will become familiar with the concept of speaking a language other than English for communication. They will begin to become more aware of some similarities and differences between Indonesia and Australia such as language and dress. Students will learn to greet and farewell the teacher and use their manners in class. Through songs, games and other interactive materials, they will begin to learn colours and body parts in Indonesian. Students will also begin to compile an Indonesian workbook.
During Term One, students will compare and contrast traditional Indonesian and Australian family units and traditional ways of living. The first focus within this topic will be mandi or bathing where students will learn nouns and simple sentences related to the topic. The second focus will be about families and who lives together in a traditional Indonesian and Australian home. Students will also begin to compile an Indonesian workbook.
During Term One, students will be working through a book study on the Indonesian version of The Very Hungry Caterpillar. Days of the week, time, fruits and other foods will be learned in this unit. Students will work towards creating their own phrases based on those used in the original text. Students will also begin to compile an Indonesian workbook.
During Term One, students will be focusing on expressing key information about themselves including their name, age and other profile features. They will be able to express this information through both speaking and writing and they will work towards understanding the key features of other people’s profiles. Students will learn the model sentences used for questioning about and responding to this information. Students will also begin to compile an Indonesian workbook.
During Term One, students will be focusing on traditional Indonesian and Australian family units and the Indonesian celebration Mudik where all family members endeavour to return home (similar to Christmas). They will understand the cultural importance and practicalities of Mudik in Indonesia. Students will also develop their writing skills in Indonesian when they compose a simple letter invitation to their own imaginary Mudik celebration. Students will also begin to compile an Indonesian workbook.
Art stimulates creativity and imagination. It provides visual, tactile and sensory experiences, and a special way of understanding and responding to the world. It enables children to communicate what they see, feel and think, through the use of colour, texture, form, pattern and different materials and processes. Children become involved in shaping their environments through art activities. They learn to make informed judgements, and aesthetic and practical decisions when working on their own artwork. Through learning about the roles and functions of art, they can explore the impact it has had on contemporary life and on different periods and cultures. The appreciation and enjoyment of the visual arts enriches all our lives.
Our objectives in the teaching of art are:
- to enable children to record from first-hand experience and from imagination, and to select their own ideas to use in their work;
- to encourage children to recognise the need to modify their work and to be able to discuss their reasons.
- to use familiar mediums in new ways.
- to explore colour schemes
- to develop creativity and imagination through a range of sometimes complex activities;
- to improve the children's ability to control materials, tools and techniques;
- to develop increasing confidence in the use of a variety of materials;
- to enjoy and appreciate visual art and develop a knowledge of different artists, craftspeople and designers.
We teach art to all children, regardless of their ability, gender, race, disability or cultural or religious origin. Children will encounter works from different cultural traditions by men and women, able bodied and disabled. Attention will be drawn to techniques originating in different parts of the world - e.g. Celtic designs, batik, tie dye and other forms of print making.
I try to provide learning opportunities that are matched to the needs of children with learning difficulties by modifying the medium term unit plans to provide all children with relevant and appropriately challenging work at each key stage.
I assess the children's work in art and design through observations and questioning during lessons. Through the use of questions teachers can gain an insight into the reasons for the development of ideas and extend understanding further. Supportive and constructive feedback is often verbal and is provided to all students.
I record the progress made by children against the learning objectives for their lesson and use this information to plan future work. Children are also encouraged to evaluate their own work and that of others, identifying strengths and areas for improvement.
Health and Safety
All Art materials are stored in a safe and appropriate area of the artroom. All children are taught how to use materials and tools correctly and safely and recognise the hazards and consequent risks when working with the equipment in practical activities. All children are made aware of the need to maintain tools carefully and to return them to the correct location. If any spillages occur they must be cleared immediately to prevent the possibility of children slipping. All children are required to wear an art smock when engaged in some practical art activities, eg: painting or clay work. All of the basic art equipment to be found in our artroom is non-toxic.
I am very excited about the year ahead and look forward to teaching Art to all the children at
Newport Lakes Primary School.