Storywriting Genres:Recount Writing:We are learning to write simple 'Recount Stories' of our holidays, our weekends and of experiences that our children have had. A recount story has 4 parts:
The Title
The Orientation
The Events
The Conclusion
The name of the story. We think of a 'title' together or children are given the opportunity to make their own title.
This is an introduction that explains Who was in the story, When did the story happen and Where was the story taking place.
The 'What has happened' part of the story. We focussed on one event, but we can write about more events.
The ending that describes how the author felt about the experience (the events).

Descriptive Writing: Discussing and writing descriptions for parts of our body - eyes, hair, arms, legs.

Narrative Writing:Also this term, we will be learning how to write a simple 'Narrative Story'.A narrative story must have a problem and a solution (that the children must find to fix the problem). The other parts are also similar to a 'recount' story with an orientation, events and a conclusion (the outcome of the solution). In the beginning, our children will focus on discussing possible solutions and then choosing a solution for their storywriting. As the term progresses, we will begin introducing the conclusion part.Number:
Weeks 1 - 4
Weeks 5,6
Weeks 7,8
Weeks 9, 10
Number Operationsas per stages:
- Making groups and splitting (subtraction).
- 2D and 3D shapes, attributes, classifying.
- Patterns, repeating patterns.
- Length: Measuring using non-standard units (ie hands, feet, connect cubes).
- Classifying objects using words:
long, longer and longest.
short, short and shortest.
Number Operations:
- Making and joining groups and counting all (addition revision).

Topic:This term we will begin our topic with 'Who Am I?' for a few weeks before moving into 'The Brain'. A basic over-view is in the table below and our unit is available by PDF file.
Who Am I?
The Brain
Focus Questions:

What do I look like?- Descriptive language (eyes, hair, etc), measuring with hands/feet.

What do can I do? - Exploring verbs (running, walking, etc), playstation, play at the playground...

What do I like? - Nouns and Verbs - food, activities...

Emotions - When I feel happy, sad... What makes me feel happy...

Senses - What are they and what enables me to feel these.
Focus Questions:

What are the parts of the brain?

What are the different functions of the brain and which ones help me to learn? (language, numbers, emotions...).

How does learning about my brain help me to learn?

How do I care for my Brain?

Cardboard People:

The Front:
Painting cardboard people. Paper facial features and hair. Decorate the front. Children's published descriptions of their eyes, hair, arms etc, placed on these parts.

On the back:
Statements of what the children can do, like to do. Our Paper-Plate Heads:
Photographs of our faces to fit a saucer sized paper plate. On the inside, attach a coloured-in brain. Attach another saucer to the back of the first paper plate. Cut across the plates and just above the eyes, then re-attach the top part to the bottom part with 'split pins' - now the top part of the head can move up and down. On strips of paper, write down child-statements of what they can do (eg I can run fast). These statements go inside the child's head. As the term progresses, each child's head will become filled with these strips of paper - showing children learn and retain what they learn and soon can do things without thinking!
Discussing view of brain (side and above), what they can see.

Label parts of brain and functions of the brain (chart with movable labels).

Match pictures of children doing activities in class and match to a part of the brain.

Discuss the SMARTS and allow children to decide which SMART that they think they are and why they believe that. Teacher to place childrens names on the SMARTS also to what she believes.

- My Emotions: Decorate face and then cut out pictures from magazines that makes me feel happy, sad, angry...
"I am happy when I am ..." statements.

PE/Fitness:*Cross Country Practise: Beginning long distance training about Week 2, by daily walking/jogging around field and then extending the distance. Progressing to walking/jogging around soccer field and then up along the hill run for the juniors. *Also discussing care for health (warming up muscles and then light stretches to warming down and ensuring children have warm clothes to dress into, ensuring water is always taken). *Folk Dance Practise:Beginning folk dancing about Week 5, with the dances in this order:- First folk dance- Extension dance for extension group- Exit dance- Entry *Folk Dance day Week 9 with Art n' Craft Day.