Beaumaris North PS

01 August 2017
Year 1 Specialist News - 2017
Term 1, 2017 
Term 2, 2017 
Term 3, 2017 
Beaumaris North Primary School
(03) 9589 5449
Wood Street
Beaumaris, Victoria, 3193

Term 1, 2017 


  • Revise and build on the children’s knowledge of the different locations of the Library – Picture Fiction, Easy fiction etc.
  • Revise parts of a book (cover, call number, end papers etc.), borrowing and returning procedures and the importance of library bags.
  • To incorporate the Unit of Inquiry ‘Who We Are’ by reading ‘Thank-you for being my friend’ by P. Bently.
  • Formulate The Library Essential Agreement and refer to it regularly.
  • Revise how to do a keyword search on the computer.

Visual Arts

The Term 1 Unit of Inquiry is called ‘The Patterns of Nature’ which integrates with ‘How the World
Works’ through the concepts: change, causation and form. Students will explore the art elements of line, mark making and pattern captured in the artistic representation of nature.


The students will complete the following activities:

  • Read ‘Ish’ by Peter H Reynolds, showing the 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, they will use a range of HB, 2B and 6B pencils to create their shell drawings, adding a touch of detail in colour texta.
  • Under the Sea Seascape inspired by a variety of sea themed paintings. They will experiment with colours, a variety of tools and methods of applying paint (using dark blue paper to paint on).
  • Introduction to printmaking, design and etch into a foam print plate - designing a sea creature of choice. Print onto craft card using black paint.
  • Combining the last two activities to create a final piece. The painted seascape cut into strips and shapes to construct a paper sculpture over the printed background.

Physical Education

Team Building Activities and Parachute. Developing basic movement skills and more complex movement skills


Focus: Working together as a group showing respect and tolerance for others. Demonstrating open-mindedness and caring for each other.


Continuing to practice, control and mastering Fundamental Motor Skills (rolling/underarm throw). Introduce skills such as overhand throw and ball bounce and incorporate these into small team activities.


Concepts: Responsibility - looking after sports equipment and personal organisation.

Attitudes: Respect and enthusiasm.

Learner Profile: Discussion with the children about Learner Profiles demonstrated during the



  • Essential agreement in Japanese room.
  • Greetings (hello, goodbye, good morning, see you).
  • Classroom instructions in Japanese.
  • Japanese songs.
  • Weather (sunny, rainy, cloudy, weather report in Japanese).
  • HINAMATSURI (Dolls festival).


  • Responsibility
  • Perspective (belief)
  • Perspective (point of view of others)



Who We Are and How the World Works


Focus: to establish class routines, encourage participation and re-establish the connection between risk-taking and learning.

  • Singing songs related to the Unit of Inquiry.
  • Introduction of more formal signs and symbols used in music (form and causation).
  • Describing changes heard within a piece of music (change and form).
  • Revising correct techniques for instrument playing (responsibility).
  • Finding ways to produce musical sounds on various instruments (perspective).
  • Taking part in action rhymes and games where each child has a leadership role (independence and enthusiasm).
  • Learning to look after classroom instruments (respect).
  • Whole class performance of a chime bar piece for the class teacher called ‘Rain Rain’ (responsibility and enthusiasm).



Term 2, 2017 


  • Reinforce the components of the Library’s Essential Agreement.
  • Revise names of Library locations – Picture Fiction, Easy Fiction/Red dot and Non Fiction.
  • Introduce other searches besides ‘key word’, e.g. ‘Author’ and ‘Subject.’
  • Explain how to use shelf markers when browsing and borrowing.
  • Explain why Non-Fiction books have numbers on their labels (Dewey System i.e. numbers represent a subject code).
  • Read and discuss various texts relating to the UOI ‘How We Express Ourselves’ - People express themselves through stories e.g. What is the author expressing?
  • The reason people write stories.
  • How different cultures express themselves through stories e.g. Balinese dance.
  • Different types of stories and why and how we share them.
  • Relate to PYP Attitudes in stories if applicable; BNPS celebrates the PYP attitudes ‘Empathy’ and ‘Tolerance’ during the month of May.

Visual Arts

The Term Two Unit of Inquiry is ‘How We Express Ourselves’, which enriches the Central Idea – ‘People Express Themselves through Stories’. The Unit focuses on the ways Australian Aboriginal culture, beliefs and values are expressed through their story telling.


Activities include:

  • Rainbow Serpent line and dot paintings - inspired by the Dreamtime Story of the Rainbow Serpent, capturing traditional pattern of dot and line.
  • Handprint dot paintings - inspired by Aboriginal Cave Paintings.
  • Ceramic turtle - students will make a pinch pot and join to a clay base, using clay tools to scratch patterns onto the turtle 'shell'.
  • Emu collage - inspired by a variety of Aboriginal Dreamtime Stories about native animals.
  • Paper Plate weaving, with yarn - inspired by Aboriginal basket weaving.

Physical Education

Foxua: Continue to practice, control and master Fundamental Motor Skills (catching, throwing, bouncing and kicking).


When developing these skills the children will use a variety of equipment and various sized play balls. The skills learnt will be incorporated into minor team games and activities.


Gymnastics: The children will demonstrate and experience a variety of balances and shapes, using their bodies, individually and with partners. They will be introduced to a variety of rolling and rotational techniques. They will combine some of these techniques into a small sequence demonstrating their ability to hold a simple balance. They will do this with and without equipment.


Concepts: Reflection - looking at the skills previously learnt and applying their knowledge to new skills learnt.

Attitudes: Cooperation, empathy, tolerance and integrity.

Learner Profile: Discussions amongst the class after each lesson and the demonstration of specific Learner Profile attributes identified.



  • Self-introduction (My name is…).
  • Year One Unit of Inquiry: People express themselves through stories.
  • Japanese folk tales (perform a puppet show in Japanese).
  • Japanese songs.
  • Japanese craft activity with Makoto sensei (a falling autumn leaf).


  • Form (pattern, similarities, differences)
  • Perspective (belief)
  • Perspective (point of view of others)


  • Risk-taker
  • Open-minded
  • Reflective


How We Express Ourselves

People express themselves through stories



  • Becoming familiar with the musical elements of beat and rhythm, pitch and melody.
  • Introducing pitch maps and exploring ways of representing pitch in written form.
  • Introducing formal notation and learning to create rhythms.
  • Practising tunes on the chime bars...noting that pitch can move in steps or jumps.
  • Singing fun songs related to Units of Inquiry e.g. ‘Just Imagine’ and ‘Puff the Magic Dragon’

Concepts: Form and Perspective

  • Exploring the idea that just as stories have a pattern/form, so does music.
  • Hearing from children, their perspective on a favourite way to hear a timeless tale...ballet? Song
  • Musical? Story? Dance? The children will experience examples of these.

Attitudes: Creativity and Appreciation

  • Creating soundscapes to accompany pictures or tell a story.
  • Discovering ways that beliefs, culture and values are expressed through music.

Learner Profile: Communicator

  • Learning to read and write simple rhythm patterns using formal notation.
  • Recognising the notes E and G on the staff and playing them on the chime bars.
  • Understanding that formal notation is a form of communication from one person to the next. It helps to pass on new and old ideas in music.



Term 3, 2017 


  • Discuss non-fiction section (information) and how books differ from fiction (numbers on call number/spine label and what they mean, index.) Children will be encouraged to borrow from the non-fiction section.
  • Discuss the theme for Book Week – ‘Escape to Everywhere’.
  • Read and discuss CBCA short- listed books from Picture books, Early Childhood and Crichton and Non Fiction sections and authors; what makes a ‘good’ book’?
  • Relate to Unit of Inquiry 'How we organise ourselves’ (food production) e.g. focusing on ‘function’ and ‘change’ and ‘where we are in place and time’ (Transport Changes over time).    
  • Revise a ‘keyword’ and introduce ‘author’ and ‘subject’ search; reading author biographies.

Visual Arts

The Term 3 Unit of Inquiry focuses on, ‘Food through the eye of an Artist’, which integrates with ‘How we organise ourselves’.  The students will focus on how food has been depicted through style and medium, concentrating on Nicky Maclure’s graphic print illustration, pop artists Andy Warhol and Oldenberg’s sculptures and Archimboldo’s creative portraits using food that inspired the modern animations of Soupe-Opera.


Activities include:

  • The student’s still life observational drawing of fruit-using grey lead and oil pastels, inspired by graphic print illustrations of Nicky Maclure’s shown in her book ‘Apple’.
  • Printmaking. The students will use the still life work for inspiration, to capture the linear detail of fruit, to create a print design and patterned border on a foam plate then printing onto a tissue paper collage.
  • Ceramic food sculptures. Using modelling skills, buttering, slab work, and further experimenting with clay tools to create a healthy meal on a plate - inspired by Claes Oldenburg soft food sculptures.
  • Using Illustration and collage to create imaginative food animal-like creatures. They will draw and add magazine and patterned paper sections to embellish the imaginative work. These are inspired by the portrait heads of Giuseppe Archimboldo and animation Soupe-Opera.

Physical Education

FOCUS: Athletics skills - running, jumping, leaping and throwing, using these skills in modified athletics activities.​


Motor skills/game sense - continue to reinforce the basic skills covered in Semester 1 through interactive game play. Revise the skills of throwing, catching, bouncing and kicking.


Concepts: Function - how we use our body to perform particular movements.

Attitudes: Curiosity, confidence and commitment.

Learner Profile: Discussions amongst the class after each lesson and the demonstration of specific learner profile attributes identified.



  • Colours.

  • Transport - various types of transportations in Japan, What is SHINKANSEN? Make a paper Shinkansen (a bullet train) and sing a transport song.

  • Calligraphy competition - organised by JLTAV (The Japanese Teachers’ Association of Victoria).

Vocabularies and grammar 

  • HIRAGANA characters.
  • White, black, orange and pink.
  • Colour + Object (adjective + noun) e.g. a red car, a black bird.
  • Cars, trains and airplanes etc.
  • Means of transport e.g. go by train or bus.
  • Japanese verbs: cut, glue, fold, colour in and spell etc.
  • Words, phrases, greetings and classroom instructions learnt in Semester 1.


  • Form (pattern, similarities, differences)

  • Perspective (belief)

  • Perspective (point of view of others)


  • Risk-taker
  • Open-minded


Where We Are In Place and Time

This Term Year 1 will be focusing on ‘Change’, ‘Form’, ‘Cooperation’ and ‘Communicator’ as they compare the many variations and differences that can be seen and heard through music, over time.

  • Introducing alternate ways to record creative compositions and soundscapes and then performing them.  The Soundscape will involve transport, a focus of their Unit of Inquiry.
  • Comparing and discussing changes heard in music as they listen appreciatively to a variety of works.
  • Understanding that formal notation is a form of communication from one person to the next. It helps to pass on new and old ideas in music.
  • Practising tunes on the chime bars...notating simple tunes
  • Singing fun songs related to Units of Inquiry e.g. 'Pushbike Song'.