Beaumaris North PS

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

Term 1, 2017 

Library

  • Introduce the library setting to the children and discuss what a Library is used for.
  • Introduce certain parts of a book (title, cover, call number, spine, title page, author and illustrator).
  • Increase the children’s literature awareness and appreciation with stories, follow up discussions and drama activities.
  • Read ‘Billy and the Big New School’ by C & L Anholt and discuss areas of school, incorporating the Prep Unit of Inquiry ‘How We Organise Ourselves’.
  • Identify the ‘Picture Fiction’ area and how to browse, borrow and return a book.
  • Discuss the importance of library bags.
  • Discuss how to put picture books away – in alphabetical order, front cover facing, correct way up.
  • Bring the children’s attention to the Essential Agreement.

Visual Arts

The Term 1 Unit of Inquiry ‘Art Elements’ integrates with ‘How We Organise Ourselves’, looking at the Concepts of Function and Causation with a focus on line, mark making, pattern and colour through the use of a variety of art materials. The students will:

  • Experiment with mark making and line drawing. The students will explore marks made by the side and other parts of the oil pastel. Tibetan Butter Sculptures - inspired by ‘Losar’ the Tibetan New Year, students will design, paint and incorporate their experimental mark making to add a decorative element.
  • ‘Baby Bilby, where do you sleep’ by Narelle Oliver. Inspired by the story, students will draw a Bilby, a Hoping Mouse and a Gecko in three circles creating detailed drawings in HB and 2B pencil. Students will then venture outside to collect a variety of textural rubbings. Using a block crayon and brown paper, the students will create a background for their animal illustrations. Torn natural colour kinder squares will be used to collage around each nest.
  • Colour mixing using Primary Colours to create Secondary Colours. Introduction with colour books ‘Vashti’s Dot’ and ‘Colours’. The students experiment and explore colour mixing with a variety of art materials to create painted papers. The students will watch a short film about colour called ‘Mouse Paint’. Inspired by works of Kandinsky and Miro, the students will use painted papers and circle cut outs to create a layered circular collage. The students will be taught about the importance of colour and balance.

Physical Education

Movement, space and use of equipment
Focus: Working together as a group showing respect and cooperation with others. Being principled and caring for each other.

 

Introduction to various types of equipment and movement within a designated space. Whistle and formation drills. Activities incorporating spatial awareness with and without equipment.

 

Concepts: Causation - Safety in physical education classes, awareness of other children in the class.

Attitudes: Respect and enthusiasm.

Learner Profile: Discussion with the children about which Learner Profile attributes might have been demonstrated during the lesson.

Japanese

Themes/activities

  • Essential agreement in Japanese room.
  • Greetings (hello, goodbye).
  • Japan (where it is, Japanese things around us, etc.).
  • My name in Japanese characters.
  • Japanese stories.
  • Japanese songs.

Concepts

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

Music

 

How We Organise Ourselves & Who We Are

 

Focus: To establish class routines and learning by encouraging participation and independence.

  • Understanding how music affects our emotions and how different music may affect thoughts and behaviours (causation).
  • Singing the song ‘Look this way’, representing the role of “lolly-pop lady” at our school (function).
  • Investigating ways to improve our singing (reflection).
  • Learning correct techniques for instrument playing (responsibility).
  • Finding ways to produce a musical sound on various instruments (function).
  • Taking part in action rhymes and games where each child has a leadership role (independence).
  • Learning to look after classroom instruments (respect).
  • Correct behaviours for being a ‘performer’ or ‘member of audience’ (cooperation and respect).
  • Learning new music vocabulary (knowledgeable).
  • Listening and responding to music through movement (independence).
  • Listening and appreciating music from different cultures (reflection).

 

 

Term 2, 2017 

Library

  • Reinforce the borrowing and returning procedure.
  • Revise how picture books are housed alphabetically and how to place them on shelves correctly (front cover facing, right way up).
  • Reinforce parts of a book – title, cover, author, call number, spine and barcode.
  • Introduce ‘Illustrator’ and where their name is on a book and ‘endpapers.’
  • Revise Picture Fiction call numbers and why they are certain letters (i.e. the first letter of the authors’ surname).
  • Read and discuss texts regarding the five senses (UOI ‘How We Express Ourselves’ - our senses help us to observe and explore the world).
  • Revise the Picture Fiction location and introduce the Easy Fiction and Non-Fiction locations and the difference between Fiction and Non Fiction books.
  • Reinforce the Library’s Essential Agreement.
  • Reinforce the PYP Attitudes to the content of lessons if applicable; BNPS celebrates the PYP Attitudes of ‘Empathy and Tolerance’ during the month of May.

Visual Arts

The Term Two Unit of Inquiry is ‘Different Cultures of The World’ which integrates with ‘Where We Are in Place and Time’. The Unit focuses on connecting students to different cultures through exploration of various art mediums. 

  • Australian Aboriginal Ceramic baskets - inspired by the weaving of East Arnhem Land, decorated using line detail to create traditional Aboriginal patterning.
  • African Tribal Necklaces - inspired by the tribes of Samburu. Construction of African necklaces using beads, and other embellishments. A still life drawing of the African Necklace using 2b pencils and poster paint.
  • Weaving inspired by abstract African fabric. Students will use poster paint to paint between the wool yarns and draw in patterns.
  • Cherry Blossom trees inspired by the Japanese Cherry Blossom Festival - an experiment with ink and collaged blossom.

Physical Education

Focus: Developing the Fundamental Motor Skills of Running, Jumping, Dodging, Bouncing and Catching.

 

The children will practice these skills individually and learn to apply them to activities and games.

Gymnastics: The children will explore movement on various levels (high, medium, low) and to different tempos of music. They will experience and demonstrate a variety of balances and shapes individually, using their bodies. They will do this with and without equipment. They will be introduced to a variety of simple rolling techniques.

 

Concepts: Responsibility - being responsible for looking after equipment and themselves.

Attitudes: Cooperation, empathy, tolerance and integrity.

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

Japanese

Themes/activities

  • Classroom instructions (look, listen).
  • Self-introduction (My name is…).
  • Numbers (1-5) - pronunciation and spelling in Kanji characters.
  • Family terms (father, mother, sister, brother, etc.).
  • Japanese stories.
  • Japanese craft activity with Makoto Sensei (JYAN KEN hands - paper, scissors, rock).
  • Japanese songs.
  • Origami (paper folding).

Concepts

  • Form (pattern)
  • Perspective (belief)
  • Perspective (point of view of others)

Attitudes

  • Risk-taker
  • Open-minded

Music

How We Express Ourselves

Senses help people explore the world

 

Focus:

Becoming familiar with the musical elements of beat, pitch, dynamics and tempo.

 

Learning to play the chime bars using correct technique.

 

Singing fun songs related to the Units of Inquiry e.g. ‘What’s that Sound?’ and ‘Pots and Pans’.

 

Participating in experiments to inquire about sound and the sense of hearing.

 

Exploring the questions:  

  • What function does the vibrating parts of instruments have?
  • What is the function of the ear?
  • How do you hear sounds?
  • How does sound travel?
  • What sounds do you like the best?

Attitudes: Confidence and empathy

  • Listening respectfully to the creative performances of other class groups.
  • Using the senses to discover how sound is made.
  • Offering suggestions and comments to class discussions.

Learner Profile: Risk-taker and open-minded

  • Exploring different ways to make sounds during class experiments.
  • Listening to and singing songs, that sound ‘different’...to encourage an open-minded attitude to music from other cultures.
  • Learning to appreciate the ideas of others in the class.

 

 

Term 3, 2017 

Library

  • Revise the sections of the library.
  • Relate the Unit of Inquiry ‘How the world works’ (housing affected by climate) to stories where applicable e.g. ‘Homes in many cultures’ and ‘Welcome Home’ (non-fiction books to reinforce what an information book is.)
  • Do a keyword search on IWB e.g. ‘bears’ and discuss call numbers and what ‘available’ means.
  • Revise parts of a book – call number, barcode, cover, title, author, illustrator, end papers and title page.
  • Read ‘The Way we do it in Japan’ by G. Cobb and discuss similarities to Australia as the Foundation adopted country is Japan. Point out Japan on world map mat.
  • Introduce ‘Non-Fiction’ location and read ‘Leap through time dinosaur’ and explain how a non-fiction book gives information.
  • Discuss the theme for Book Week – ‘EscapeTo Everywhere’.
  • Read and discuss CBCA short-listed books from Early Childhood, Crichton Books (illustrator section) & some non-fiction books. Discuss winners announced in Book Week; what makes a ‘good’ book’?

Visual Arts

The Term 3 Unit of Inquiry is ‘Architecture of Many Nations’ which integrates with ‘How the world works’. The Unit focuses on the different architecture across the world, paying particular attention to the unique differences in the design of homes in varying climates and the materials that are used. We explore the work of architects/artists Hundertwasser, Gaudi and Jan Sensberg.

 

The students will create:

  • An African paint and collage Village incorporating Pattern Painting using scratch techniques on wet paint then Collage (using their painted paper).
  • Ceramic villages. Students will explore hut construction and clay techniques and skills.
  • A multi-media illustration of a ‘Fantasy Building’ inspired by Architectural Designs. Students will use a variety of pencil, paint and paper chip squares.
  • A Melbourne City Landscape using oil pastel drawings with painted background. These are inspired by the works of Jan Sensberg’s city scapes.

Physical Education

Focus: Athletics - Athletic type activities incorporating running, vertical jump, leaping and throwing.

 

Motor skills in organised games - revise the basic skills of throwing, catching and bouncing. Introduce kicking. Concentrate on skills covered in Semester One through interactive game play.

 

Concepts: Form – understanding how our bodies can be used to make different shapes and movements.

Attitudes: Curiosity, confidence and commitment.

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

Japanese

Themes/activities

  • Numbers  (numbers in Kanji characters and  a Japanese number song).

  • 'Big' and 'small'.

  • Japanese houses (compare Japanese houses to Australian houses, different types of Japanese houses - traditional and modern and Origami houses labelled with Japanese words big/small).

Vocabularies and grammar

  • HIRAGANA and KANJI characters.
  • 6,7,8,9,10, 100 (六七八九十百).
  • OH KI, CHISAI (big, small).
  • EE AY (houses).
  • A big house, a small house (adjective + noun).
  • Japanese verbs: fold, colour in, etc.
  • Revise words, phrases, greetings and classroom instructions already learnt in Semester 1.

Concepts

  • Form (pattern)
  • Perspective (belief)
  • Perspective (point of view of others)

Attitudes

  • Risk-taker
  • Open-minded

Music

How The World Works

This Term Prep students will be focusing on ‘function’, ‘creativity’ and ‘communicator’ as they learn about design challenges for musical equipment and about how to compose and design a sound scape.

  • Exploring design and materials of musical instruments (trumpet, flute, recorder, guitar, piano, cello and ukelele) and how some instruments have changed over the years e.g. horns: from animal horns to brass instruments, flutes: from wooden to metal etc.
  • Exploring reasons for design and materials used for some covers for instruments e.g. compare hard/soft covered cases for guitar and cello.
  • Making own maraca for use in a ‘sound effects’ story.
  • Composing and performing a sound scape.
  • Singing songs relating to Unit of Inquiry e.g. ‘Fix It Man’ and ‘Old Joe Clark’.
  • Continuing to improve chime bar and percussion instrument skills.