3.makes considered decisions

4.acts with integrity and regard for others.

5.contributes to group effectiveness.

~be aware when they have a choice
~notice if someone has been affected by their decision
~identify a criterion for identifying a good decision

~decide what is right and wrong in a range of familiar situations
~consider the purpose of rules
~make behaviour choices that respect the rules of the class

~play and work with others in pairs and small groups
~show care for and encourage other members of a group or team
~take turns and share equipment in pairs and small groups

• Students to interact in a variety of ways through out the day. Individual application to tasks, in pairs, in small groups and work together as a whole class group. Stop at times and facilitate reflection on these different ways of working together. Discuss what worked well, what could be improved. Students to role play and demonstrate successful interactions.
• Set whole class expectations. These include class rules and visuals to prompt students. Introduce visuals with a clear description of the required behaviour. Students to brainstorm class rules and come to a consensus. The rules must encompass the school expectations.
• Daily reminder of playground expectations and students to role play strategies that are conductive to positive experiences. How to join in a game, how to approach a group, how to include new people, how to be assertive, how to seek assistance. Watch a DVD that covers these skills, "Jane and the Dragon" stop it at points of interest and initiate discussion with leading open ended questions.
• Teach games that can be played outside, Hop scotch, knuckle bones,hand ball, soccer, students to share their knowledge of games in class.
• Put up a timetable with listed lunch time activities and remind students when and where these can be accessed.
• Set up table groups and encourage students to collectively ensure their table is organised, tidy and working well.
• Create and display Y charts outlining sharing and cooperating.
• Hold regular class meetings and facilitate discussion of issues as they arise, when needed discuss in greater detail with a smaller group of students.
• Set up consequences system leaning towards the positive.
• Ensure time is spent with other classes for socialising and learning.
• Set up goals for the week. Display the goals and students to keep personal records of their progress towards these goals. ie one goal might be to help your buddy students use a check list to record the number of times they helped their buddy.

Anecdotal records based on observation Informal feedback from class members.

Collections of class goals and individual progress towards these goals.

Class climate meter. At the end of some days each student to give a private score out of 10 for the day. Average this out nd record on the calendar. Track the results and reflect on why these results came about.

7. creates, presents and appreciates artistic works

learn about:
~basic musical concepts (beat, rhythm, time, pitch)
~ basic visual concepts in painting and drawing

learn to
~ move expressively to music and sing songs
~use different techniques to make art work

• Daily singing opportunities. Encourage all students to join in,prompt, lead and guide. Use songs that are fun and involve body movement. Develop a repertoire of songs that can be used for greetings, birthdays, dancing, cleaning up, lining up and eating.
• Video students so they can see themselves dancing, have some fun to 'improve' the dance.
• Regular art program. Make art folders for students to keep their work in. Introduce concepts starting with colour, line, shape. Make book covers using art works. Strengthen the fairy tale theme through the use of art work to represent characters and settings.
• Use art to help students learn letters of the alphabet ie.printing with paint, sand art, arts related to the the phonics program, ie painting fish when introducing the 'f'.
• student work can be published in on-line books and in class books.

Observe the number of students joining in, occasional checklist to see who is singing and dancing. Participation rather than quality is the goal at present.

Work samples. Video evidence of students participating in dace/ singing.

8.listens and speaks with purpose and effect

9.reads effectively

10.writes effectively

~speak audibly with some sense of addressing and audience and needs of listeners. (vary tone, volume and add interest)
~listen and speak in small and large informal groups.

learn about:
9.1~a range of imaginative texts
9.4~competitions of print
9.5~conventions of electronic texts

learn to:
9.7~read and interpret simple texts
9.8~identify the main topic of a story, the sequence of events and draw inferences
9.13~decode texts using phonetic, graphonic and semantic tools.

Learn about
10.1~how writing communicates a message for different people and different reasons
10.2~ how writing is arranged

Learn to:
10.11~ write simple words and sentences
10.10~ use other texts they have read as models for their own writing
10.6~ write texts for known readers to entertain using handwriting and word processing

• Daily opportunities for speaking in a variety of contexts including news, class meetings, talking about learning. Remind students about indoor voices, outdoor voices and quiet time. Choose particularly skilled speakers, class members to observe students then consider why the speaking was effective.
• Introduce whole body listening: Demonstrate and have a poster up as a reminder. Refer to this when needed.

Reading:

• Introduce new letters on a daily basis, following "NSW What When and How" teaching guide. Use actions with the letters to help students remember them, set up a word wall and highlight letters as they are being introduced. Include the name, the initial sound and both capital and lower case. Create a word wall suitable for all students to access.
• Have a break between every 8 or so letters and focus on sight words and blends (particularly for the year 1's). Create class books generated by students using the sight words, phonemic Knowledge and semantic knowledge. Include sentence structure when creating books, mainly spaces, capital letters and full stops. As new words are introduced introduce relevant grammar, ie with the word 'said' introduce speech marks.
• Make reading a regular activity through daily reading from big books, listening to students read and having regular quiet reading time.
• Demonstrate reading for pleasure and the reading strategies of: sounding the words out, does it sound right and does it look right, does it make sense when reading big books and when listening to individual students read.
• Send books home regularly with early readers ensuring the books are at an easy level to read at home with family. Communicate with parents regarding both home reading and writing.
• Rhyme and rhythm is fun and can be explored when reading. Words for songs to be written and displayed so students can read/ sing along to music.
• Begin to set up buddy reading partners from upper primary classes, a year 3 or 4 class might be most suitable.

Writing:

• Students learn to form letters correctly when the letters are introduced. Establish and ensure students have correct pencil grip. Demonstrate letter formation using the smart board and white boards. Students to have a variety of opportunities to practice letter formation. Sand, paint, finger on students backs, smart board, white board, water and brushes. This may led onto rotational group work towards weeks 5 and 6.
• Guided writing to expand as students learn more words starting with simple repetitive texts. Produce class books that can be illustrated or where letters and words can be added or where words can be substituted.
• Have a list of commonly used words on each desk with known words highlighted so students can refer to these during own writing.
• Regular times for journal writing whether bout the week end or what has been happening at school.
• Send home a class teddy with a booklet that can be written in with parents about what the teddy did at home.
• Students to take class constructed texts home to inform parents about up coming events and to show what has been happening in school. Ie a reminder letter about what to bring for the swimming carnival. An invitation to a picnic, a thank you letter and so on.
• Writing to be purposeful and scaffolded at individual student needs.

PIPs for K's and an alphabet letter recognition and sound recognition assessment for Year 1's.

Running records for year 1's.

Writing work samples from all students.

Sight word recognition for year 1's.

Observation of pencil grip with checklist of correct pencil grip.

Checklist of regular home reading exchange and behaviour/ attitude during daily quiet reading.

12. manages self and relationships

learn about:
14.4~ ways of encouraging and caring for others
14.5~making and keeping friends

learn to
14.11~ identify feelings of others and practice the skills involved in maintaining and making friends
14.12~ identify those people and things that are special to them and explain why they are important

• Students to introduce self to class. Draw/ paint a picture of self and explain something they are particularly good at.
• Play circle games so students learn each others names quickly and use each others names. Learn not to name others when discussing problems in the play ground or class.
• Buddy Year Ones with Kindergarten students so they can help each other with learning tasks and when getting around the school.
• Role model skills such as joining in with a group, being interested and interesting. Students to practice these skills in role playing.
• Generate positive language in the classroom and encourage, praise students who are using this language.
• Have students in table groups and focus on group cohesiveness as a way for the class to move forward.
• Photographs to be displayed in the class with everyone's face. These can be incorporated into matching games( face with name or with favorite toy or pet.)

Anecdotal records/personal interviews with each student about feelings and how they are managing.

Class friendship map from."Happy Kids Happy Classrooms" resource.

15 communicates with intercultural understanding

• Use German in the classroom for counting, greetings, and manners. Encourage students to use German as they learn it.
• Encourage students to share their knowledge of other languages as the situations emerge.

16. The student understands and applies number.

17. chooses and uses measures

learn about:
16.1~counting and ordering whole numbers
16.2~ whole numbers to at least 2 digits

learn to:
16.7~ create interpret and solve practical problems involving whole numbers
16.8~ say, read, write and order whole numbers

learn to:
17.7 ~ sequence significant daily events and recognise key times on an analog and digital clock
17.8 ~use appropriate language when comparing and ordering objects

• Daily routine of what day it is, what the date and month are. Students can take turns to look at the calendar to find the date and put the correct date, day and month up. Regular part of the morning routine. Include predicting, "how many days until, how many days since...."
• Introduce counting games such as buzz, skip counting , counting backwards. Use objects for counting as well, stones, shells, toys. Introduce games using dice, and cards.
• Board games, flip to ten, first to 10, Race-around the World, Snakes and Ladders and so on. Student learning to take turns, and use resources sensibly as well as the counting facts. Have games for a variety of ability levels and place students in loose groups according to maths knowledge and social skills in early maths experiences.
• Class reward system involves mab blocks. The cubes are given out as positives and students put them into communal cups at their table groups. When they have ten they trade the cubes for longs, when they have ten longs they trade them for a flat this is worth 100 and each member of the table group gets a prize. This reward system generates counting on a regular basis with great meaning to the students!
• When reading 'Jack and the Bean Stalk', students to explore concepts of small, large, tiny, gigantic. Order objects from smallest to largest. Order students from smallest to largest, measure students and record this. They can see how much they have grown by the end of the year. Draw a giant outside on cement with chalk. Measure the giant using body lengths.
• When reading Goldilocks count out bowls of porridge for the bears. Vary task according to ability. Some students may count 10 bowls, others may divide tens bowls in different ways between two bears. Begin task differentiation after observation of student understandings.

Elements of Count -Me -In assessment relevant to concept being explored.

Work samples.

Conversation and notes.

Observation and check list from How What When to Teach NSW.

• Ask some green team members to demonstrate recycling to the class. Use the recycling bins and establish use of these bins.
• Clean up the outside area on a weekly basis and more often when needed.