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Kindergarten 2015

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Margaret Goss

on 23 February 2015

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Transcript of Kindergarten 2015

Kindergarten 2015
English
Speaking and Listening
Spelling
Writing and representing
Thinking imaginatively and creatively
Reflecting on learning
Handwriting and using digital technologies
Grammar, punctuation and vocabulary
Expressing themselves
Reading and viewing

Kindergarten 2015
The importance of the teacher
As a teacher I recognise the importance of the child’s first year at school and the importance of retaining that exuberance, that natural curiosity and desire to learn with which the child comes to school and the importance of reinforcing positive attitudes to schooling.
I know that in every class there is a wide range of abilities and stages of development. I see my task as providing a stimulating environment that will meet the needs (as much as possible) of all the children.


How can I help settle my child into school ?
Parents need to be prompt in dropping off and picking up their children. It is most disruptive to arrive late ( the children do not take much to be distracted). It also creates anxiety if you are late to pick up your child.
Provide your child with healthy food to eat
Talk about the day at school and provide positive feedback.
Encourage their efforts
Help them to establish routines ( e.g. library day, home readers, news day)

How can I help the teacher?
Make an appointment for interviews if you desire them
Keep classroom interruptions to a minimum
Hand money & notes to your child and train them to give them to me first thing in the morning. Place the correct money in an envelope with the amount and purpose clearly labelled on the front.
Let me know if you are available to help throughout the year in an area within your comfort zone
Alert me to any events in your child’s life that may be causing them or you concern
What can I do at home to assist my child?
Read to your child and have them read to you
Teach them to become more independent by giving them some extra responsibilities
Go over maths concepts using everyday situations (e.g. left-right, more-less, shorter-longer, time of the day etc)
Play games that encourage the use of counting and other number skills (e.g. snakes & ladders, snooker, computer games)
Encourage their efforts and provide them with a positive self concept about their abilities
Talk to them and listen to what they have to say

How will I know if my child is behaving themselves at school?
Merit system (achievement awards are handed out across the school. When your child receives 10 of these awards a larger award will be handed out at assembly)
Other positive incentives include stamps, stickers, going to the Principal for good work, showing other classes and teachers, school recognition at mini assemblies, peer applause and extra time doing something they love to do)
If your child chooses to break classroom rules they will be given two warning and then sent to the ‘thinking’ chair to think about their behaviour. If the behaviour continues they will be sent to another teacher or to the Principal to discuss this unacceptable behaviour
If a child breaks the playground rules they are written into the playground book. If a child is in the Playground book 3 times in one week a letter will sent home to the parent requesting that they speak to the child about this behaviour and a meeting with the teacher/principal may be necessary. The child will lose half of their play for the following week.
POSITIVE INCENTIVES WORK BEST AND ARE USED WHENEVER POSSIBLE

How will I know if my child is behaving themselves at school?
Merit system (achievement awards are handed out across the school. When your child receives 10 of these awards a larger award will be handed out at assembly)
Other positive incentives include stamps, stickers, going to the Principal for good work, showing other classes and teachers, school recognition at mini assemblies, peer applause and extra time doing something they love to do)
If your child chooses to break classroom rules they will be given two warning and then sent to the ‘thinking’ chair to think about their behaviour. If the behaviour continues they will be sent to another teacher or to the Principal to discuss this unacceptable behaviour
If a child breaks the playground rules they are written into the playground book. If a child is in the Playground book 3 times in one week a letter will sent home to the parent requesting that they speak to the child about this behaviour and a meeting with the teacher/principal may be necessary. The child will lose half of their play for the following week.
POSITIVE INCENTIVES WORK BEST AND ARE USED WHENEVER POSSIBLE

Number & Algebra
Statistics & Probability
Measurement & Geometry

NUMBER
Whole Numbers
Counts to 30, & orders, reads & represents numbers in the range 0-20
Addition & Subtraction
Combines, separates & compares collections of objects, describes using everyday language & records using informal methods.
Multiplication & Division
Groups, shares & counts collections of objects, describes using everyday language & records using informal methods.
Fraction & Decimals
Describes halves, encountered in everyday contexts, as two equal parts of an object.
Patterns &Algebra
Recognises, describes & continues repeating patterns
Creative & Performing Arts
This syllabus incorporates
Visual Arts
Music
Drama
Dance

What a difference 6 months make!

Now

Recognises, describes, creates & continues repeating patterns



Length -Kindergarten
Describes length & distance using everyday language & compares lengths using direct comparison

Area -Kindergarten

Volume & Capacity- Kindergarten Identify& describe the attributes of volume and capacity Compare and record the capacities and volumes of two containers Time- Kindergarten Sequence events in time Describe the duration of events using everyday language Name days of the week and seasons Tell time on the hour on digital and analog clocks
Mass-Kindergarten


In 2015 kindergarten students
will be exposed to a wide range of text types

Imaginative - novels, traditional tales, poetry, stories, plays, fiction for young adults and children, including picture books and multimodal texts such as film.

Informative - explanations and descriptions of natural phenomena, recounts of events, instructions and directions, rules and laws, news bulletins and articles, websites and text analyses

Persuasive - essays, debates, arguments, discussions, advertising, propaganda, influential essays and articles

Structured Play

“…for the young child entering school, play is the great medium for learning with joy and an informal program based on play enables the teacher to observe the child’s development and plan accordingly. In formality does not mean lack of structure and play does not deny children the opportunity to develop academic skills. On the contrary, the environment should be carefully structured with planned activities through which the teacher can guide the child’s development and encourage it at whatever level is appropriate for that child. The teachers expectations should be high, but high relative to the particular child’s abilities and stage of development. We should not underestimate children, nor should we expect more that they can give”
R.B. Winder- Director General of Education
(from the forward: Kindergarten. The First Year at School.

What a difference 6 months make!


The students in Kindergarten will be taught these skills in grammar:
the use of a full stop to end statements
to use a capital letter for the pronoun ’I’
The use of articles e.g. the, a, an
The students in Kindergarten will be exposed to these skills in grammar:
The use of capitals to begin sentences, for proper nouns and for book titles
The use of a question mark at the end of sentences that ask for information
The use of an exclamation mark to show strong feelings
The use of quotation marks when using direct speech
Word families
Common nouns
Proper nouns
Correct usage, eg in/into
Personal pronouns
Noun groups
Verb groups
Statements and questions
Mathematics
Number & Algebra
Science & Technology – Term 1
Paddock to plate
(Taught by Ms Kershaw)

English
Measurement & Geometry
Length
Describes & compares lengths & distances using everyday language
Area
Describes & compares areas using everyday language
Volume & capacity
Describes & compares the capacities of containers & the volumes of objects or substances using everyday language
Mass
Describes & compares masses of objects using everyday language
Time
Tell the time to the hour
3D Space
Manipulates, sorts and represents 3D objects and describes them using everyday language
2D Space
Manipulates, sorts & describes representations of 2D shapes including circles, triangles, squares & rectangles using everyday language
Position
Describes position & gives &follows simple instructions using everyday language
Statistics &Probability
Data
Represents data and interprets data displays made from objects
H.S.I E (Human Society & Its Environment)
Term 1 -School Days
This unit provides opportunities for students to explore the school, its surroundings and its people. it focuses on classroom routines and responsibilities with some opportunities to find out about schools in other places and times.
Full transcript