Level 1 Planning and Assessment @ The Click of a Mouse

 

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Planning and Assessment Resources supporting the NZ Curriculum

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1 2 H & PE Unit Plan – A: Personal Health and Physical Development www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   Strand A: Personal Health and Physical Development Underlying Concepts: Hauora Key Areas of Learning: Mental Health Physical Activity Attitudes and Values Socio-ecological Perspective Health Promotion Sexuality Education Sports Studies Food and Nutrition Outdoor Education Body Care and Physical Safety ACHIEVEMENT OBJECTIVES – Level 1 Students will: A1 Personal growth and development Describe feelings and ask questions about their health, growth, development, and personal needs and wants. A2 Regular physical activity Participate in creative and regular physical activities and identify enjoyable experiences. A3 Safety management Describe and use safe practices in a range of contexts and identify people who can help. A4 Personal identity Describe themselves in relation to a range of contexts. GLOBAL LEARNING INTENTIONS – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes  

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Specific Learning Intentions We are learning… (to, that, how, which) Success Criteria We will know we have achieved this when we can… Activities/Resources (What will I do/provide/supply to help my students achieve this?) Before the Unit Assessment Approach During the Unit After the Unit Children’s Learning Unit Evaluation Personal teachings Assessment for Future Planning  

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H & PE Unit Plan – B: Movement Concepts and Motor Skills www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   Strand B: Movement Concepts and Motor Skills Underlying Concepts: Hauora Key Areas of Learning: Mental Health Physical Activity Attitudes and Values Socio-ecological Perspective Health Promotion Sexuality Education Sports Studies Food and Nutrition Outdoor Education Body Care and Physical Safety ACHIEVEMENT OBJECTIVES – Level 1 Students will: B1 Movement Skills; B3 Science and Technology Develop a wide range of movement skills, using a variety of equipment and play environments. B2 Positive Attitudes; B4 Challenges and Social and Cultural Factors Participate in a range of games and activities and identify the factors that make participation safe and enjoyable. . GLOBAL LEARNING INTENTIONS – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes

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H & PE Unit Plan – C: Relationships with Other People www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   Strand C: Relationships with Other People Underlying Concepts: Hauora Key Areas of Learning: Mental Health Physical Activity Attitudes and Values Socio-ecological Perspective Health Promotion Sexuality Education Sports Studies Food and Nutrition Outdoor Education Body Care and Physical Safety ACHIEVEMENT OBJECTIVES – Level 1 Students will: C1 Relationships Explore and share ideas about relationships with other people. C2 Identity, sensitivity, and respect Demonstrate respect through sharing and co-operations in groups. C3 Interpersonal skills Express their own ideas, needs, wants, and feelings clearly and listen to those of other people. GLOBAL LEARNING INTENTIONS – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes  

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Specific Learning Intentions We are learning… (to, that, how, which) Success Criteria We will know we have achieved this when we can… Activities/Resources (What will I do/provide/supply to help my students achieve this?) Before the Unit Assessment Approach During the Unit After the Unit Children’s Learning Unit Evaluation Personal teachings Assessment for Future Planning  

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H & PE Unit Plan – D: Healthy Communities and Environments www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   Strand D: Healthy Communities and Environments Underlying Concepts: Hauora Key Areas of Learning: Mental Health Physical Activity Attitudes and Values Socio-ecological Perspective Health Promotion Sexuality Education Sports Studies Food and Nutrition Outdoor Education Body Care and Physical Safety ACHIEVEMENT OBJECTIVES – Level 1 Students will: D1 Community Resources Identify and discuss obvious hazards in their home, school, and local environment and adopt simple safety practices. D2 Rights, Responsibilities, and laws; D4 People and the environment Take individual and collective action to contribute to environments that can be enjoyed by all. GLOBAL LEARNING INTENTIONS – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes

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  Literacy Unit Plan – Listening, Reading & Viewing www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   PROCESSES AND STRATEGIES - Level 1 Students will: • Acquire and begin to use sources of information, processes, and strategies to identify, form and express ideas. INDICATORS: selects and reads texts for enjoyment and personal fulfilment; has an awareness of the connections between oral, written, and visual language; uses sources of information (meaning, structure, visual and grapho-phonic information) and prior knowledge to make sense of a range of texts; associates sounds with letter clusters as well as with individual letters uses processing and some comprehension strategies with some confidence; is developing the ability to think critically about texts; begins to monitor, self-evaluate, and describe progress. By using these processes and strategies when listening, reading, or viewing, students will: PURPOSES AND AUDIENCES • Recognise that texts are shaped for different purposes and audiences. INDICATORS: identifies the purposes of simple texts; evaluates the usefulness of simple texts. IDEAS • Recognise and identify ideas within and across texts. INDICATORS: understands that personal experience can influence the meaning gained from texts; makes meaning of texts by identifying ideas in some texts. LANGUAGE FEATURES • Recognise and begin to understand how language features are used for effect within and across texts. INDICATORS: begin to recognise that oral, written, and visual language features can be used for effect; recognises a large bank of high-frequency and some topic-specific words; shows some knowledge of text conventions, such as: capital letters, full stops, and word order; volume and clarity; and simple symbols. STRUCTURE • Recognise and begin to understand text structures. INDICATORS: understands that the order and organisation of words, sentences, and images contribute to text meaning; recognises some text forms and some differences between them.  

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  GLOBAL LEARNING INTENTION(S) – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Specific Learning Intentions We are learning… (to, that, how, which) Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes Success Criteria We will know we have achieved this when we can… Activities/Resources (What will I do/provide/supply to help my students achieve this?) Before the Unit Assessment Approach During the Unit After the Unit Children’s Learning Unit Evaluation Personal teachings Assessment for Future Planning  

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  Literacy Unit Plan – Speaking, Writing & Presenting www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   PROCESSES AND STRATEGIES - Level 1 Students will: • Acquire and begin to use sources of information, processes, and strategies to identify, form, and express ideas. INDICATORS: has an awareness of the connections between oral, written, and visual language when creating text; creates texts by using meaning, structure, visual and grapho-phonic sources of information, prior knowledge, and some processing strategies with some confidence; seeks feedback and makes changes to texts; is becoming reflective about the production of own texts; begins to monitor, self-evaluate, and describe progress. By using these processes and strategies when speaking, writing, or presenting, students will: PURPOSES AND AUDIENCES • Recognise how to shape texts for a purpose and an audience. INDICATORS: constructs texts that demonstrate some awareness of purpose and audience through appropriate choice of content, language, and text form; expects the texts they create to be understood, responded to, and appreciated by others; is developing and conveying personal voice where appropriate. IDEAS • Form and express ideas on a range of topics. INDICATORS: forms and expresses simple ideas and information, usually drawing from personal experience and knowledge; adds or changes details and comments to support ideas, showing some selectivity in the process; ideas suggest awareness of a range of dimensions or viewpoints. LANGUAGE FEATURES • Use language features, showing some recognition of their effects. INDICATORS: uses some oral written, and visual language features to create meaning and effect; uses a range of high-frequency, topic-specific, and personal-content words to create meaning; spells some high-frequency words correctly and begins to use some common spelling patterns; begins to use some strategies to self-correct and monitor spelling; writes most letters and number forms legibly when creating texts; begins to gain control of text conventions, such as: capital letters and full stops; some basic grammatical conventions; volume, clarity, and tone; and simple symbols. STRUCTURE • Organise texts, using simple structures. INDICATORS: uses knowledge of word and sentence order to communicate meaning in simple texts; begins to sequence ideas and information; uses simple sentences with some variation in beginnings; may attempt compound and complex sentences.  

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  GLOBAL LEARNING INTENTION(S) – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Specific Learning Intentions We are learning… (to, that, how, which) Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes Success Criteria We will know we have achieved this when we can… Activities/Resources (What will I do/provide/supply to help my students achieve this?) Before the Unit Assessment Approach During the Unit After the Unit Children’s Learning Unit Evaluation Personal teachings Assessment for Future Planning  

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1 2   Mathematics: GEOMETRY and MEASUREMENT www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: Geometry and Measurement Achievement Objectives - Level 1 Students will: MEASUREMENT order and compare objects or events by length, area, volume and capacity, weight (mass), turn (angle), temperature, and time by direct comparison and/or counting whole numbers of units. SHAPE sort objects by their appearance. POSITION AND ORIENTATION give and follow instructions for movement that involve distances, directions, and half or quarter turns; describe their position relative to a person or object. TRANSFORMATION communicate and record the results of translations, reflections, and rotations on plane shapes. GLOBAL LEARNING INTENTION(S) – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes  

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  Specific Learning Intentions We are learning… (to, that, how, which) Success Criteria We will know we have achieved this when we can… Activities/Resources (What will I do/provide/supply to help my students achieve this?) Before the Unit Assessment Approach During the Unit After the Unit Children’s Learning Unit Evaluation Personal teachings Assessment for Future Planning  

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1 2   Mathematics: NUMBER and ALGEBRA www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: Number and Algebra Achievement Objectives - Level 1 Students will: NUMBER STRATEGIES use a range of counting, grouping, and equal-sharing strategies with whole numbers and fractions. NUMBER KNOWLEDGE know the forward and backward counting sequences of whole numbers to 100; know grouping with five, within ten, and with ten. EQUATIONS AND EXPRESSIONS communicate and explain counting, grouping, and equal-sharing strategies, using words, numbers, and pictures.. PATTERNS AND RELATIONSHIPS generalise that the next counting number gives the result of adding one object to a set and that counting the number of objects in a set tells how many. create and continue sequential patterns. GLOBAL LEARNING INTENTION(S) – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes  

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  Specific Learning Intentions We are learning… (to, that, how, which) Success Criteria We will know we have achieved this when we can… Activities/Resources (What will I do/provide/supply to help my students achieve this?) Before the Unit Assessment Approach During the Unit After the Unit Children’s Learning Unit Evaluation Personal teachings Assessment for Future Planning  

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1 2   Mathematics: STATISTICS www.atcoam.com LEVEL 1   Duration:     Class:     Context  /  Topic:       Year:           Term:   In a range of meaningful contexts, students will be engaged in thinking mathematically and statistically. They will solve problems and model situations that require them to: Statistics Achievement Objectives - Level 1 Students will: STATISTICAL INVESTIGATION Conduct investigations using the statistical enquiry cycle: posting and answering questions; gathering, sorting, counting, and displaying category data; discussing the results. STATISTICAL LITERACY interpret statements made by others from statistical investigations and probability activities. PROBABILITY investigate situations that involve elements of chance, acknowledging and anticipating possible outcomes. GLOBAL LEARNING INTENTION(S) – Level 1 We are learning … Values Excellence Innovation, enquiry and curiosity Diversity Equity Community and Participation Ecological Sustainability Integrity Respect E-Learning (ICT) Computer/Word Processing Publisher/Excel/PowerPoint e-mail/Fax/Phone/Scan Internet-Research Digital Camera/Video Internet – Webquests and Web 2.0 Video Conferencing Inspiration and Other Programmes Programming Key Competencies Thinking Using Language, Symbols and Texts Managing Self Relating to Others Participating and contributing Other Curriculum Links English Mathematics Science Social Studies Technology The Arts (Music/Dance/Drama/Visual) Health and Physical Education Languages (Te Reo etc) EOTC Assessment Pre-test (Diagnostic) Post-test (Summative) Sample Observation Self Assessment Peer Assessment ARB’s Thinking tool(s): Other (Exemplars, asTTle, PAT, SOLO, etc) Formative Notes  

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