Semester One 2015

TRANSITION
Teacher: A
Student: A
Comment:
A is a cheerful, quiet and friendly member of our class. He is an inquisitive class member.
When prompted, George asks insightful questions and at times shares perceptive and
imaginative insights. He is a cooperative student who usually works well with his peers. A
responds positively to encouragement and support to attempt set tasks. He is working
towards becoming a more attentive listener during class, particularly when sitting on the
floor during class discussions. A is continuing to develop his knowledge of letters and their
sounds and their use within reading and writing. When writing, A is beginning to understand
their use but is reluctant to sound out unknown words independently. He is developing his
ability to use this knowledge when reading and has begun to build a bank of common sight
words. A is able to recognise and name numbers up to 10 and is developing his ability to
count sequentially up to 20. He understands directional language such as beside, behind and
in
front of. A is
developing his ability to create and repeat patterns.

Classroom
Teacher:
Principal:
School Administration

Number of school days

Number of days absent

Throughout their school lives, students of approximately the same

age will vary in achievement and development.
This occurs
because of individual difference in abilities and maturity, and
difference in motivation and attitude. Consequently, teachers do
not expect all the children in their class to attain the same
scholastic levels, but rather that they work positively and
energetically towards achieving the highest standard of which
they are capable.
EsseNTial Learnings: These are demonstrated on a daily basis through all aspects of class
programming.
The Collaborative Learner domain enables students to become effective communicators and
group members.
The Constructive Learner domain enables students to become thoughtful producers and
contributors.
The Creative Learner domain enables students to persevere and become resourceful innovators.
The Inner Learner domain enables students to become self-directed and reflective thinkers.

Key to Results: Students have been assessed at Foundation Level.

Usually: Students in this level are able to complete tasks independently
Sometimes: Students in this level are able to complete tasks with minimal assistance
With Support: Students in this level require assistance to complete tasks

Social and Emotional Development

Always

Sometimes

With Support

Works independently.
Follows instructions.
Starts work promptly.
Demonstrates good organisational skills.
Participates in class activities.
Copes with change.
Talks about how they feel.
Concentrates on the task at hand.
Co-operates in group activities.
Respects the rights of others.
Interacts confidently with a variety of people.
Displays courteous behaviour.
Is responsible for own belongings.
Behaves appropriately in a variety of situations.
Responds positively to discipline.
Uses class equipment correctly and safely.
Gives their personal best.

English
By the end of Transition, students predict and question to make meaning from texts.
They understand that there are different types of texts and identify links between
texts and their personal experience. They read short, predictable texts with familiar
vocabulary and supportive images. They identify the letters of the English alphabet
and listen for rhyme, letter patterns and sounds in words. Students understand that
their texts can reflect their own experiences. They identify and describe preference
about familiar texts, objects, characters and events. Students communicate in group
and whole class settings. They retell events and experiences and use familiar sounds
and words in writing.
Speaking and Listening

Always

Sometimes

With
Support

Always

Sometimes

With
Support

Speaks clearly and confidently to the class.

Conveys messages and ideas clearly.
Responds to simple instructions and directions.
Joins in songs, stories, rhymes and role plays.
Demonstrates attentive listening.
Stays on topic during class discussions.
Responds to and ask questions.

Reading and Viewing

Recognises own name in print.

Holds book correctly.
Reads from front to back.
Differentiates between text and illustrations.
Uses pictures to predict and enhance meaning in
text.
Uses sound/symbol relationships when
attempting to read unknown words.
Draws on personal experiences to predict events
when reading.
Demonstrates comprehension by answering

simple questions.

Writing

Always

Writes own name.

Has an awareness of print direction.
Copies writing from board.
Attempts to write independently.
Reads back own writing.
Attempts to employ correct pencil grip.
Produces standard handwriting movements and
patterns.

Sometimes

With
Support

Mathematics
By the end of Transition, students make connections between number names,
numerals and quantities up to 10. They compare objects using mass, length and
capacity. Students connect events and the days of the week. They explain the order
and duration of events. They use appropriate language to describe location. Students
count to and from 20 and order small collections. They group objects based on
common characteristics and sort shapes and objects. Students answer simple
questions to collect information.
Number Sense

Always

Sometimes

With Support

Orally counts to 30.

Counts objects by matching the spoken number
to each item counted.
Uses materials to demonstrate addition sums to
10.
Uses materials to make equal groups.

Measurement and Geometry

Sequences three steps in familiar events.

Uses descriptive and comparative language of
time, before, now, after, etc.
Sorts objects according to attributes e.g. size,
shape, colour.
Names an assortment of shapes.
Fits shapes and objects together based on shape
orientation.
Recognises and invents own repeating pattern
using a variety of objects.
Recognises a repeating pattern using a variety
of objects.
Makes and continues a repeating pattern made
from shapes, objects or pictures.
Identify and describe the attribute of length.
Compare lengths directly by placing objects side
by side and aligning the ends.
Records comparisons of length informally.
Religion

Always

Sometimes

With Support

During the units on Lent and Easter, the students begin to develop awareness that there
are special times in the year of the church and that there are specific things that we do to
recognise and celebrate them. Students also study how they develop a relationship with
God through trusting relationships with others. They explore Gods love through the
sharing of The Great Flood story. The students are also exposed to the stories Jesus told
about how to act towards others.
Comment

George demonstrates a sound understanding of the Churchs seasons of Lent and

Easter. He listened to discussions and was able to retell some of the events in the
bible stories shared. With support, he is able to identify values in the words and
actions of Jesus. George participated in discussions on how these could be applied
to his life in the home, school and community.
Below Standard
Above Standard

At Standard

History

Students sequence significant family information and use simple historical terms
related to the past, present and future. They pose questions about the past and
present an oral narrative using pictures or photographs. Students explore their
personal and family history and share stories about the past.
Comment

George is able to recognise the differences and similarities between students' daily
lives and life during their parents and grandparents childhoods. With support,
George posed questions about the past using the sources provided. He is able to
sequence familiar objects and events.
Below Standard
Above Standard

At Standard

Geography

Students develop their understanding of place. They explore reasons why some
places are special to people, and how they can be looked after. Students explore
the places people live in and belong to, their familiar features and why they are
important to people, including Aboriginal and Torres Strait Islander Peoples. They
investigate maps and their location and features.
Comment

Below Standard
Above Standard

Science

At Standard

Students learn that all living things have basic needs for their survival- food, water,
shelter and air. They identify the needs of humans such as shelter, food and water.
Students explore and make observations by using the senses. They engage in
discussions about observations and use methods such as writing and drawing to
represent ideas and findings.
Comment

Below Standard
Above Standard

At Standard

Health and Physical Education

Students identify and strengthen their social and emotional capabilities in order to be
successful in school, experience wellbeing and have positive relationships. Students
engage in the You Can Do It! program. In PE students identify different settings where they
can be active and learn how to move and play safely. They describe how their body
responds to movement. Students use personal and social skills to include others in a range
of activities. Students perform fundamental movement skills and solve movement
challenges.
Comment

Below Standard
Above Standard

At Standard

The Arts

Students have opportunities to develop their visual art skills through a wide range of art
and craft activities. They create art pieces and produce an array of artworks using different
materials, processes and technologies. In music, students have been experimenting with
percussion instruments and the different ways in which they can be played. They
discovered that an instrument can make a variety of sounds when it is played in different
ways. Children have been echoing basic rhythmic patterns using body percussion as well
as instruments. Recently they have been learning to identify high and low sounds, and long
and short notes.
Comment

Below Standard
Above Standard

Design and Technologies

At Standard

Students use materials, components, tools, equipment and techniques to safely make a
bird feeder. During ICT, students learn the features of a computer, logging on/off, mouse
manipulation, opening and closing web pages and how to use programs such as Reading
Eggs.
Comment

Below Standard
Above Standard

At Standard

Indonesian

By the end of Level 1, students identify key words and well known phrases in spoken
language. They reproduce and practice the target language relying on contextual support.
Students are able to interpret and respond to short written texts with support and write
using key words and well known phrases. Students recognise that Bahasa Indonesia is the
national language of Indonesia and that it is similar to English in its alphabet and sound
system.
Comment

Below Standard
Above Standard

At Standard