Term one is largely a settling in period for the Kindergarten students at the Australian Islamic College. Children will be learning to be away from parents and becoming familiar with classroom routines.

They will be learning to follow instructions and to use equipment. Some children will settle quickly, others may take all term. Flexibility and patience is important. It is vital that the children learn to use the constant positives correctly and with the minimal of supervision. This will help to ensure the smooth running of the classroom later on and limit interruptions to set activities with the teacher or aide. The teacher will need to use her discretion as to what can be realistically achieved in term one, taking into account the emotional/social needs of the children and their ability to converse in English.

For the first five weeks the class is split into two groups. Group 1 attends Mondays and Wednesdays, Group 2 Tuesdays and Thursdays. There is no school for children on a Friday during term one.

From the beginning of week six children attend for four days a week, Mon – Thurs.

The children may attend full time as of term 2.

Weeks 1 and 2 - (4 school days only)

Orientation. Children will be learning rules, routines, getting to use equipment, learning to pack away etc. It is recommended that the constant positives be introduced separately over several days.

Children can be introduced to the daily weather/days of the week/numbers chart.

Making play dough is good first day activity. The children watch how it is made and then get to play with it. This activity requires no language on the children’s part and engages them for a lengthy period. It can then be stored on the play dough table for next time.

Weeks 3 –5 (remember – children attending 2 days per week only)

Theme – ALL ABOUT ME

ENGLISH

Speaking and listening – SL 1.1a, 1.1b and 1.2

Discussion about ourselves. What are our names? Who do we live with? What do we like? Not like? We are Muslims. What does this mean?

Naming body parts.

Body parts lotto

Learning classmates names

Viewing and reading –V1.1, 1.2, 1.3, 1.4 R 1.2

Read and discuss books/stories about children/friends/families.

Recognising own name

Matching body words to pictures

Writing – W1.1

Copying own name – continue throughout year

Using pencils correctly

Body part word cards on writing table – try and copy/draw

Colour pictures of body parts, mum, dad, families etc.

MATHS

Working Mathematically - WM 1

Body parts lotto

Puzzles

Sort pictures from magazines e.g into body parts, families, girls/boys, old/young

Match body bottoms to body tops

Number- 1.1

Count body parts. Body parts number game - throw dice, collect that numbered body part, person who makes body first is the winner. Daily number songs. Introduce number one – eg paste one mouth, one nose on a face.

Number two – add 2 legs, 2 arms etc to a head and body

Chance and data

Graph – eg. How many boys/girls. Height. Shoe size. Birthdays

Measurement

Measure children – height, weight. Who can jump farthest?

SCIENCE

Life and living - LLF

Recognising and identifying body parts through music/art/English activities

Investigation

Use mirrors to observe self. Make observational drawing.

Who can do what? - Jump the farthest? Hop the longest? Predict first.

TECHNOLOGY

Using scissors correctly, cutting out pictures of own hands/ feet/magazine pictures.

Use glue correctly.

Use construction equipment eg blocks

Make a person out of play dough

Make a jointed person using card and split pins

Make a strip hat with name on it – cut straight line along length of card, staple ends.

SOCIETY AND ENVIRONMENT

This is the main outcome of the theme. Activities from other areas of the curriculum are working towards the S &E outcomes.

Ask parents to send in baby photos. Discuss change/growth. Cut out pictures of old/young – sort/discuss. Sequence baby/child/grown up. How have our needs changed?

ART

Handprints

Footprints

Drawing around hands/feet colour and cut out,

Finger painting,

Paint a cut out of themselves add collage face

Make paper plate faces

Draw picture of family glue onto a heart shape

Cut out paper clothes – dress the Muslim girl and boy

Make collages of classroom teachers – display with cut outs of class

Make a name card

Make wall masks – fold over paper, draw outline of half a face, cut out. Cut angled slit for nose and fan fold to stand out, cut out mouth and eyes while still folded, decorate with pencils and scraps - children could practise snipping with scissors by cutting string or like for hair.

MUSIC

Hello everybody and how do you do, I wonder what your name is, open shut them, fingers twinkle, heads and shoulders, hokey cokey, one finger one thumb, wiggly woo, 10 little Muslims, masha allah.

PHYSICAL

Body awareness – walk, run, stop. Moving quickly/slowly. Using different body parts to move eg slither, crawl, walk. Moving to music.

Health – personal hygiene – toileting/hand washing/fruit time

Safety - stranger danger

ISLAMIC VALUES

We are Muslims. What is a Muslim? Who is our God? What does Allah do? Why must we worship Allah? Learn duas before eating/after eating and before sleeping.

Values of respecting others, listening to our teachers, parents. Helping and sharing in the classroom.

Weeks 6 – 10 (children attending 4 days a week)

Theme - COLOURS

Suggest children work on one colour per week eg week 6 = red, week 7 = blue, week 8 = yellow, week 9 = green, week 10 = colour mixing/other colours? Consolidation of colours learned. However, this not prescriptive, weeks may overlap.

Week 6 – RED

ENGLISH

Brainstorm things that are red. Recognition of word red, tracing word red, tracing pictures of red objects, writing name in red, reading /listening/discussing stories involving red e.g Little Red Riding Hood, Little Red Hen, books about colour. Make a red things display table labelled with word cards. Use red writing implements on writing table. Use red pegs and peg boards/red threading beads for hand/eye coordination. Complete sentence - I like red…. (scribe answer) ask child to draw picture of something they like that is red. Could glue response onto red heart.

Include also ‘news’ telling and daily weather/days of week chart.

MATHS

Sorting red eg. Pass the box game, when music stops take out object – sort in to piles red/not red. Matching things that are red. Devise games using red. Introduce number one – cut out one red object or colour one thing that is red.

SCIENCE

Observation of things that are red. Compare shades of red – use paint colour samplers from paint shop. Make shades by adding white paint gradually.

Put red food dye in water trolley. What happens to the water?

TECHNOLOGY

Build with red blocks/construction equipment.

Use of scissors/pencils/glue in other activities.

Use red play dough

Prepare red foods

SOCIETY AND ENVIRONMENT

Observation of colour red in our environment. Often means danger, cite examples eg road signs.

PHYSICAL

Play colour games eg. traffic lights

Use red beanbags/hoops etc

Health

Eating healthy red foods

ART

Make a red collage

Make red ladybirds/bugs from paper plates

Colour red pictures

Colour, cut and paste things that are red.

Apple prints

Make hearts from play dough and bake/paint.

Paint red pictures on easel.

Do they like the colour red? Try and find other artists who have used red predominantly in their work. Discuss

Make anything red! Bookmark, hat – possibilities unlimited.

Week 7 - blue

ENGLISH

Similar to/Same as for red.

MATHS

Sort/match/classify things that are blue eg pegs or beads.

Make blue and red repeating patterns cards for children to copy using threading reels or like.

Numbers 1 & 2 - Colour, cut and paste 1and 2 blue things.

SCIENCE

Observation of blue things. Could make an observational drawing of something blue.

Colour mix with blue and red on painting easel. Could experiment with white coloured flowers – stand in water, add blue dye and observe over several days – flowers should turn blue.

TECHNOLOGY

Use red and blue blocks for building.

Using scissors/pencils/glue in activities.

Make blue birds from card

Blue play dough

ART

Make a blue collage

Make blue birds from card.

Cut, colour and paste pictures of blue birds

Blue balloon printing

Create, make anything blue!

Look at Van Gogh’s picture – Irises. Discuss the colours/how painted etc. What is their response? Children make own Irises picture. Observational drawings of real irises – teacher will need to model. Paintings of irises. 3D irises. Tissue collage irises.

Make a blue sky and sea picture. Could look at an artists painting of sea and sky perhaps focusing on reflections.

SOCIETY AND ENVIRONMENT

Respond to blue features of the natural environment eg.sky/flowers

Discussion of Van Gogh – artist from past times

PHYSICAL

Play variety of games using red/blue equipment Object control eg balls/beanbags/hoops.

Traffic lights game – walk/run/stop (locomotion)

Week 8 – yellow

ENGLISH

Same as for blue and red eg trace lemon pictures, colour yellow things pictures

MATHS

Same as for red/blue. Could now add colour lotto game/other games using 3 primary colours.

Add yellow to pattern cards.

Introduce number 3 – complete activity using yellow objects eg cut out 3 bananas paste in tree.

SCIENCE

Tasting yellow foods – guess which is which. Describe tastes. Which is their favourite?

Make observational drawings of bananas/grapefruit/lemons or daffodils.

Make iced ‘sun’ biscuits- children mix icing sugar/water & yellow food dye, spread on biscuit, observe changes. Make cheese on toast. Observe how cheese melts.

TECHNOLOGY

See iced biscuits.

Could make other yellow foods eg banana milkshake/ yellow lollies/cakes etc.

Add yellow blocks to other blocks

Yellow play dough

SOCIETY AND ENVIRONMENT

Observe yellow in natural environment

ART

Lemon prints

Colour, cut and paste yellow bees

Make card yellow flower on a straw – plant in a polystyrene cup painted yellow

Yellow collage

Find artist who used yellow in large amounts – discuss picture eg Van Gogh’s Sunflowers. Paint/make own sunflowers.

Songs – bananas in pyjamas

PHYSICAL

Include yellow in equipment/games

Week 9 – Green

ENGLISH

Same as previous weeks but using GREEN.

MATHS

Same as previous weeks but using green.

Introduce number 4

SCIENCE

Colour mix blue and yellow

Observational drawings of green objects eg cut open a green capsicum, observe seeds

TECHNOLOGY

Use green play dough

Add green blocks

Cutting practise – cut out pictures of green things.

Make a green frog mask

Make a crocodile – with egg cartons

SOCIETY AND ENVIRONMENT

Observe green in our natural environment

ART

Make collage green frogs

Pear printing

Paint/draw green objects

Green songs – 5 green bottles, 5 little speckled frogs, gallumph went the little green frog

PHYSICAL

Add green to equipment and include in games.

Health – discuss importance of green foods in our diet. Make a green foods display.

Week 10

ENGLISH

Match colour words to colours – cut and paste

Trace colour words

Colouring pictures

Read Brown bear brown bear by Bill Martin jnr. Make own brown bear books

MATHS

Match coloured balloons game – have colour dice, then for eg throw red and pick up and match red balloon to red balloon on child’s card. Could make own similar game.

Colour lotto

Use sorting trays to sort variety of coloured objects

Revise numbers 1-4

Make graph of favourite colours

Make colour repeating patterns

SCIENCE

Mix food dyes – blue and yellow/red and yellow/blue and red. Predict what is going to happen, record result in some way.

Make colour spinner

TECHNOLOGY

Make hats with different colours and materials

ART

Paint rainbows

Introduce other colours

Look at artists who use variety of colours in different ways.

ISLAM

Who made the colours? What would life be like without colour?