Topic outline

  • General

    Central Idea

    Interactions with others contribute to shaping relationships

    Lines of Inquiry

    We are inquiring into:

    • Qualities of a good friend (FORM)
    • How we collaborate and cooperate with others (FUNCTION)
    • How our actions impact others (CAUSATION) 
    • Topic 1

      2nd October 2019

      The K2s have begun to inquire into how they collaborate, interact and cooperate with others. This involves sharing, taking turns and using the language of cooperation. The children started to show great collaboration and group decision making skills when engaging in learning experiences and self-selected play. Some children have begun to take on a role within a group and started to follow a group plan.

       

      We will continue developing our conceptual understanding of the above and aim to recognise that:

      • Interacting with others can be fun

      • Group experiences depend on cooperation and collaboration of group members

      • Ideas can be communicated with others in a variety of modes

      • Our behaviour affects others

      Creating a marble run together

      Working together to build a masterpiece!

      Maths

      The K2s have worked on enhancing their understanding on patterns. Patterning encourages children to look for regularity and rules, a critical component of mathematical reasoning. The children have been exploring and describing patterns in their environment and have had opportunities to create their own patterns in a variety of ways. Through a range of experiences, the children have also explored sorting and classifying familiar objects. 

       

      How you can support your child at home:

      • Look for patterns in the environment such as spots and stripes. You can help by stating out loud a pattern you have noticed. 

      • Recognise patterns within the context of your child’s day, e.g. daily routine

      • Tune into repeating patterns of sound (loud, loud, soft; loud, loud, soft) and movement (jump, jump, clap; jump, jump, clap)

      • Encourage your child to create patterns by arranging coloured blocks, crayons, different sized objects, or stringing beads. 

      • Recognise repeating patterns. Ask children to extend a pattern by deciding what comes next in the pattern, an example of a 2-step pattern: green, blue; green, blue, an example of a 3-step pattern: heart, triangle, circle; heart, triangle, circle.

      • Questions you may want to ask: Do you see a pattern? Tell me about it. What comes next? Could you make a pattern with these different materials? Can you show me a pattern with your body? What would you do first? Second? What would happen to the pattern if I changed…?

      Creating patterns using loose parts 

      • Topic 2

        9th September 2019

        As part of our Who We Are unit we have been thinking about our friends. Forming friendships with other children is an essential and extremely valuable part of early childhood. Established peer relationships help children to develop socially, emotionally, linguistically and cognitively and foster a sense of self confidence, safety, connectedness and belonging.

         

        In order to identify the children’s understanding and perceptions of friendships, the K2s will be thinking about the following questions ‘What is a friend? What makes a good friend? How can you be a good friend?’ 

         

        Through discussions and social stories as well as learning engagements such as making friendship bracelets or drawing a friend, the children will continue to deepen their understanding of friends and develop their philosophies around friendship.

         

        Social Stories that will support your child with this unit: 

         

        Classroom Expectations

        Howard B Wigglebottom learns to Listen - Howard Binkow

        Lacey Walker, Nonstop Talker - Christianne C. Jones

        Interrupting Chicken - David Ezra Stein

        Rex wrecks it! - Ben Clanton

        This is our House - Michael Rosen

        No David - David Shannon

        David gets in Trouble - David Shannon

        It’s Mine! - Leo Lionni

         

        Friendship Stories

        Friends - Eric Carle

        Stick and Stone - Beth Ferry and Tom Lichtenheld 

        My Friend is Sad - Mo Willems 

        The Rainbow Fish - Marcus Pfister

        The Things I love about Friends - Tracey Moroney

        How do Dinosaurs stay Friends - Jane Yolen

        Lost and Found - Oliver Jeffers

         

        Feelings Stories

        The Way I feel - Janan Cain

        How are you feeling - Saxton Freymann & Joost Elffers

        Marvin gets Mad - Joseph Theobald

        In my Heart - Jo Witek

        The Cloud - Hannah Cuming

         

        Other Stories related to this Unit

        The Selfish Crocodile - Faustin Charles and Michael Terry 

        Sharing a Shell - Julia Donaldson

        The Snail and the Whale - Julia Donaldson

        How Full is your Bucket? - Tom Rath

        Have you filled your bucket today? - Carol McCloud & David Messing

        Only One You - Linda Kranz

        Guess how much I love you - Sam McBratney & Anita Jeram

        Pig the Pug - Aaron Blabey

        Pig the Fibber - Aaron Blabey

        Pig the Winner - Aaron Blabey

        Please Mr Panda - Steve Antony

        I’ll wait Mr Panda - Steve Antony

        Can I Play Too? - Mo Willems

         

        Maths

         

        The K2 classes have enjoyed exploring and engaging in the different learning spaces of their new classrooms. Some classes started to reflect on their experiences at school and demonstrated their ability to identify their favourite areas to learn and play. From this, the children have created a mathematical pictogram to identify the most and least popular areas of their classroom.

        We compared our findings and discussed the following questions: 

        Which areas were more or less popular than others?

        Which area was the most or least favourite area in the classroom?

        Which is the area that not many children like to play in?

         

        Through this activity the children learned about data handling in a practical way. They were also encouraged to use mathematical language (e.g. more, less, same, least, most) when counting, comparing and discussing the outcomes.

         

        • Topic 3

          26th August 2019 

          What is this unit about?

          The ‘Who We Are’ unit is an ongoing unit of inquiry in which children will learn about themselves and others through their experiences. Children will be building and sustaining positive relationships within the school and developing their understanding of what makes a good friend. During this unit the children will be encouraged to cooperate and collaborate with their peers which involves sharing, taking turns and working together. They will inquire into how their actions impact others by exploring the connection between our emotions and actions.

          We began the ‘Who We Are’ unit by encouraging the children to consider how we can build a positive classroom community. The children are achieving this by discussing their roles and responsibilities at school and by developing an essential classroom agreement. We discussed the importance of following these rules and expectations and recognised that this will contribute to building a positive class environment.

          Friends enjoying seeing each other again and getting to know their new classroom environment and resources