Meet the teacher 2014 - Oatley Public School

Meet the teacher 2014 - Oatley Public School

Meet the Teacher 2019 Welcome to Stage 1 There are 7 Stage One classes this year: 1H (Mrs Haman) 1M (Miss Mieszkuc) 1D (Miss Downs Tuck) 2E (Mrs Edwards) 2L (Mr Lao) 2D (Miss Dayman) 2H (Mrs Hogan) School Routines

All payments to the office before school. Please sign a permission slip for each child Lunch orders on Mondays, Tuesdays, Wednesdays and Thursdays. Place orders online through flexischools app prior to the school day Late arrivals/early departures to the office to sign register prior to going to your childs class Absences Food at school- Birthdays/Allergy awareness Student Wellbeing Student Wellbeing at OPS

Growth Mindset Values Assembly Recognition School Based Student Wellbeing Class Acknowledgement Homework Handed out on a Monday morning, due back to school on Friday Weekly homework consists of: PRACTICE EXERCISES InitiaLit Spelling Maths Problem Solving Home Reading Bug Club and Mathletics (optional) TALKING AND LISTENING News

Keeping Informed School Stream app Oatley Public School website www.oatleypublicschool.nsw.edu.au Stage One Newsletter Twice a term OPS Strategic Directions School Plan 2018-2020 Knowledge Construction Collaboration Effective Feedback Strategies Integrated Unit of Work Integrated units focus on making connections for

students, allowing them to engage in relevant, meaningful activities that can be connected to real life. Integration helps students to become life-long learners and allows efficient coverage and delivery of curriculum in terms of expertise, resources and time. Schoolyard Safari Unit Summary Students learn about how insects exist on our planet, the way they interact with the environment and the impact they make on our world. Students are set challenges throughout the unit to create and test a variety of objects such as an ant hotel, bug catcher and a new insect.

Students learn about a variety of insects in our world. They discuss their appearance, habitat, diet and life span as well as the way they function in their insect community. Students collaborate to solve a variety of problems or complete STEM challenges. Topic: Schoolyard Safari ENGLISH create short imaginative, informative and persuasive texts using growing knowledge of text structures and language features for familiar

and some less familiar audiences, selecting print and multimodal elements appropriate to the audience and purpose understand the process of planning, drafting and publishing imaginative, informative and persuasive texts plan, compose and review simple imaginative, informative and persuasive texts on familiar topics compose texts supported by visual information (eg diagrams and maps) on familiar topics understand that different types

of texts have identifiable text structures and language features that help the text serve its purpose Recognise that time connectives sequence information in texts recognise that different types of punctuation, including full stops, question marks and exclamation marks, signal sentences that make statements, ask questions, express emotion or give commands Learning Intention MATHEMATICS

SCIENCE check solutions using a different Identifies and describes the strategy structure and function of living recognise which strategies are things, concentrating on insects, more efficient and explain why and ways in which living things uses objects, diagrams and interact with other living things technology to explore and their environment. mathematical problems Plants and animals depend on supports conclusions by each other in their environments.

explaining or demonstrating how Environments for living things answers were obtained need to provide basic requirements for the life of those living things. Environments may be disturbed in a range of ways by human and natural actions, and these disturbances can affect the living things in those environments. Conducts investigations by observing, questioning, predicting, testing, collecting, recording and analysing data, and drawing conclusions. Identifies, with guidance, the

types of measurements and data to be collected and decides how to do this and with whom. Uses equipment accurately, reliably and safely. Records data in an appropriate form and works out trends or patterns in the collected data. Reports to others, using simple factual texts such as information reports, procedures and explanations. HISTORY brainstorm what aspects of the past can be seen in the local

area identify a significant person, building, site or part of the natural environment in the local community and discuss what they reveal about the past and why they are considered important sequence familiar objects and events distinguish between the past, present and future explore and use a range of sources about the past identify and compare features of objects from the past and

present develop a narrative about the past use a range of communication forms (oral, graphic, written, role play) and digital technologies GEOGRAPHY investigate connections that people, including Aboriginal and Torres Strait Islander Peoples, have to local and global places, for example: discussion of Aboriginal and Torres Strait Islander Peoples

connections with land, sea and animals of their place description of reasons people are connected to places in Australia and/or countries across the world eg birthplace STEM Challenges What is STEM? Authentic learning experience for the children that is both fun and educational. It teaches students science, technology, engineering and maths as an integrated subject. Puts the focus on the students Students investigate the answers and information themselves using their critical thinking skills and doing lots of hands-on activities, rather than having the information being spoon-fed to them. Why is STEM important?

Cultivate and foster 21st century skills Creativity Critical thinking Collaboration Communication How Collaboration Works How STEM challenge effectiveness is measured Learning Intentions: Are the goals of the lesson is. Success Criteria: Are the steps needed to work towards and achieve the learning intention. (Cluster markings in Writing). These are all discussed with students so they are familiar with the language and vocabulary. Students then understand why

they are learning a particular topic, where they are headed and how they will get there as well as where to next? They are working towards becoming critical reflectors of their own work and use positive statements in class such as I can. Effective Feedback: Is then given to students verbally and via cluster marking cards. Literacy and Numeracy InitiaLit - Year One Mathematics Place - A Learning Place, A Teaching Can You Help?

Thank you for your interest so far. The Reading Group Program in 1D for Term 1 is consolidating placement to ensure individual student growth. 1D will not need parent helpers this Term, however we will be seeking assistance in Term 2 Before committing yourself to helping in the classroom, we ask parents to sign a child protection declaration, sign on and off at the visitors register and wear a visitors badge, and come without younger children when helping Concerns Please feel free to make an appointment to speak with me in regards to your childs learning in the classroom During pick up time in the afternoon it is my duty of care to ensure all the children go home with their parents or caregivers so I would

appreciate if you did not approach me during this time Appointments can be made by phoning the office. I am available most afternoons after school Thank You!! I look forward to a productive and rewarding year working with you and your child in 1D

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