Early Stage 1 Sample B

NSW Department of Education
Early Stage 1 One unit of
work – sample BAll K-6 key learning areas

How to use this resource

Each Key Learning Area has sequential activities linked to outcomes. Choose
the activities you wish to use and cut and paste them into your weekly class
timetable with the resource links.
English Mathematics
This resource includes 5 sequential This resource includes 5 sequential
tasks, with outcomes, from various tasks, with outcomes, from a
English objectives. Mathematics strand and sub strand.
Each task has a duration between 45 Each task has a duration between 45
minutes and 1 hour. minutes and 1 hour.
Links to the online resources are Links to the online resources are
included with tasks. included with tasks.
Science and Technology HSIE PDHPE Creative Arts
This resource includes 3 sequential tasks, with outcomes, for each Key Learning
Area.
Each task has a duration between 30 minutes and 1 hour.
Links to the online resources are included with tasks.
Early Stage 1 Week
B
Support for assessment and feedback

Advice and resources
The department’s
Curriculum planning and programming, assessing and reporting to parents K-12

policy
informs school-based decisions about assessment and reporting processes.
A collection of
ready-to-use assessment tasks, assessment activity templates and tools have

been developed to support assessment and feedback. These resources could be
Professional
used in both learning
face-to-face and online classroom settings.
The strategies for assessment and feedback for K-6 professional learning provides a
guide for K-6 teachers about how to assess and provide feedback online to students. It
also provides advice to support parents and carers of K-6 students with assessment
and feedback. Access the MyPL link to this professional learning under the
primary curriculum section of the website.

English – overview of tasks
Objective A
1. Reading and Viewing – ‘Belinda’, written and illustrated by Pamela Allen
2. Handwriting – Letter Gg
3. Speaking and Listening 1 – Describing my senses
4. Speaking and Listening 2 – How do I feel?
5. Writing and Representing – When animals speak
Early Stage 1 Week B

English Task 1 – 45 minutes
Objective A Reading and Viewing – ENe-4A – ‘Belinda’, written and illustrated by Pamela Allen
What do to:
Watch the recording of Belinda, written and illustrated by Pamela Allen, published
by Penguin Random House Australia.
Images hold connotations. A connotation is a feeling or idea created, that is more
than just what you see.
Look at these images from the text Belinda (see next slide). This text is written and
illustrated by Pamela Allen, published by Penguin Random House Australia.
What connotations or feelings do you get when you look at each one? Why?
Early Stage 1 Week

B
English Task 1 continued
These images are from

Belinda, written and illustrated
by Pamela Allen, published by
Penguin Random House
Australia.

English Task 2 - 45 minutes
Objective A Handwriting – ENe-3A – Letters Gg
What to do:
These worksheets will help you practise writing lowercase and uppercase ‘gG’
Make sure you are sitting correctly with your feet on the floor.
Hold your pencil so it rests easy in the soft spot between your thumb and your
pointer finger. Is your pencil sharp? You’re ready to start writing!
Early Stage 1 Week

B
Objective B
Speaking and Listening 2 – ENe-6B – Describing my senses
What to do
Use your 5 senses and imagination, describe these as best you can:
o
the beach
o
a horse
o
hairspray
o
a roller-coaster
o
the circusor a carnival
o
a desert
o
the main street of a city
o
By ( CC BY-SA 2.0)


Objective B Speaking and Listening 2 – ENe-6B – How do I feel?
What to do:
Words hold connotations. A connotation is a feeling or idea created, that is more
than just what the word says.
Play: ‘Thumbs up, thumbs down’ with an adult
When each word is presented, indicate with a thumbs up if the connotation is
positive, a thumbs down if the connotation is negative. Explain how it makes you
feel.
winter forest birthday park
beach home ice-cream flowers
Choose one thumbs up and one thumbs down from the list above. Draw them both
side by side. Explain to an adult how you’ve made them look positive and negative.
Did you use different types of colours or are people happy or grumpy? How can you

Objective A Writing and Representing – ENe-2A – When animals speak
What to do
Look at the ‘Mooooooooo!’ word in the text from Belinda. This is used a few times
through the text. What impact does it have on us as readers? Can we use this
technique in our own writing? Can you think of the sound these animals make and
how we could write it?
o
a cat
o
a dog
o
an owl
o
a kookaburra
o
a horse
o
a chicken
o
a tiger
Say each animal sound aloud and have a go at writing the phonemes you can hear,
just like Pamela Allen does (see next slide). Try adding three new animals of your
own.
English Task 5 continued

Animal Sound
cow Mooooooooooooooooooooo!
cat
dog
kookaburra
horse
chicken
tiger

Mathematics – overview of tasks
1. Measurement and Geometry – Make a Tangram

2. Measurement and Geometry – Tangram puzzles
3. Number and Algebra – Splat!
4. Number and Algebra – 3 tens in a row
5. Number and Algebra, Measurement and Geometry – Staircase pattern

Mathematics Task 1 – 45 minutes
Measurement and Geometry – Two dimensional space – MAe15MG – Make a tangram

Working Mathematically outcomes: MAe-1WM, MAe-2WM, MAe-3WM
What to do:
View video How to make a tangram
With an adult collect:

pair of scissors
1 square sheet of paper (View video on how to make a square)
View video How to make a tangram with an adult and together make your own
tangram.
Early Stage 1 Week

B
Mathematics Task 2 - 45 minutes

Measurement and Geometry – Two-dimensional space – MAe-15MG - Tangram puzzles
What to do:
Using all the pieces of your Tangram (that you made yesterday), try creating these
formations!
A mountain A triangle A love heart
Reflection: What are

2 things about your
learning that made you
feel good today?
Early Stage 1 Week B A tree A butterfly


Number and Algebra – Whole Numbers, Addition and Subtraction – MAe-4NA, MAe-5NA – Splat!
Splat!
(Adapted from Steve Wyborney)
What to do:
View video Splat!

View video Splat! Make sure you have your subitising eyes ready to look for chunks
that you recognise instantly so you don’t have to count!
Draw how many dots you think you saw and how you saw them?
Early Stage 1 Week

B

Number and Algebra – Whole Numbers, Addition and Subtraction – Mae-4NA, MAe-5NA – 3 tens in a row
What to do:
View video 3 tens in a row

Play 3 tens in a row.
How to play
Draw a 3x3 grid as a game board (like noughts and crosses game board).
Players take turns to roll the dice and write the number in one of their boxes.
The goal is to be able to write two numbers in each box that combine to make 10.
Players continue taking turns until a player has been the first to make 3 tens in a
row.


Measurement and Geometry – Two-dimensional space – Mae-15MG – Staircase pattern
Number and Algebra – Whole numbers and Addition and Subtraction – MAe-4NA, MAe-5NA
What to do:
View video Staircase pattern K and S1 – Part 1

Draw the staircase pattern we’ve made in the video, continuing it down the other
side on grid paper
View video Staircase pattern K – part 2 and be ready mathematicians, to notice

some ideas and help with some counting.
How many blocks are there altogether? Draw a picture to record the
thinking you did to work out the solution.

Science and Technology – overview of tasks
Material World
1. Properties of materials (worksheet provided)
2. Plastic, metal, wool or fabric (worksheet provided)
3. Cut and paste (worksheet provided)

Science and Technology Task 1 – 1 hour
Material World – STe-4MW-ST – Properties of materials

Focus question: What are some of the observable properties of materials?
What to do:
When we touch a material with our fingertips, we can feel if it is bumpy, smooth,
rough, soft or hard. These are called the properties of materials.
Cut out the hand shape (see next slide). On each of the fingertips find something in
your house or classroom that feels the way it is described. For example, something
soft could be cotton wool.
Glue a small piece of that material on the fingertip that describes how that material
feels.

Science and Technology Task 1 continued

Bump
y Hard
Rough
S
o
ft
Smooth
Thumb
Early Stage 1 Week

B

Material World – STe-4MW-ST – Plastic, metal, wool or fabric
What to do:
Different things, or objects, are made from different materials. Some objects need to
be strong while others are soft or smooth.
Find objects around your house or classroom that are made from plastic, metal,
wool and fabric. Add them to the table (see next slide)
You can choose to:
o
Draw and label them or
o
Take a picture, print, glue and label them
Early Stage 1 Week

B

Objects and materials
Metal Wool
Fabric Plastic


Material World – STe-4MW-ST – Cut and paste
What to do:
Would you use paper to make your shoes? Would you use spaghetti for a belt? Why
not?
In the activity (see next slide) you need to match the object to the reason why it has
been made from that material. Some materials don’t let in water, some materials
stretch, some come from nature and other materials keep you warm.
Cut and paste the reasons why that material was chosen next to the object.
Early Stage 1 Week

B

Object Material Why? Cut and paste the correct reason
Reason why? Cut and paste
wool jumper
It doesn’t melt when it gets hot
pixabay
It keeps us warm and is soft
glass window
It doesn’t break when we drop it

pixabay
metal cupcake tin It is heavy and strong

pixabay
It can bend and be woven
wood didgeridoo
pixabay
We can write on, cut and fold it
plastic cup
pixabay
We can see through it
brick
pixabay It can be shaped with tools
grass dillybag Early Stage 1 Week B
wikimedia
HSIE History – overview of tasks
Personal and family histories

1. Shared experiences with family
2. Shared experiences with friends
3. School in the past

HSIE History Task 1 – 45 minutes
Personal and family histories – HTe-1, HTe-2 – Shared experiences with family
Key inquiry question – What is my history and how do I know it?
What to do:
Look at this photograph and discuss the following questions with an adult.
o
Who is in the photograph? How many people can you see?
o
What do you think they are doing? How do you think they feel?
Find a photo of something you have done with your family, or a family member. Talk
with an adult about what is happening in the photograph and answer these
questions.
o
Who are the people in the photograph? How are they related to you?
o
Where were you? When did it happen? How old were you?
o
What were you doing?
o
How did you feel at the time? Were you happy/sad/annoyed/scared? Why?
Early Stage 1 Week
B Draw a picture of you and your family doing something together. You might be on a
holiday, watching TV, eating a meal, playing a game. Label the people in your

Personal and family histories – HTe-1, HTe-2 – Shared experiences with friends
Key inquiry question – What is my history and how do I know it?
What to do:
Think of an activity you have shared with a friend at school. Find a photo of your
friend if you can. With an adult answer these questions.
o
Who did you do this activity with? What was the activity you did with your friend?
o
Where were you in the school? For example, in the classroom, playground, library?
o
When did it happen? For example, during class time, at lunch, before school?
o
How did you feel at the time? Were you happy/sad/annoyed/scared? Why?
Draw a picture of you and your friend doing the activity together at school. You
might be playing a game, doing school-work, eating together. Label the people in
your picture.

Personal and family histories – HTe-1, HTe-2 – School in the past

Key inquiry question – How can stories of the past be told and shared?
What to do:
Look at this photograph of school children in the past

After looking at the photograph from the past, discuss these questions with an
adult.
o
How is my class the same as the class in the photograph? Think of two similarities.
o
How is my class different to the class in the photograph? Think of two differences.
o
What would I like to learn about the students and teachers in this photograph?
Look at some more photos to see how school life was different in the past.
Draw yourself like you are going to school like children in these photographs
Early Stage 1 Week

B
PDHPE – overview of tasks
Health, Wellbeing and Relationships

1. Different thoughts
2. Kindness
3. Feelings

PDHPE Task 1 – 1 hour

Health, Wellbeing and Relationships – PDe-10 – Different thoughts
Key Inquiry Question: How can we care for and include each other?
What to do:
Discuss with your teacher or parent/caregiver how you felt during the below situation.
How did you feel on your first day of school this year?
How do you feel about eating breakfast?
How do you feel about eating vegetables for dinner?
How do you feel about tidying your bedroom?
Survey 2 people. This could be a parent/caregiver, brother, sister, friend, a family
member. You might need to call them if they are not in your house.
Record who you surveyed and write their response in the tables (see next slide)
Discuss the following questions with your teacher or parent/carer.
Did anyone have the same feelings or response as you in the situations?
Why do you think people felt the same or different to you?
Why do people have different feelings, thoughts and responses?

PDHPE Task 1 continued
Situation Response - Person 1 Situation Response - Person 2
How did you feel on my How did you feel on my

first day of school this year? first day of school this year?
How do you feel about How do you feel about

eating breakfast? eating breakfast?
How do you feel about

eating vegetables for How do you feel about
dinner? eating vegetables for
dinner?

tidying your bedroom?
tidying your bedroom?

PDHPE Task 2 – 45 minutes
Health, Wellbeing and Relationships – PDe-10 – Kindness

Key Inquiry Question: How can we care for and include each other?
What to do:
Discuss the following questions with your teacher or parent/caregiver.
What does it mean when someone is kind? How does that make you feel?
What does it mean when someone is unkind? How does that make you feel?
Think of a time when you were kind to someone and draw a picture of you doing this.
For example, sharing your toys with another person.
Explain to a teacher or parent/carer what you are doing in the picture and how you
and the other person felt.

PDHPE Task 3 – 30 minutes

Health, Wellbeing and Relationships – PDe-10 - Feelings
Key Inquiry Question: How can we care for an include each other?
What to do:
Look at this picture of the child being excluded (left out) from the game. Discuss
with your teacher or parent/carer how do you think the child being excluded (left
out) is feeling?
Image from flickr.com

PDHPE Task 3 - continued
Look at the picture of the group of students playing. Discuss with your teacher or
parent/carer the following questions.
What do you think is happening?
How do you think the group of children are all feeling? Why?
Early Stage 1 Week

B
Creative Arts – overview of tasks
Music– Character in the arts

1. Characters in nursery rhymes.
2. This old man.
3. More rhyming songs.

Creative Arts Task 1 – 45 minutes
Music – MUES1.1, MUES1.2, MUES1.4 – Characters in Nursery Rhymes
What to do:
Sing a warm-up song or move around to warm-up bodies and voices. Sing some
nursery rhymes that you are familiar with. Select a nursery rhyme from this list or
others as known: ‘Baa, Baa, Black Sheep’, ‘Itsy Bitsy Spider’, ‘Little Miss Muffet’,
‘Humpty Dumpty’
Read the nursery rhyme and mime the actions on the spot (non-locomotor). Discuss
what the nursery rhyme is about. Researching nursery rhymes often shows very
complex and unexpected stories.
Does the nursery rhyme tell a story or is it mainly focused on the characters in the
nursery rhyme? Who are the main characters and what do we learn about them
through the nursery rhyme?
Music – MUES1.1, MUES1.2, MUES1.4 – This Old Man
What to do:
Practice singing or saying ‘This Old Man’.

Listen to the song and keep the beat on laps
Explore some action using mime and movement initially to unpack the lyrics and
then to support the singing of the song. For example, imagine the way that you
would move if you were holding a shoe, on the door and so on. Freeze in each pose
like you are a photograph.

Music – MUES1.1, MUE1-2, MUES1-4 – More rhyming songs
What to do:
Explore different songs with rhyming words or even consider completely changing
the lyrics of ‘This Old Man’ to reflect completely different objects and rhyming
words
Practice chanting and singing the song ‘Ardi Do Da Day’ (included in the film
footage) which also reinforces the numbers to ten, through repetition, verses,
rhythm and beat. It also allows for the experimentation of tone colours of vocal
timbre depending on the focus of the characters within each verse.
Early Stage 1 Week

B

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NSW Department of Education

Early Stage 1 One unit of

work – sample BAll K-6 key learning areas

How to use this resource

Science and Technology HSIE PDHPE Creative Arts

Support for assessment and feedback

Curriculum planning and programming, assessing and reporting to parents K-12

ready-to-use assessment tasks, assessment activity templates and tools have

primary curriculum section of the website.

English – overview of tasks

Early Stage 1 Week B

English Task 1 – 45 minutes

Early Stage 1 Week

English Task 1 continued

These images are from

Early Stage 1 Week B

English Task 2 - 45 minutes

Objective A Handwriting – ENe-3A – Letters Gg

Early Stage 1 Week

English Task 3 – 45 minutes

Early Stage 1 Week B

English Task 4 – 45 minutes

beach home ice-cream flowers

English Task 5 – 45 minutes

English Task 5 continued

Early Stage 1 Week B

Mathematics – overview of tasks

1. Measurement and Geometry – Make a Tangram

Early Stage 1 Week B

Mathematics Task 1 – 45 minutes

Measurement and Geometry – Two dimensional space – MAe15MG – Make a tangram

View video How to make a tangram

With an adult collect:

1 square sheet of paper (View video on how to make a square)

Early Stage 1 Week

Mathematics Task 2 - 45 minutes

A mountain A triangle A love heart

Reflection: What are

Early Stage 1 Week B A tree A butterfly

Mathematics Task 3 – 45 minutes

View video Splat!

Early Stage 1 Week

Mathematics Task 4 – 45 minutes

View video 3 tens in a row

Early Stage 1 Week B

Mathematics Task 5 – 45 minutes

View video Staircase pattern K and S1 – Part 1

View video Staircase pattern K – part 2 and be ready mathematicians, to notice

Early Stage 1 Week B

Science and Technology – overview of tasks

Early Stage 1 Week B

Science and Technology Task 1 – 1 hour

Material World – STe-4MW-ST – Properties of materials

Early Stage 1 Week B

Science and Technology Task 1 continued

Early Stage 1 Week

Science and Technology Task 2 – 1 hour

Early Stage 1 Week

Science and Technology Task 2 continued