Monday
Week O – Stage 1
Happy Monday!
To complete today's activities, you will need:
a workbook
coloured pencils
24 items (e.g. dried pasta, counters, pegs, or blocks)
a soccer ball (or similar)
markers (or shoes or water bottles)
a target (e.g. an empty cardboard box or washing basket)
a device to take a photograph
Care and Connect – caring for yourself, your family and your friends
'See you soon' shake
Let's get started!
Watch the video and join in the activity.
'See you soon' shake
Duration: 0:38
English
You will need:
Describing a special person
It's time to describe a person who is special to you!
Watch the video and join in the activity.
You will need:
pencils
your workbook.
Create a picture of a person who is special to you.
Think about what makes this person special.
Use words to describe how they:
look
act
make you feel.
Describing a special person
Duration: 3:00
A special person in a text
It's storytime!
Read or listen to 'Rocky and Louie' by Phillip Walleystack, Raewyn Caisley and Dub Leffler.
'Rocky and Louie' by Phillip Walleystack, Raewyn Caisley and Dub Leffler
Duration: 6:39
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
Reflect on your special person.
Are they similar to Rocky, the big brother who teaches, or Louie, the little brother who learns?
Complete the sentences about Rocky with the teacher in the video.
A special person in a text
Duration: 4:25
Share your work with your teacher.
Brain break
Let's recharge!
It’s time for a brain break so we can recharge for some more learning!
Complete workout 1.
Phonics
You will need:
Phonemes and graphemes: oi, oy
Let's practise some phonemes and graphemes!
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
How many sounds do you know?
Phonemes and graphemes lesson 1: oi, oy
Duration: 10:37
Virtual excursion
Uluru-Kata Tjuta National Park
This week we are exploring the sights, sounds and stories of Uluru.
Today we take a journey through Talinguru Nyakunytjaku, with 360-degree visuals and audio clips.
Discover key sites, hear the desert birdsong and listen to traditional owners sharing important cultural knowledge and stories.
Talinguru Nyakunytjaku – virtual tour
Mathematics
You will need:
Dice collection
Let's look at a dice collection – what do you see and what do you notice?
Watch the video and join in the activity.
You will need:
a pencil
your workbook.
Dice collection – part 1
Duration: 1:43
What do you notice about the dice collection shown in the picture?
Write down all of your ideas.
If you can, tell someone what you noticed about this dice collection.
Dice collection 1
Watch the video to see what to do next.
Dice collection – part 2
Duration: 10:47
Think about the ideas that were shared about the first dice collection.
Use those ideas as a starting point to help you to look at the second dice collection.
What do you notice?
What else do you notice?
What is the same about the two dice collections?
What is different about the two dice collections?
Dice collection 2
The counting game
Let's play the counting game!
Watch the video and join in the activity.
You will need:
24 items (such as blocks, pencils, pegs, dry pasta or counters)
pencils
your workbook.
Hint! The instructions are also below if you need them.
The counting game – 24
Duration: 3:31
How to play:
Use 24 as a target number. The aim is to be the player who puts down the 24th item.
Take it in turns to place 1, 2 or 3 items into a central pile (or use a ten frame). As you do so, count on, saying the number words in the sequence as you place each item. For example:
Player 1 places down 3 items and says "1, 2, 3"
Player 2 places down 2 items and says "4, 5"
Player 1 places down 2 items and says "6, 7"
Player 2 places down 1 item and says "8", and so on until the target number (24) is reached.
Players collect a point if they say the target number.
A new target number is chosen and players play again.
Try playing forwards and backwards.
After playing the counting game, answer these questions.
How could we change the game to make it more or less challenging?
What did you notice about playing the game counting backwards? Did it make your brain work harder or was it less difficult?
Did you work out a way to play this game so that you didn't lose? What was your strategy? Did it work?
For those who like a challenge!
Play the game again using a different target number and a different starting number. For example, you might start at 35 and try to get to 51.
Count in multiples. For example, you can start at 0 and aim for 85, counting by fives.
Get active!
You will need:
Soccer at home
Join us as we practise some soccer skills!
Watch the video and join in the activities.
You will need:
a soccer ball (or similar)
markers (or shoes or water bottles)
a target (e.g. an empty cardboard box or washing basket)
a clear space (e.g. a backyard).
Watch the video and join in the activities.
You will need:
a soccer ball (or similar)
markers (or shoes or water bottles)
a clear space (e.g. a backyard)
someone to play with.
Creative Arts
You will need:
Where am I?
Let's explore the setting, content and context of photos!
Watch the video and join in the activities.
You will need:
a device to take a photograph
photos (optional).
Where am I?
Duration: 10:22
A familiar photo
Let's explore a photo that you have seen or taken!
Think of a photo you have seen or taken in the past.
Hint! It might be a photo that was taken on a holiday or at a special event.
Think about the following questions:
Where is the photo set?
What landmarks can you see?
What colours are in the photo?
If there are people or animals in the picture, what are they doing?
What do you think happened before and after the photograph was taken?
A famous photographer
Let's explore photos taken by a famous photographer, Carol M. Highsmith!
Explore the photos below by Carol M. Highsmith from her travels around America.
Choose one of the images and think about the following questions:
Where is the photo set?
What landmarks can you see?
What colours are in the photo?
If there are people or animals in the picture, what are they doing?
What do you think happened before and after the photograph was taken?
Sing ‘Old MacDonald had a …' about what you can see in the image.
"Bridge Sea Water" by Falkenpost is licensed under CC BY 4.0
"Fishing Boat Ship" by Falkenpost is licensed under CC BY 4.0
"Bank Park Bench Tree" by Falkenpost is licensed under CC BY 4.0
Let's take a photo!
It's your turn!
Think about where you live, a place, or an event that you could go to easily to take a photograph. Think about the things that you would like to capture at this place. For example:
Will there be people or animals there or just the landscape?
What is the most important part of your image?
Will it be landscape (horizontal) or portrait (vertical) view?
Take your photograph.
Important! You must ask an adult before taking your photograph.
Share your work with your teacher.
Mime themes
Let's imagine a story based on the photograph you just took!
Watch the video and join in the activities.
Mime themes
Duration: 2:28
Use the photograph you have taken to imagine a story connected to that image.
Hint! If you don't have your own photograph, you could use one of Carol M. Highsmith's images. For example, in Carol M. Highsmith’s image of the car and the boat, the driver could have stopped the car and run away because they were surprised by a fishing boat in the middle of a paddock.
Think about what a photo would have looked like before this image was taken and one afterwards.
Hint! If there are no people in the photograph, imagine that there were and what they would have been doing, including why they are not in the photograph.
Create a mimed sculpture of these two scenes:
before the photo was taken
after the photo was taken.
In the example of the boat, the mimes could show:
driving the car (frozen image)
looking at the boat from a distance (frozen image).
For those who like a challenge!
Take photographs of different events to collate in a digital or real photo album.
Take a video of you acting out the scenes surrounding the photograph.
Student voice
Show how you feel about your learning today.