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Curriculum
PREP Sample
Booklets for Prep are designed to be bright and engaging for our young students, with clear
instructions for home-tutors. Please see some examples of the curriculum in pages following.
We provide all of the resources pictured below for Prep students.
This is a starter pack, with some additional supplies sent each term.
ENGLISH
PREP
Unit Outline
Students will engage with written and spoken text and language to continue to find meaning.
• Students will blend and create words.
• Students will explore word families and rhyme.
• Students will create different text using the correct structure and format.
• Students will draw on their personal experiences when reading to make text to self-
connections.
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• Students will continue to learn to correctly form the letters of the alphabet.
• Students will continue to explore books and begin to engage with the schools reading
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program and read short predictable texts.
• Students discuss their thoughts and feelings about what they are reading and make
connections to their lives.
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WORKSHEET: Loud Like Lily
Loud Like Lily
Quiet – A picture or photo of me being Loud - A picture or photo of me being
quiet loud
LOUD LIKE LILY
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My sentence about being quiet My sentence about being loud
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ENGLISH TERM 3 | 2021 PREP – Riverside Christian College Distance Education
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Week 3
ENGLISH Lesson 3
Duration: 60 minutes
DEAR ZOO
Activity Instructions:
LEARNING INTENTIONS
1. Read the story ‘Dear Zoo’ by Rod Campbell.
• They recognise the letters of
the English alphabet, in upper
2. Open the Soundwaves Student Book to page 73. and lower case and know and
use the most common
3. Direct your student’s attention to the ‘Sound Box’ in the top left corner sounds represented by most
letters
of the page.
• They read high-frequency
words and blend sounds
4. Encourage your student to identify the sound represented by the orally to read consonant-
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grapheme /z/. Can they recall the chant? Model the sound a few times vowel-consonant words
and ask the student to copy. • They read short, decodable
and predictable texts with
familiar vocabulary and
two days.
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5. Ensure your student understands this is the focus sound for the next supportive images, drawing
on their developing
knowledge of concepts of
print, sounds and letters and
6. Brainstorm words and names containing the focus sound (oral only).
decoding and self-monitoring
strategies
7. Display page 73 of the Student Book. Read the instructions to the • Their writing shows evidence
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student and discuss the images. Model what has to be done before the of letter and sound
student completes the activities independently. knowledge, beginning writing
behaviours and
experimentation with capital
Raz Kids online: letters and full stops
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SUCCESS CRITERIA
1. Invite your student to sit with you in a comfortable place. • Recognise and name all
upper- and lower-case letters
2. Using your online device, support your student in choosing a book from (graphemes) and know the
their reading level, from the school’s online reading programs. most common sound that
each letter represents
(ACELA1440)
3. While your student is reading to you (or to themselves), we encourage • Understand how to use
you to be available to them, in order to provide support with unknown knowledge of letters and
words/meaning etc. sounds including onset and
rime to spell words
(ACELA1438)
4. After your student has finished reading, discuss the book with them. • Know how to read and write
Ask them to pick a character in the story. You could ask: some high-frequency words
and other familiar words
(ACELA1817)
• Share feelings and thoughts
about the events and
characters in texts
(ACELT1783)
39 ENGLISH TERM 3 | 2021 PREP – Riverside Christian College Distance Education
• Who or what was the book about?
• Who was your favourite character in the story?
• Think about this character: how are they similar to you?
• How is this character different to you?
• How would you feel if you were this character in the story?
• What was the title of the book?
• Who is the author?
• Did you enjoy this book?
• Could the story really happen? Why or why not?
• Would you recommend this book to other people?
5. Enjoy talking to your student about the story.
Word Families
1. Read/listen to a book with rhyme e.g. ‘Dust Bunnies’, ‘Demolition’, ‘Cat in the Hat’ etc. to revise
rhyme and word endings.
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2. Look at the rhyming houses that you created in the lesson last Wednesday.
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3. Use each ‘house’ to create a word-family-silly-sentence with the student. E.g. The fat cat sat on a
mat with a hat.; The mop went pop into the shop.; The man with a fan rode in a van.
4. Write these silly sentences, one at a time, on the whiteboard and draw a silly picture to match.
5. Have a bit of fun, they don’t have to make sense too much. Just focus on the student writing the
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rhyming words themselves and connecting that the end is the same.
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40 ENGLISH TERM 3 | 2021 PREP – Riverside Christian College Distance Education
THE ARTS
PREP
Unit Outline
During this unit of Classroom Music, students will explore beat and dynamics (volume).
Students will hear, play and write LOUD and SOFT music with a steady beat. Students will
have opportunities to demonstrate their ability to sing in tune and match pitch, differentiate
between loud and soft music, keep the beat, combine lyrics and dynamics to compose and
describe the mood of different types of music.
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“HEY HEY LOOK AT ME"
• Fill the action box with your chosen action.
• Identify whether this action would be loud or soft.
• Record yourself keeping the beat while singing.
• Submit this to the submission point on your student's
Schoology Course page.
WORKSHEET: Hey Hey Look at Me
Dynamic: ______________________________________________
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HeyPL hey look at me
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I am _______ you can see.
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14 MUSIC TERM 3 | 2021 PREP – Riverside Christian College Distance Education
Week 5
MUSIC Lesson 1
Duration: 60 minutes
LET’S GET LOUD
Tasks to complete this week:
LEARNING INTENTIONS
1. Understand turn-taking in group music making. • Students communicate about
the music they listen to, make
2. Respond to loud and soft music through listening, singing and moving. and perform and where and
why people make music
• Students improvise, compose,
3. Respond to loud and soft music through singing and playing
arrange and perform music
instruments.
SUCCESS CRITERIA
Activity Instructions: • Students develop aural skills
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by exploring and imitating
sounds, pitch and rhythm
1. Participate in the learning activities as per the online resources.
patterns using voice,
movement and body
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2. As you listen to the music this week: percussion (ACAVAM106)
RESOURCES REQUIRED
• Can you identify volume (dynamic) in the music where a performer
• Device to access Schoology
may be loud? and YouTube
• Can you identify volume (dynamic) in the music where a performer • A soft toy
may be soft? • Instruments: drum, triangle,
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• Why do you think the performer used that dynamic? egg shaker, rhythm sticks
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12 MUSIC TERM 3 | 2021 PREP – Riverside Christian College Distance Education
BEAT OR NO BEAT
Identify Whether Music Has A Beat or Not
• Listen to the audio samples.
• Circle the pictures that have a beat.
• Put a cross through the pictures with no beat.
• Submit this to the submission point on your student's
Schoology Course page.
WORKSHEET: Beat or No Beat
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9 MUSIC TERM 3 | 2021 PREP – Riverside Christian College Distance Education
DESIGN AND Week 2
TECHNOLOGIES Lesson 1
Duration: 30 minutes
WOMBATS
Instructions:
LEARNING INTENTIONS
1. Revise what habitat means (the place that they live, what their home • Students describe the
and environment look like). Keep using the word habitat with your purpose of familiar products,
student and reviewing what it means. Explain that the natural habitat services and environments
and how they meet a range of
of an animal is what it needs to survive in the wild. present needs
• Students identify needs,
2. Today we are going to do some research on wombats. opportunities or problems and
describe them
3. Google: Wombat habitat (help your student to type these words into
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SUCCESS CRITERIA
the search engine – let them be as independent as possible, even if it • Students will identify how
is really slow). people design and produce
familiar products, services
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4. YouTube and pages that might come in handy for you! and environments and
consider sustainability to
https://kids.kiddle.co/Wombat
meet personal and local
https://study.com/academy/lesson/wombat-facts-lesson-for-kids.html community needs
https://www.nationalgeographic.com/animals/mammals/c/common- (ACTDEK001)
wombat/ • Students will explore how
https://www.youtube.com/watch?v=kKMZ6wJ5X9g people safely use common
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information systems to meet
https://www.youtube.com/watch?v=TkCq54_ho-A
information, communication
You could also use any information books that you might have on this and recreation needs
animal, or visit a library. (ACTDIP005)
• Students will create and
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5. Students fill in the worksheet on Wombats and their habitat. Assist organise ideas and
information using information
your student as you feel necessary. You can scribe for your student systems independently and
and help them read information. If you watch YouTube clips, pause at with others, and share these
appropriate times and discuss relevant information that they will need with known people in safe
for their worksheet. online environments
(ACTDIP006)
RESOURCES REQUIRED
• Internet access or animal fact
books
WORKSHEETS REQUIRED
• Wombats
7 DESIGN AND TECH. TERM 3 | 2021 PREP – Riverside Christian College Distance EducationWOMBATS
Draw a picture of a wombat in its natural habitat.
WORKSHEET: Wombats
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What is a wombat habitat like? (Where do they live?).
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______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
Do wombats need to live close to water? Yes / No
What do wombats eat?
______________________________________________________________________
______________________________________________________________________
What needs of Wombat do we need to keep in mind when building them a new habitat?
______________________________________________________________________________
______________________________________________________________________________
8 DESIGN AND TECH. TERM 3 | 2021 PREP – Riverside Christian College Distance EducationInterested in learning more about our Distance Education
program?
We would be pleased to discuss our Curriculum program with
you further. For more information, please contact us:
07 4123 5599
distance-ed@riverside.qld.edu.au
Copyright © 2021 by Maryborough Christian Academy.
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