Australian International School Singapore Year One Parent Information and Curriculum by guy21


									Australian International School

          Year One
   Parent Information and
      Curriculum Guide
Teacher                    Class     Room       Email                            Teacher’s Aides
Miss Michelle Pitcher
                           1P        D305      Mrs Stephanie Cockerton
Year Co-ordinator

Mr Jye Hearps              1H        D301            Ms Ken Siew Geok

Miss Lindsay McQuattie     1M        D309 Ms Alice Lim

Mrs Lisa King              1K        D304             Mrs Kathryn (Kate) Doquile

Mrs Sandra Curnow          1C        D307         Mrs Maggie Palmer

Mr Kelvyn Fuller           1F        D302         Ms Valerie Lunda

Ms Lea Hauer               1Ha       D303             Mrs Rebecca Stimpson

Mrs Rebecca Newbold        1N        D308       Ms Rosalind Ong

Ms Megan Crockett          1CR       D306        Ms Lena Kanagambigai

Year One is an important time in a student’s education where many of the skills and concepts introduced in
Preparatory are consolidated and further developed. From a pastoral perspective, Year One teachers
provide students with the care and support they need to take on greater responsibility for their learning
and social behaviour. Learning experiences throughout the year are designed to foster skill development
and collaborative decision making in order to provide students with a solid foundation upon which to build
their education. Students work in partnership with their peers, parents, teachers and teacher’s aides, each
recognising their individual and collective responsibilities - to create a community of global learners ready
to take on the challenges of the 21st Century.

The learning environment at AISS is responsive to the needs of the individual student. It provides students
with myriad opportunities to develop holistically in the academic, emotional, social and physical spheres. Year
One teachers, Specialist teachers and Teachers’ aides work together to ensure that all students are valued
members of the class with individual talents, needs and interests that deserve to be recognised, supported
and celebrated.

Expectations for an independent Year One student

Year One students are developing increased self responsibility for:

     managing their personal learning materials and property (i.e. hats, lunch boxes, drink bottles,
       homework folders).
     carrying and unpacking their own bags and placing items in their locker.
     placing their lunch orders in the class tubs.
     handing in notes from parents in the mornings and passing in money to the teacher for
      excursions/special presentations and community service initiatives that involve fundraising.

Year One students are supported in their efforts to line up independently at the beginning of school (8:30
am), after lunch (10:40 – 11:20 am) and after afternoon tea (1:20 – 2:00 pm). Year One students learn
that it is respectful to keep their lunch, play and bathroom areas neat and tidy for all to use. They also learn
to take responsibility for healthy routines such as washing their hands before and after eating and using
the bathroom.

To avoid potential issues with money, our Junior School students are encouraged to use the online ordering
method for lunch order purchases from the canteen.

How can parents assist a Year One student

Parents can help their Year One child in a variety of ways. These include:

      assisting children to familiarise themselves with their weekly schedules in order to be prepared for
       daily routines (e.g. library bags/books, the wearing of PE uniform to school on a given day)
      supporting their children in packing school bags the night before in order to be fully prepared.
      labelling all of their child’s belongings so that Year One students are able to manage their property

As a courtesy to classroom teachers, parents are requested to notify, in writing, any change of a student’s
regular routine. Examples of these include changes to bus routine or afternoon pick up or after school
programs/schedule changes. Notification can occur through:

     email before 8.30am to the class teacher
     a message in the student’s diary
     an email or telephone message to the Junior Secretary, Mark Dunning 6319 7589 or
     a signed note from the parent.

Please note that a verbal message from the child is not considered adequate notice of routine change.

Communication with teachers

At AISS, all teachers value open and constant communication. We encourage students and parents to work
in partnership with each other and the teacher to foster self responsibility by reflecting on daily routines.

Should teachers and parents have any concerns, respectful communication in the first instance cannot be
over emphasised.

Class and Year Group Newsletters

Specific information regarding class routines and organisational matters are communicated through class
letters or newsletters on a needs basis.

Additional detailed curriculum information/reflection will also be sent home throughout the year in the
form of a Year Group Newsletter.


The Australian International School Singapore utilises the International Baccalaureate Organisation’s
curriculum framework programme, known as the Primary Years Programme (PYP), for all year levels from
Preschool to Year Six. It is an international, transdisciplinary programme seeking to foster the development
of the whole child. The PYP encourages a collaborative approach to teaching and learning, allowing
educators to design learning experiences, lessons and programs suited to meet children's individual
academic, social, physical, emotional and cultural needs. These learning experiences transcend the
classroom and engage students within communities of a local, national and global context.

The Australian International School Singapore is dedicated to developing a community of learners who help
to create a better and more peaceful world through the creation of enduring understandings in personal
cultural identity, cross-cultural studies, integration of global perspectives and inquiries into contemporary,
global issues.

The PYP aims to develop characteristics/attributes enabling students to have empathy for and a desire to
understand the experiences of others. These attributes are defined in the IB Learner Profile and provide
students, teachers and parents with a framework for holistic education:

               KNOWLEDGEABLE                                           COMMUNICATORS

                                                                             RISK TAKERS


                   OPEN MINDED


Our decision to embrace the PYP as the means for developing significant, engaging, challenging and
relevant curricula was influenced by its international focus and pedagogical strength. The PYP emphasises a
student-centred approach to learning, thus making it responsive to the needs of all students regardless of
ability, nationality or educational background.

Central to the PYP is an inquiry-based approach to learning. Teachers and students develop and use key
questions that are concept-based to structure their learning across all areas of the curriculum. Units of
Inquiry are developed as a focal point for transdisciplinary integration to occur across subject areas (Social
Studies, Science and Technology, Language, Mathematics, Personal and Social Education, Drama, The Arts).
In acquiring and applying skills across all disciplines, students are also exposed to explicit attitudes and the
expectation of socially responsible behaviour.

In terms of transdisciplinary integration and authentic assessment for learning, the depth of our Program of
Inquiry (POI) continues to evolve. The POI aims to provide students with increasing opportunities to take
meaningful action in the world around them, now and in the future.

Year One students study six Units of Inquiry throughout the school year. These Units of Inquiry encompass
the areas of Science and Technology, Social Studies, Language, Personal, Social and Physical Education,
Drama and The Arts. In some units, Literacy and Mathematics also form part of the inquiry process as part
of meaningful, transdisciplinary integration.

The six Units of Inquiry for Year One this year are:

Transdisciplinary Theme                                                     Central Idea

Who We Are
An inquiry into the nature of the self; beliefs and values; personal,       Making and keeping friends is a life-long
physical, mental, social and spiritual health; human relationships          skill that changes as we change.
including families, friends, communities, and cultures; rights and
responsibilities; what it means to be human.

Where We Are in Place and Time
An inquiry into orientation in place and time; personal histories; homes    Each family has its own structure and
and journeys; the discoveries, explorations and migrations of humankind;    traditions.
the relationships between and the interconnectedness of individuals and
civilisations, from local and global perspectives.

How We Express Ourselves
An inquiry into the ways in which we discover and express ideas,            People use the performing arts to
 feelings, nature, culture, beliefs and values; the ways in which we        communicate with each other.
reflect on, extend and enjoy our creativity; our appreciation of the

How The World Works
An inquiry into the natural world and its laws; the interaction             There are reasons why lots of materials
between the natural world (physical and biological) and human               and objects look, feel and work the way
societies; how humans use their understanding of scientific principles;     they do.
the impact of scientific and technological advances on society and on the

How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems                Children around the world find ways
and communities; the structure and function of organisations;               to make toys and games a part of their
societal decision-making; economic activities and their impact on           lives.
humankind and the environment.

Sharing The Planet
An inquiry into rights and responsibilities in the struggle to              Mini-beasts have a role to play in the
share finite resources with other people and with other                     world that we live in.
living things; communities and the relationships within
and between them; access to equal opportunities; peace and
conflict resolution.


Daily reading, writing and speaking opportunities abound in the Year One classroom as the basis of
language development for a variety of purposes.

Some of these may be integrated within a Unit of Inquiry in order to introduce specific concepts, genres,
skills and strategies within a meaningful context and to enhance a student’s enduring understanding of a
unit’s Central Idea from a range of curriculum perspectives. Other aspects of Language are explored as
part of stand-alone units of work.

It is important to recognise that students in Year One are progressing through a range of expectations and
skill development within the 5-7 year old age range.

In any classroom there is always a range of student ability; teachers use age ranges as a guide to assess
student learning, identify individual needs and plan strategies to support and scaffold students in their
progress and development.

There are three strands of Language in the PYP – Oral, Written and Visual Communication.

Oral Communication: Listening and Speaking
Students in this age range use a variety of oral language appropriately and with increasing confidence. They
talk about their own thoughts, feelings and opinions. There will be opportunities to work with partners and
groups to discuss ideas and develop dialogue. They appreciate that listening with increasing concentration
and consideration is important in both small and large group situations. They are able to pick out main
events and relevant points and increase their ability to anticipate and predict.

Written Communication: Reading and Writing
Students in this age range read simple texts for pleasure and with confidence. They use a range of reading
strategies to decode and make sense of text. They discuss stories heard and read, demonstrate an
awareness of the characters and plot and will respond to the ideas and feelings expressed. They will begin
to use a variety of reference books and dictionaries independently. They participate in a balanced learning
experience involving independent, small group and whole-class reading opportunities.

Students write confidently with developing legibility and fluency. They write for a variety of purposes on a
daily basis and will develop an understanding of different story structures such as beginning, middle and
end. They begin to plan, edit and review their own writing, showing an increasing ability to spell high-
frequency words and use spelling patterns and/or spell phonetically in order to convey meaning.

Visual Communication: Viewing and Presenting
Students in this age range come to understand that communication involves visual, verbal, and kinaesthetic
features. They understand that signs and symbols carry meaning and will begin to read a range of signs
widely used in the environment. They are able to read and use texts with different types of layout and
understand information presented by a range of visual forms including television, theatre and computer.
They search for, record and present information using a variety of media and begin to make choices about
what is relevant and useful to their purpose.


Students in Year One participate in learning experiences that focus on developing the language of
Mathematics. Some of these may occur within a Unit of Inquiry. Other aspects of Mathematics, however,
are studied as part of stand-alone units of work.

It is important to recognise that students in Year One are progressing through a range of expectations and
skill development throughout the 5-7 year old age range.

In any classroom there is always a range of student ability; teachers use age ranges as a guide to assess
student learning, identify individual needs and plan strategies to support and scaffold students in their
progress and development.

There are five strands of Mathematics in the PYP – Data Handling, Measurement, Shape and Space,
Pattern and Function and Number. Each of these strands encompasses a range of learning experiences
that develop the breadth of a student’s mathematical knowledge and fluency. There are specific
developmental frameworks to challenge and support the teaching, learning, assessment and evaluation of
a student’s progress.

Data Handling (Statistics and Probability): Sorting by attributes; comparing data; collecting and displaying
data; the purpose of graphs; creating simple graphs; the likelihood of certain events or situations

Measurement: Measuring using non-standard units; why we use standard units; using a calendar;
estimating time; telling the time

Shape and Space: Sorting 2D and 3D shapes; creating 2D shapes; finding symmetry; creating symmetrical
designs; following directions

Pattern and Function: Creating and extending patterns; patterns in number; patterns and rules for
addition; patterns and rules for subtraction; the relationship between addition and subtraction

Number: Introducing the Base 10 system; counting patterns; estimating to 100; using mathematical
vocabulary and symbols; addition and subtraction to 20; number facts to 10; using addition and subtraction
appropriately; exploring multiplication and division; halves and quarters; problem solving; choosing a
problem solving strategy

Specialisation                             Teacher(s)                 Email
                                           Mr Ron Barnes    
Physical Education (PE)
                                           Mr Craig Mitchell (Asst)
                                           Mr Wayne Elliott 
                                           Mr Bill Howard   
Visual Arts                                Ms Meg Carlton   
                                           Mr Rodney Foster 
Languages Other Than English (LOTE)
                                           Ms Dong Ping Yuan
Information and Computer Technology        Mrs Helen Johnson
                                           Mr Benjamin Farr 
Resource Centre
                                           Mrs Alison Hughes


The ICT Specialist Teacher works with classroom teachers in order to integrate ICT use as a means to
support and accentuate classroom learning. Computers are available in every classroom for teachers and
students to use and teachers also utilise the two computer laboratories in the Junior School building.
Students have one ICT specialist lesson each week.


The learning of an additional language is important in an increasingly globalised world. Research shows
that additional language learning stimulates cognitive development resulting in the growth of more
advanced neural networks at an accelerated rate.

Junior School students study Chinese (Mandarin) as a LOTE (Language Other Than English). Specialist
Teachers provide classroom instruction twice a week to all students. The lessons focus on the
development of macro-skills (Listening, Speaking, Reading and Writing) at a level that is suitable to the
individual learner based on age, previous experience and ability level. The study of Chinese (Mandarin)
also encourages a deeper understanding of Chinese culture on a local, regional and global level.


Physical Education (PE) encompasses far more than just physical activity and sport; it is grounded in the
development of the whole child, helping students to acquire self-esteem, social responsibility, personal
fitness and the ability to make informed decisions about health and lifestyle. PE lessons are inquiry-based
and may be linked with a particular Unit of Inquiry that is being studied in the classroom.

Students have a weekly lesson with a PE specialist teacher as well as organised year level Gross Motor
activity sessions.


In producing an extensive portfolio throughout the course of a year, Junior School students inquire into the
influence of various artistic styles, forms, media and audiences in order to appreciate art regardless of the
source: themselves, their peers or famous artists. While much of this is done in a weekly lesson with a
Visual Arts specialist teacher, teachers at all year levels incorporate aspects of Visual Arts into their
program as a basis for on-going language development and enrichment.


The Junior School Music Program is based on the Kodaly methodology that emphasises developing a high
level of aural acuity: hearing with understanding what we read/sing/play and writing/playing/singing what
we hear.

Music allows students in this age range to explore sound and the expressive use of musical elements
through the singing of songs and the playing of instruments. Students gain an awareness and appreciation
of music in all its forms from a range of times, places and cultures. Students sing and play a variety of songs
and pieces with an awareness of beat. Students have the opportunity to experiment with sounds in
composition tasks and to make expressive use of musical elements such as pitch and rhythm. They use
notation to develop musical ideas, develop an awareness and appreciation of music from different cultures
and be able to describe and compare sounds using simple appropriate musical vocabulary.


The Resource Centre is an extension of the classroom environment where students work towards
developing independence in literature and research skills. Teacher Librarians are in frequent contact with
classroom teachers to support the learning program. The well resourced library is available to the students
for regular borrowing and access to research materials.


Student learning is a shared responsibility between teachers, students and parents. Teachers gather
information through observation, informal and formal testing, analysis of work samples, anecdotal records
and conversations. Attitudes towards learning, self-management and study skills, as well as participation in
co-operative learning experiences and effort, are of equal importance when assessing the overall progress
and development of the child. Reporting occurs in the following formats:

      Parent Teacher Interview (Term One)
      Learning Journals
      End of Semester Reports
      Student Led Conference (Term Three)

In Term One, a formal Parent-Teacher Interview is scheduled for the parents of each Year One student to
discuss progress, concerns, individualised learning needs and to determine appropriate action or follow-up
(if any) that is required in order to maximise student performance and growth. Parents and teachers can
schedule additional interviews, if required, throughout the year.

Individual, written reports are completed for parents at the end of Terms Two and Four and are
accompanied by each student’s learning journal – a collection of student and teacher chosen samples of
learning experiences that demonstrate progress and celebrate the learning journey throughout the year.

In Term Three, parents accompany their students to school for a Student-Led Conference. In these, the
students demonstrate and articulate their learning and progress to date. This also provides them with an
opportunity to identify goals and set manageable steps for further learning.

At AISS, all teachers value open and constant communication about student learning. We encourage
students and parents to work in partnership with each other and the teacher to foster self responsibility by
sharing the learning journey.


All Year One students receive a diary which contains important information concerning school organisation,
requirements and procedures. This diary develops skills of planning and reflection, thereby encouraging
self-responsibility. It is also an important means of communication between the school and home.

Parents are encouraged to use the diary for contact with the class teacher regarding routine matters and to
communicate learning that may occur at home.

The main focus for students in the 5-7 age range is time spent reading with an adult or more experienced
reader. To support parents, the Reading Log Book provided outlines useful tips and guidelines to promote
positive home reading experiences.

From time to time, other tasks may be sent home to consolidate or enrich the classroom learning program.

Excursions and incursions (visiting performers or presenters) are arranged throughout the year to support
and enrich students in their learning experience. Parents will be notified of when and where these events
will be taking place with as much information and prior notice as possible.


For further information regarding Year One curriculum, timetables and resource links please visit the
school’s Microsoft Office Sharepoint Server site at From this site, students can access
their homework, resources, notes and projects upon which they are working. Each student in Year One is
issued with a username and login which can be used both by parents and students at home to access the

                                                 To access MOSS from home:

1. Web Address:
2. Login:

You must include aiss-lc\ before your username or it will not log you in.

MOSS provides students with:
   read-only access to their class files
   read and write access to their personal folders
   read and write access to their shared folders allowing them to collaborate on projects
   access to Daily News
   ability to perform Google-style searches in all folders available to them
   a profile page only visible to students and staff


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