Below is the original Home Education Plan for Robin we put together for our initial application to Home Educate.
We began Robin’s schooling when he turned 4 (Sept 2012) focusing on the skills required for formal learning: reading, speaking and listening. We added writing and mathematics once he turned 5 (Sept 2013). We have read broadly and used visits to museums, art galleries and performances to curate a broad range of interests and experiences. Robin is involved in HIPPY (Learning Links), Sunday School and Swimming Lessons and has previously (2013) taken art classes.
To date, Robin has worked toward competency in the following areas:
|ENe-1A||Communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction||Class interaction at Art Class, Swimming Lessons, HIPPY and Sunday School.|
|ENe-2A||Composes simple texts to convey an idea or message||Robin writes shopping lists, birthday cards, short letters and makes place cards as requested.|
|ENe-3A||Produces most lower case and upper case letters and uses digital technologies to construct texts||Robin practices NSW Foundation style handwriting, and can find the letters he needs on a keyboard.|
|ENe-4A||Demonstrates developing skills and strategies to read, view and comprehend short, predictable texts on familiar topics in different media and technologies||Robin completed the Reading Eggs programme in March 2014. He chooses his own texts from our collection and the local library to read aloud or independently. He accurately retells the stories he has read, and can compare them to other texts.|
|ENe-5A||Demonstrates developing skills in using letters, simple sound blends and some sight words to represent known words when spelling||Robin chooses his own spelling words from the texts he reads. We regularly play word (construction) games such as Scrabble Dash and Bananagrams.|
|ENe-6B||Recognises that there are different kinds of spoken texts with specific language features and shows an emerging awareness of some purposes for spoken language||Robin recognises the difference between narrative, instruction, poetry, debate/dialogue and can engage with each style appropriately (eg: follow instruction, repeat a narrative, recite a poem).|
|ENe-9B||Demonstrates developing skills and knowledge in grammar, punctuation and vocabulary when responding to and composing texts||Robin understands and uses basic punctuation; full stops, commas, exclamation marks and question marks. He is still working on capitalisation, sentence structure and basic grammar categories (what is a noun, adjective, verb? etc).|
|ENe-10C||Thinks imaginatively and creatively about familiar topics, simple ideas and the basic features of texts when responding to and composing texts||Robin’s narratives often include reinterpretations of the topics and features of texts we have read and discussed.|
|ENe-11D||Responds to and composes simple texts about familiar aspects of the world and their own experiences||Robin writes to our sponsored children, they share ordinary details of their everyday lives.|
|ENe-12E||Demonstrates awareness of how to reflect on aspects of their own and others’ learning||Because we educate for mastery, Robin regularly reviews his work noting improvements in skill and areas to practice further.|
|MAe-4NA||Counts to 30, and orders, reads and represents numbers in the range 0 to 20||Robin reads and recognises the value of numbers up to 3 digits. He understands that the symbol “37” means 3 tens and 7 ones.|
|MAe-5NA||Combines, separates and compares collections of objects, describes using everyday language, and records using informal methods||Robin adds, subtracts, multiplies and divides using everyday terms and situations; if there were 10 people at lunch we would need 2 packets of 6 rolls, so there would be 1 each and 2 left over.|
|MAe-6NA||Groups, shares and counts collections of objects, describes using everyday language, and records using informal methods||As for MAe-5NA above.|
|MAe-7NA||Describes two equal parts as halves||Robin recognises halves, quarters and thirds and understands that larger denominators correspond to smaller proportions (½ cup > ¼ cup).|
|MAe-8NA||Recognises, describes and continues repeating patterns||Robin can continue and construct repeating patterns with objects (eg: beads or Lego).|
|MAe-9MG||Describes and compares lengths and distances using everyday language||Robin approximates cm using his finger widths and estimates how much bigger or smaller items are when compared. He compares distances based on known journeys eg: further than Nonna’s house, closer than the library.|
|MAe-10MG||Describes and compares areas using everyday language||Robin is an avid Lego builder and readily describes the bricks by their length and breadth (eg; 2×4 brick or 6×8 plate) and calculates which bricks he needs to fill a given area.|
|MAe-11MG||Describes and compares the capacities of containers and the volumes of objects or substances using everyday language||Robin enjoys cooking and baking; through measuring ingredients he has come to understand that different shaped vessels can have the same capacity.|
|MAe-12MG||Describes and compares the masses of objects using everyday language||Again from baking, Robin knows that the same volume of different ingredients is likely to have different masses. He describes 1 cup of flour as being heavier and more dense than 1 cup of pasta.|
|MAe-13MG||Sequences events, uses everyday language to describe the durations of events, and reads hour time on clocks||Robin tells time on the hour, and understands that the “long hand” shows the minutes but counts around to the number. He understands the routines and sequences of our household and describes new events in that context eg; “on Friday, after Swimming lessons, could we…?”|
|MAe-14MG||Manipulates, sorts and represents three-dimensional objects and describes them using everyday language||Robin recognises cones, cubes, cylinders, spheres and prisms and uses the correct descriptors for everyday objects. Eg; those party hats are conical, the moon is a sphere.|
|MAe-15MG||Manipulates, sorts and describes representations of two-dimensional shapes, including circles, triangles, squares and rectangles, using everyday language||Robin recognises and can describe circles, ovals, quadilaterals and polygons up to 10 sides.|
|MAe-16MG||Describes position and gives and follows simple directions using everyday language||Robin gives accurate and clear directions to familiar places (go through the lights, then turn left after the Library). He understands the position of north, south, east and west on a map, and will use those directions when we are looking at stars and planets.|
|MAe-17SP||Represents data and interprets data displays made from objects||Robin is beginning to understand that data can be collected, compared and represented visually. We have sorted Lego pieces by colour or size to introduce this topic.|
In Stage One we will continue to develop proficiency in the areas of Reading, Talking and Listening, and Writing.
We will examine a variety of texts, becoming familiar with their style, purpose, audience and subject matter. We will read and discuss newspaper articles, poems, fables and folktales, informational texts and other materials. We will compare different works by the same author and research some favourite authors. We will compare works on the same topic by different authors or sources. Robin will continue to choose his own reading material from our collection and our local library. He will continue to read aloud and independently. Once registered, he will be encouraged to formally complete the Premier’s Reading Challenge. Robin will continue to work through the activities in Reading Eggspress; the sequel to the Reading Eggs programme (this also ties in with Writing).
EN1-4A draws on an increasing range of skills and strategies to fluently read, view and comprehend a range of texts on less familiar topics in different media and technologies
EN1-5A uses a variety of strategies, including knowledge of sight words and letter–sound correspondences, to spell familiar words
EN1-8B recognises that there are different kinds of texts when reading and viewing and shows an awareness of purpose, audience and subject matter
Talking and Listening:
We will continue to explore the use and purposes of spoken language. Robin will be required to follow instructions, give clear explanations, listen to a variety of spoken language (audiobooks, conversation, speeches) and produce work in various spoken styles (eg; a demonstration video, learn and perform a poem, discuss something he’s read, create and perform a puppet show). We may attend some kind of performance (eg: puppet show, play, keeper/curator talk).
EN1-1A communicates with a range of people in informal and guided activities demonstrating interaction skills and considers how own communication is adjusted in different situations
EN1-6B recognises a range of purposes and audiences for spoken language and recognises organisational patterns and features of predictable spoken texts
Robin will practice his handwriting using dry-erase practice cards and printed worksheets. He will work on spelling, grammar and punctuation through Reading Eggspress, word games (Scrabble Dash, Bananagrams, puzzle books) and by producing written work for various purposes (letters, creative writing, instructions/recipes, research projects, journal). We will continue working through Jessie Wise’s “First Language Lessons”.
EN1-2A plans, composes and reviews a small range of simple texts for a variety of purposes on familiar topics for known readers and viewers
EN1-3A composes texts using letters of consistent size and slope and uses digital technologies
EN1-7B identifies how language use in their own writing differs according to their purpose, audience and subject matter
EN1-9B uses basic grammatical features, punctuation conventions and vocabulary appropriate to the type of text when responding to and composing texts
EN1-10C thinks imaginatively and creatively about familiar topics, ideas and texts when responding to and composing texts
EN1-11D responds to and composes a range of texts about familiar aspects of the world and their own experiences
EN1-12E identifies and discusses aspects of their own and others’ learning
Robin has been working through the Miquon Maths series of workbooks. In Stage One (2015) we would expect him to complete the 3rd and 4th books from that series (books 1 & 2 should be complete in 2014). Robin will continue to engage in everyday mathematics through cooking, baking, shopping, travelling, art making, DIY.org projects, board games, Lego building and reading mathematics themed books.
MA1-1WM describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained
MA1-4NA applies place value, informally, to count, order, read and represent two- and three-digit numbers
MA1-5NA uses a range of strategies and informal recording methods for addition and subtraction involving one- and two-digit numbers
MA1-6NA uses a range of mental strategies and concrete materials for multiplication and division
MA1-7NA represents and models halves, quarters and eighths
MA1-8NA creates, represents and continues a variety of patterns with numbers and objects
MA1-9MG measures, records, compares and estimates lengths and distances using uniform informal units, metres and centimetres
MA1-10MG measures, records, compares and estimates areas using uniform informal units
MA1-11MG measures, records, compares and estimates volumes and capacities using uniform informal units
MA1-12MG measures, records, compares and estimates the masses of objects using uniform informal units
MA1-13MG describes, compares and orders durations of events, and reads half- and quarter-hour time
MA1-14MG sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
MA1-16MG represents and describes the positions of objects in everyday situations and on maps
MA1-17SP gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
MA1-18SP recognises and describes the element of chance in everyday events
So far, our science learning has been limited to observing and reading about everyday phenomena. Robin uses his senses to observe changes in our environment (eg: in the ingredients he cooks with, in the lifecycles of plants and animals inhabiting our garden, weather and seasonal patterns, positions of stars and phases of the moon, behaviour of magnets, levers and pulleys). We have explored the impact of humans on the environment through speaking with primary and secondary producers at the Easter Show and Calmsley Hill City Farm, visiting Chullora Recycling Centre, watching documentaries, and reading and watching scientific and environmentally themed material (eg; the Lorax, Wall-E, BBC’s Planet Earth series, NASA TV, NASA’s Earth Observatory website).
In Stage One we would be looking to develop Robin’s skills in data collection, assessment and communication; using a structured design process to address problems and test ideas. We would continue investigations into how humans use and adapt their environment, and look at the Earth sciences more formally. We would also start building a base of scientific knowledge incorporating categorization, matter, properties and states of matter, energy, living and non living things. We will be working through the material in “Building Foundations of Scientific Understanding” by Bernard J. Nebel.
ST1-1VA shows interest in and enthusiasm for science and technology, responding to their curiosity, questions and perceived needs, wants and opportunities
ST1-2VA demonstrates a willingness to engage responsibly with local, national and global issues relevant to their lives, and to shaping sustainable futures
ST1-3VA develops informed attitudes about the current and future use and influence of science and technology based on reason
ST1-4WS investigates questions and predictions by collecting and recording data, sharing and reflecting on their experiences and comparing what they and others know
ST1-5WT uses a structured design process, everyday tools, materials, equipment and techniques to produce solutions that respond to identified needs and wants
ST1-14BE describes a range of places and spaces in the local environment and how their purposes influence their design
ST1-15I describes a range of familiar information sources and technologies and how their purposes influence their design
ST1-16P describes a range of manufactured products in the local environment and how their different purposes influence their design
Our focus for Stage One HSIE will on our family, community and locality. We will construct a family history book detailing important events, and other incidents from the lives of Robin’s great-grandparents, grandparents and other relatives. This will include a record of our customs, traditions, responsibilities and celebrations.
We will investigate how lifestyles have changed through technology by comparing Robin’s lived experience to that of his elders. We will read historical fiction (eg: “Our Australian Girl” or “Audrey of the Outback” Series) and visit Fairfield Museum (livingmuseum.com.au) to deepen this experience. We will use our local library to research the historical events that our family members experienced (eg: Great Depression, WW2, immigration, steam railway). We will use Hurstville library’s history section to see what was happening in our local area during the same time period, and to find out about its Indigenous history. We will prioritise books on the Premier’s Reading Challenge lists that feature traditions, situations and practices different to our own.
Our studies of the built environment will expand on the material covered in Science, linking it to design and technology in the context of historical change eg: development of our rail network, changes from steam to diesel to electric trains and changes to signaling and ticketing systems (including how to use the current system). We will also investigate changes we could make to our home to improve its sustainability and reduce its environmental impact.
CCS1.1 Communicates the importance of past and present people, days and events in their life, in the lives of family and community members and in other communities.
CCS1.2 Identifies changes and continuities in their own life and in the local community.
CUS1.3 Identifies customs, practices, symbols, languages and traditions of their family and other families.
CUS1.4 Describes the cultural, linguistic and religious practices of their family, their community and other communities.
ENS1.5 Compares and contrasts natural and built features in their local area and the ways in which people interact with these features.
ENS1.6 Demonstrates an understanding of the relationship between environments and people.
SSS1.7 Explains how people and technologies in systems link to provide goods and services to satisfy needs and wants.
SSS1.8 Identifies roles and responsibilities within families, schools and the local community, and determines ways in which they should interact with others.
In Stage One we aim to increase Robin’s appreciation and use of creative and performance arts techniques to communicate ideas. We will seek out opportunities to experience performance arts (dance, theatre, plays, puppets, live music) in order to examine them for purpose, intent and interaction (the role of performer, choreographer, audience, conductor etc). We will use drama, dance, music and visual art techniques to record, reinforce and reinterpret content from other KLAs and other source material. There will be some study of Australian art alongside Robin’s HSIE work. We may begin piano lessons, or experiment with other instruments we own (drums, ukulele, guitar, bass). Robin will likely continue to work on creative arts projects through his DIY.org membership, using techniques learnt from DIY.org and “Discovering Great Artists” by Kohl and Solga. We will visit the NSW Art Gallery, MCA and Fairfield Museum to see a range of artworks.
VAS1.1 Makes artworks in a particular way about experiences of real and imaginary things.
VAS1.2 Uses the forms to make artworks according to varying requirements.
VAS1.3 Realises what artists do, who they are and what they make.
VAS1.4 Begins to interpret the meaning of artworks, acknowledging the roles of artist and audience.
MUS1.1 Sings, plays and moves to a range of music, demonstrating an awareness of musical concepts.
MUS1.2 Explores, creates, selects and organises sound in simple structures.
MUS1.3 Uses symbol systems to represent sounds.
MUS1.4 Responds to a range of music, expressing likes and dislikes and the reasons for these choices.
DRAS1.1 Takes on roles in drama to explore familiar and imagined situations.
DRAS1.2 Conveys story, depicts events and expresses feelings by using the elements of drama and the expressive skills of movement and voice.
DRAS1.3 Interacts collaboratively to communicate the action of the drama with others.
DRAS1.4 Appreciates dramatic work during the making of their own drama and the drama of others.
DAS1.1 Performs dances demonstrating expressive qualities and control over a range of locomotor and non-locomotor movement.
DAS1.2 Explores and selects movement using the elements of dance to make dance express ideas, feelings or moods
DAS1.3 Gives personal opinions about the dances and their purpose that they view and/or experience
Robin will continue to take swimming lessons, learning about being safe in the water and developing some swimming skills. He will continue to contribute to the planning and making of meals in our household, practicing his communication skills, problem solving and decision-making processes. As Robin does his household chores he will contribute to the health and wellbeing of our household, demonstrating his care for others (Robin does basic cleaning jobs, takes the recycling and rubbish to the correct bins, looks after his possessions, keeps his bedroom and workspaces tidy, plants, weeds and harvests from our garden). In HSIE we will look at our family identity, traditions and responsibilities, we will also clarify and practice appropriate forms of communication and standards for behaviour. We will look at movement and performance of dance as part of Creative Arts, noting that it covers some of the outcomes for PDHPE. Robin will continue to be involved in HIPPY, Sunday School and our wider church community; building relationships with children and adults from different backgrounds (educational, financial and cultural diversity) and having the opportunity to be helpful to others in practical ways (helping to set up activities, making morning/afternoon tea, etc).
COS1.1 Communicates appropriately in a variety of ways.
DMS1.2 Recalls past experiences in making decisions.
INS1.3 Develops positive relationships with peers and other people.
MOS1.4 Demonstrates maturing performance of basic movement and compositional skills in a variety of predictable situations.
PSS1.5 Draws on past experiences to solve familiar problems.
ALS1.6 Participates in physical activity, recognising that it can be both enjoyable and important for health.
DAS1.7 Performs simple dance sequences incorporating basic movement skills and patterns.
GSS1.8 Performs fundamental movement skills with equipment in minor games.
GDS1.9 Describes the characteristics that make them both similar to others and unique.
GYS1.10 Follows a simple sequence that links basic movement patterns.
IRS1.11 Identifies the ways in which they communicate, cooperate and care for others.
PHS1.12 Recognises that positive health choices can promote wellbeing.
SLS1.13 Recognises that their safety depends on the environment and the behaviour of themselves and others.
Learning Outcomes mapping
To further support our case, and make sure we had everything covered, we put together a matrix of the Year 1 Learning Outcomes and the tools and evidence we would use to track these. Our goal was to see what tools would hit the most number of objectives and make sure we had multiple points of coverage.
This table does not render well on this site so if you would like a copy please contact me.