1061 KORONUBU SANATAN PRIMARY SCHOOL

WEEKLY PLAN

PROGRAMME OF WORK FOR TERM 1 WEEK 6 ENDING ON 9th MARCH 2024

Monday Tuesday Wednesday Thursday Friday

8.00- 8.30 Morning Routine Morning Routine Morning Routine Morning Routine Morning Routine
My World Date/ Day Date/ Day Date/ Day Date/ Day Date/ Day
Calendar/ Month of Calendar/ Month of February Calendar/ Month of Calendar/ Month of February Calendar/ Month of February
February Weather February Weather Weather
Weather Geography/ Map of Fiji Weather/ Rainy weather Geography/ Map of Fiji Geography/ Map of Fiji
Geography/ Map of Fiji Geography/ Map of Fiji

Math’s Wizard Multiplication chart Multiplication chart Multiplication chart Multiplication chart Multiplication chart
What is the question? What is the question? What is the question? What is the question? What is the question?
Number chart Number chart ( addition and Number chart ( addition Number chart ( addition and Number chart ( addition and
( addition and subtraction) and subtraction) subtraction) subtraction)
subtraction)
Talk For Learning Picture of a type of Picture of a type of pollution Picture of a type of Picture of a type of pollution Picture of a type of pollution
pollution Discuss about its effect pollution Discuss about its effect Discuss about its effect
Discuss about its effect List some of the ways in which Discuss about its effect List some of the ways in which it List some of the ways in which it
List some of the ways in it could be minimized List some of the ways in could be minimized could be minimized
which it could be Impact on the environment which it could be Impact on the environment Impact on the environment
minimized minimized
Impact on the Impact on the
environment environment
Writers Workshop Simple sentences Simple sentences Simple sentences Simple sentences Simple sentences
Compound sentences Compound sentences Compound sentences Compound sentences Compound sentences
Coordinating Coordinating conjunctions Coordinating Coordinating conjunctions Coordinating conjunctions
conjunctions conjunctions

Numeracy Numeracy Numeracy Numeracy Numeracy

CURRICULUM Apply mental strategies Apply mental strategies to Apply mental strategies Apply written strategies to Apply written strategies to
OUTCOME to recall multiplication recall multiplication facts for 0- to recall multiplication calculate addition and subtraction calculate addition and subtraction
facts for 0-12 and their 12 and their related division facts for 0-12 and their operations of 5- digit numbers and operations of 5- digit numbers and
related division facts facts related division facts solve one and two step word solve one and two step word
problems problems
LEARNING Use number boards to identify patterns in the times Develop and discuss Partition numbers to add and Revise the relationship between
OUTCOME identify patterns in table for example, the products strategies for instant subtract numbers addition and subtraction
numbers in the nine times table add up recall of times tables
to 9 and the ones decrease as such as drills, fact
the tens increase as you move families, commutative
 from 1x9 to 12x9 properties and repeated
addition
WARM UP Roll The Dice Pattern Busters Think Pair and share Pattern Busters What is the question?
VOCABULARY Pattern: A repeating Times table: A chart that shows Times tables Partition: Splitting a number into Addition
sequence of numbers the product of two numbers. smaller parts or groups.
or shapes. Multiplication facts Subtraction
Product: The answer when you Place value: Understanding the
Increasing: Numbers multiply two numbers. Instant recall value of each digit based on its Inverse operation
getting bigger. position in the number (e.g., ones,
Factor: One of the two Drills tens, hundreds). Difference
Decreasing: Numbers numbers you multiply.
getting smaller. Fact families Whole: The entire number before Whole
Pattern: A repeated or partitioning.
Odd: Numbers not predictable arrangement. Commutative property Part
divisible by 2. Parts: The smaller groups created
Increase: To become larger. by partitioning.
Repeated addition Start amount
Even: Numbers
divisible by 2. Decrease: To become smaller. Sum: The result of adding two or
Skip counting
more numbers.
Multiple: A number
that can be obtained by Difference: The result of
multiplying another subtracting one number from
number by a whole another.
number.
Tens frame: A visual tool with ten
Skip counting: Counting sections used to represent
by a certain number numbers and quantities
instead of 1.

Sequence: A series of
numbers in a specific
order.

ACTIVITY I Do, We Do, You Do I Do, We Do, You Do Activity: I Do: I Do, We Do, You Do Activity: I Do, We Do, You Do Activity:
Activity:
I Do: Introduce the concept of I Do: I Do:
I Do: instant recall and its
Demonstration: The teacher importance in Introduce the concept of Introduce the concept: Begin by
Introduce the concept displays a 9 times table and mathematics. partitioning: Explain how we can reminding students of addition and
of patterns: Show identifies the first pattern: the break down numbers into smaller subtraction. Explain that they are
students different products all add up to 9. Briefly demonstrate each parts (tens, ones, etc.) using inverse operations, meaning they
patterns, like stripes on Explain how the units digit strategy: manipulatives or visuals (e.g., tens "undo" each other. Use visuals like
a shirt or tiles on a decreases (from 9 to 8 to 7) as frame). number lines or manipulatives to
floor. Ask them what the tens digit increases (from 1 Drills: Show how to demonstrate.
they see and how the to 2 to 3). practice multiplication Demonstrate partitioning for
patterns repeat. facts using flashcard addition: Partition one of the Model a problem: Show a problem
Exploration: Show the table drills or online games. addends, add the parts separately, like 8 + 3 = 11. Then, ask, "If we
Demonstrate using again and ask guiding and recombine to find the sum. started with 11 and took away 3,
number boards: Show questions: "What other Fact families: Explain what would we have?" Guide
a number board and patterns do you see?" "Can you how related facts can be Demonstrate partitioning for students to 8, demonstrating
point out patterns, like explain why these patterns used to help remember subtraction: Partition the subtraction as "undoing" addition.
even numbers being happen?" others (e.g., 3 x 4 = 12, so subtrahend, subtract the parts
colored differently. 4 x 3 = 12). from the minuend, and recombine Model another problem: Use a
Explain how to skip We Do: to find the difference. different problem like 15 - 7 = 8.
count to find multiples. Commutative property: Ask, "If we started with 8 and
Guided Practice: Work Show how the order of We Do: added 7, what would we have?"
Model identifying together as a class to identify numbers doesn't change Guide students to 15,
patterns: Start with a other patterns in the 9 times the product (e.g., 5 x 2 = Guided practice with addition: Ask demonstrating addition as
simple pattern like +2, table, such as: 2 x 5). students to partition one addend "undoing" subtraction.
and move to more with your guidance and solve the
complex ones like Multiples of 9 end in 0 or 9. Repeated addition: problem together. We Do:
alternating addition Demonstrate how
and subtraction. multiplication can be Guided practice: Work together on
Every other product is even. Guided practice with
Explain your thought thought of as adding the a few problems, involving both
subtraction: Ask students to
process. same number multiple addition and subtraction. Ask
The product of 9 and a number partition the subtrahend with your
is the same as the sum of the times. guidance and solve the problem guiding questions like, "What is the
We Do: together. start amount?" "What is the
digits of the number multiplied
by 9 (e.g., 5 x 9 = 45, 4 + 5 = 9). Model how to use each change?" "What is the total?"
Work together on a strategy to solve a You Do: Encourage students to explain
practice multiplication problem. their thinking.
Discussion: Encourage students
problem: Show a
to explain the patterns they Independent practice with
number board with a We Do: Problem-solving: Present a word
find and connect them to addition: Provide students with
pattern like +3 and ask problem involving addition and
multiplication concepts. addition problems where they can
students to help you subtraction. Guide students
Guide the students partition one addend and solve
identify it. Guide them through identifying the key
You Do: through practicing each independently.
through the steps of information, setting up an
strategy together as a
skip counting and equation, and solving it. Explain
Independent class. Independent practice with
finding the rule. how understanding the connection
Practice: Students work subtraction: Provide students with
helps solve the problem.
individually or in pairs to find Drills: Do a few subtraction problems where they
Play a pattern
patterns in other times tables flashcards together, can partition the subtrahend and
game: Hide a number
(e.g., 5, 7, 8). They can record encouraging students to solve independently.
 on the board and give their observations and respond quickly. You Do:
clues about its position explanations in a table or
based on the pattern worksheet. Fact families: Work on a Independent practice: Provide
(e.g., "It's an even few related facts, students with individual practice
number and a multiple prompting students to problems, including word
of 5"). Students take identify connections. problems. Encourage them to use
turns guessing the visuals, manipulatives, or number
number. Commutative property: lines if needed.
Solve problems both
You Do: ways to reinforce the
concept.
Independent
practice: Provide Repeated addition: Break
individual number down a multiplication
boards with different problem into repeated
patterns and ask addition and vice versa.
students to identify
them. Encourage them Discuss the effectiveness
to write down the rule of each strategy and
and explain their answer any questions.
reasoning.
You Do:

Provide students with

individual practice
opportunities using
different strategies.

Allow students to choose

activities they enjoy,
creating their own
flashcards.

QUALITY For struggling Support: Provide students with For students who need Offer manipulatives: Provide Scaffolding: Provide students who
DIFFERENTIATION students: visual aids, manipulatives, and additional support: concrete materials like counters, need more support with
sentence starters to help them place value blocks, or tens frames manipulatives, number lines, or
Provide smaller identify and explain patterns. Offer different levels of to support visual learners. sentence starters. Offer simpler
number boards with difficulty: Provide easier problems or break down complex
simpler patterns and Challenge: Offer extension and harder versions of Provide scaffolding: Offer prompts, problems into smaller steps.
 offer more support activities for advanced activities based on hints, or step-by-step instructions Enrichment: Challenge advanced
during guided practice. students, such as exploring individual student needs. for students who need additional students with more complex
patterns in larger times tables support. problems, word problems with
For advanced or creating original For students who are multiple steps, or open-ended
students: multiplication problems based ready for a challenge: questions that require deeper
on patterns reasoning
Give them more Provide
complex patterns to scaffolding: Offer
identify and encourage support and guidance to
them to create their students who are
own challenging struggling
patterns.

KEY QUESTIONS What do you see in this What patterns can you find in What are some Can you show me how you What is the difference between
number board? the times tables? strategies you can use to partitioned the number? addition and subtraction?
remember multiplication
Can you find a pattern How can you explain why these facts quickly? How did you know which part to How are addition and subtraction
in the way the numbers patterns happen? add/subtract first? related?
are arranged? How can the
Can you use these patterns to commutative property How can you recombine the parts How can you use addition to solve
How can you skip count solve multiplication problems? help you learn your times to find the answer? a subtraction problem?
to find the next tables?
number in the pattern? What other times tables can Can you explain your thinking How can you use subtraction to
you use to explore patterns? Can you give an example process? solve an addition problem?
What is the rule for this of how repeated addition
pattern? is related to What would happen if you What information do you need to
multiplication? partitioned the number differently solve a word problem involving
Can you create your addition and subtraction?
own number board What resources can you
with a pattern use to practice your
times tables at home?

ASSESSMENTS Observe students' Observe students' participation Observe students' Observe students' participation Observe students' participation
participation during the in discussions and activities participation in activities during the "I Do, We Do" activity. during the "I Do, We Do" activity.
activities and their and their ability to
ability to identify explain strategies.
patterns.
Conduct timed tests or
Collect their completed quizzes to assess instant
independent practice recall of facts.
 worksheets and assess
their understanding of
the patterns.

RESOURCES Number boards with Multiplication charts and tables Multiplication charts and Manipulatives (counters, place Manipulatives
different patterns tables value blocks, tens frames)
Number lines
Number lines
Addition and subtraction chart
Pictures and diagrams

Literacy Literacy Literacy Literacy Literacy

CURRICULUM Strand: LISTENING AND Strand: STRAND: LISTENING Strand: WRITING – Strand: WRITING – CREATING AND Strand: READING AND VIEWING
OUTCOME COMMUNICATING AND COMMUNICATING CREATING AND COMPOSING TEXTS
Build on others’ COMPOSING TEXTS Apply knowledge of letter-sound
conversations by Build on others’ conversations Plan, create, edit and publish relationships to decode
appropriately by appropriately responding Plan, create, edit and narrative, informative and multisyllabic and complex words
responding and and extending on ideas and publish narrative, persuasive multimodal texts with prefixes, suffixes and complex
extending on ideas and information presented and informative and making well considered choices letter patterns
information presented generating new ideas from the persuasive multimodal about text type, structure and
and generating new discussion texts making well language features to meet the
ideas from the considered choices about purpose of the text and the needs
discussion text type, structure and of the audience
language features to
meet the purpose of the
text and the needs of the
audience
LEARNING Use appropriate sentence Select a text type Gather ideas and research your Use knowledge of a wide range of
OUTCOME Use simple and beginners and linking devices appropriate to the topic thoroughly, taking notes and letter patterns and spelling
compound sentence effectively to link comments or purpose of entertaining, collecting images, infographics and generalisations to read new words
structures when ideas to the previous speakers persuading or informing, quotes as appropriate to the and multisyllabic words, e.g.,
communicating orally as required by the task purpose and audience enough, environment
PRIOR KNOWLEDGE What do you already Think pair and share on simple Students should have a Students have basic knowledge of Students will be familiar with basic
know about different and compound sentences. basic understanding of research methods (e.g., letter sounds and phonics.
types of sentences? different text types (e.g., brainstorming, questioning, using
narrative, persuasive, online resources). Students have some knowledge of
Can you share any informative). common sight words
examples of sentences Students have experience taking
you use in everyday Students should be notes in different formats (e.g.,
 life? familiar with the concept bulleted lists, summaries, mind
of purpose in writing maps)
(e.g., to entertain,
persuade, inform).

VOCABULARY Compound sentences however, furthermore, in Text type: A specific kind Research: the act of gathering
addition consequently, of written work (e.g., information about a specific topic.
Simple sentences therefore, as a result narrative, poem, news
article). Topic: the subject matter being
conjunctions studied.
Purpose: The reason or
goal for writing Source: where information is found
something. (e.g., book, website, interview).

Entertain: To amuse or Note-taking: recording key

engage someone in a information from a source.
way that is enjoyable.
Quote: a direct passage from
Persuade: To convince someone else's work.
someone to do
something or believe Infographic: a visual
something. representation of information.

Inform: To provide Image: a visual representation of

knowledge or an idea or concept
information about
something.

ACTIVITIES I Do: I Do: I Do (Teacher): I Do (Teacher): I Do (Teacher):

- Model how to effectively use
Modeling: The teacher a variety of sentence beginners Briefly introduce the Model brainstorming Introduce the learning outcome
models using simple and linking devices to connect concept of different text techniques: Showcase how to and provide clear
and compound ideas when speaking. Think types and their purposes generate ideas through activities examples: Explain how letter
sentences in various aloud while giving a sample (entertaining, like mind mapping, freewriting, or patterns and spelling
contexts, such as multipart answer. persuading, informing). group discussions. generalisations help us read new
introducing and multisyllable words. Show
themselves, describing We Do: Provide examples of Introduce research examples like "enough" (ough
the classroom, or giving - Give students a prompt and different types of texts resources: Demonstrate how to sound) and "environment" (silent
 have them work in pairs to
instructions. come up with a response using and explain their navigate reliable sources like "n").
sentence beginners and linkers purpose (e.g., a joke - to online databases, libraries, and
Explanation: The to connect their ideas. Have entertain, a commercial - scholarly articles. Demonstrate decoding
teacher explains the some students share out their to persuade, a textbook strategies: Model how to break
difference between responses. chapter - to inform). Show effective note-taking down new words using letter-
simple and compound methods: Teach various note- sound relationships and known
sentences, using clear You Do: We Do (Teacher & taking strategies like outlining, patterns.
and concise language - Give each student their own Students): summarizing, and using visual aids.
with examples. prompt to write a
Read aloud examples with
multiparagraph response for,
As a class, brainstorm Provide examples of using images, emphasis: Read aloud examples,
using at least x number of
We Do: and discuss various text infographics, and quotes: Explain emphasizing the targeted sounds
different sentence beginners
types and their how to select and use visuals and and patterns.
and linking devices to
Guided Practice: The corresponding purposes. quotes ethically and effectively
effectively connect their
teacher leads the depending on the purpose and We Do (Teacher & Students):
commentary.
students in Use graphic organizers or audience.
constructing simple charts to categorize Guided practice: Engage students
and compound different texts based on We Do (Teacher & Students): in shared reading activities, using
sentences together, their purpose. decodable texts or stories with
focusing on proper Practice brainstorming highlighted patterns. Students can
grammar and clarity. Play a matching game together: As a class, brainstorm sound out words together with the
where students match potential research topics and teacher's support.
Collaborative text examples with their refine them based on feasibility
Activity: Divide the corresponding purposes. and interest. You Do (Students):
class into small groups
and assign tasks that You Do (Students): Explore research resources Independent reading: Provide
require using both collaboratively: Guide students students with texts containing
simple and compound Individually or in pairs, through exploring different targeted patterns and have them
sentences to students choose a research resources and evaluating practice reading independently,
communicate specific task or scenario their credibility. applying their newly acquired
effectively. (e.g., explaining a skills.
scientific phenomenon to Model and practice note-taking
You Do: a younger sibling, techniques: Work together as a Word building
convincing a friend to try class to take notes on a sample activities: Encourage students to
Independent a new hobby, creating a topic using various methods. build new words by manipulating
Practice: Students funny story). letter tiles or magnetic letters,
individually complete Analyze and discuss the use of forming words with specific
activities that require Based on the chosen visuals and quotes: Discuss when patterns.
them to identify, task, students: and how to use images,
construct, or use infographics, and quotes Creative writing: Create short
simple and compound Identify the desired appropriately and ethically. writing tasks where students can
 sentences orally. This learning outcome (e.g., You Do (Students): use new words they have learned
could involve: to inform, persuade, or through recognizing patterns and
entertain). Choose a research topic: Select a generalisations.
Converting simple topic based on personal interest
sentences to Write a short example of and feasibility within the given
compound and vice the chosen text type, constraints.
versa. ensuring it aligns with
the intended purpose. Develop a research plan: Create a
Asking and answering plan outlining the research
questions using process, including keywords,
appropriate sentence potential sources, and a timeline.
structures.

Creating a short story

or description using a
mix of simple and
compound sentences.

ASSESSMENT Observe students' Evaluate student work for Observe and monitor Observe students' participation in Observe students' decoding skills
participation in effective use of sentence student participation in activities during activities and independent
activities and their beginners and linkers to class discussions and reading
ability to use simple smoothly connect commentary. activities.
and compound Give feedback on strengthening
sentences orally. transitions.

Collect and review

written work for
evidence of
understanding and
application of the
learning outcome

CLOSURE Briefly summarize the Have students share one new Have students share Summarize key points of research Reflect on the learning experience.
key concepts covered, sentence beginner or linking their chosen text types and address any questions.
such as the difference device they used effectively in and briefly explain their Summarize the importance of
between simple and their writing. Add to a reasoning behind the recognizing letter patterns and
compound sentences. classroom anchor chart on selection. spelling generalisations for reading
sentence beginners and linkers fluency
for future reference.
RECESS RECESS RECESS RECESS RECESS RECESS
10.45-11.30 HINDI HINDI HINDI HINDI CONVERSATIONAL
Dharam ka lachan – Dharam ka lachan – Part 2 Neem Ka Per Vidhya Daan Lesson 5
Part 1 Teacher will facilitate oral Teacher will facilitate oral Teacher will facilitate oral Teacher will facilitate
Teacher will facilitate discussion. discussion. discussion. recapitulation.
oral discussion. Children will take down notes Children will take down notes and
Children will take down and work on the activity. Children will take down work on the activity. Children will take down notes.
notes and work on the notes and work on the
activity. activity.
11.30-12.00 HEALTHY LIVING HEALTHY LIVING HEALTHY LIVING HEALTHY LIVING MUSIC
Conflicts in Resilience and Pro active Bullying Bullying Mary had a Little lamb
Relationship behavior Teacher will facilitate oral Teacher will facilitate oral Teacher will facilitate singing of the
Teacher will facilitate Teacher will facilitate oral discussion. discussion. song.
oral discussion. discussion. Children will take down Children will take down notes and Children will sing the song and
Children will take down Children will take down notes notes and work on the work on the activity. copy it in their books.
notes and work on the and work on the activity. activity.
activity.
LUNCH LUNCH LUNCH LUNCH LUNCH LUNCH
12.45-1.30 SOCIAL SCIENCE SOCIAL SCIENCE SOCIAL SCIENCE SOCIAL SCIENCE ART AND CRAFT
Sugar sector Garment Sector Fiji’s Historical Time Fiji’s Historical Time line 3D shapes
Teacher will facilitate Teacher will facilitate oral line Teacher will facilitate oral Teacher will facilitate oral
oral discussion. discussion. Teacher will facilitate oral discussion. discussion.
Children will take down Children will take down notes discussion. Children will take down notes and Children will take down notes and
notes and work on the and work on the activity. Children will take down work on the activity. carry out hands on activity.
activity. notes and work on the
activity.
1.30-2.00 ELEMANTARY SCIENCE ELEMANTARY SCIENCE ELEMANTARY SCIENCE ELEMANTARY SCIENCE PHYSICAL EDUCATION
Tag Rugby Rules
Flower Table of flower Insect pollinated Wind pollinated Teacher will demonstrate.
Structure, structure flowers flowers Children will participate in hands
Teacher will facilitate oral Teacher will facilitate oral Teacher will facilitate oral on activities.
Pollination discussion. discussion. discussion.
and Children will take down notes Children will take down Children will take down notes.
and work on the activity. notes and work on the
Fertilization activity.
Teacher will facilitate
oral discussion.
Children will take down
notes.
2.00-2.45 MCE MCE MCE MCE SPORTS
Good Manners What Are Resources? Character Building Discipline
Teacher will facilitate Teacher will facilitate oral Teacher will facilitate oral Teacher will facilitate oral
oral discussion. discussion. discussion. discussion.
 Children will take down Children will take down notes Children will take down Children will take down notes and
notes and work on the and work on the activity. notes and work on the work on the activity.
activity. activity.
2.45-3.00 ASSEMBLY ASSEMBLY ASSEMBLY ASSEMBLY ASSEMBLY