Know the content and how to teach it 

2.2 Content selection and organisation         

Organise content into an effective learning and teaching sequence.

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In Term One, the Kindergarten literacy learning experiences and intentional teaching focussed around phonological awareness (syllables, oral language skills-naming words, building sentences and modelled reading behaviours) which will continue into Term Two. At the beginning of Term Two, the focus also extended to exploring phonemic awareness concepts as such initial sounds and simple blending of words. Each week had a focus sound and this was explored explicitly during a morning mat session with songs, rhymes, brainstorming words and repetition of the focus sound in isolation and in words.

 

The sequence in which the sounds have been introduced (satpin) is based on research conducted and the pattern these sounds make when blended and segmented (sat, pin, mat, nip, tap). The students will then be encouraged to explore different investigation tables and experiences based on the focus phoneme. This allows them to explore at their own leisure and within their own capabilities. As the weeks progress, the sounds will be built upon and due to the repeated exposure, the students will hopefully begin to build up their knowledge of sounds and become familiar with the sound in different contexts.