Love Learning

A telling of the popular tale, Little Red Riding Hood, as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Exploring Narrative Texts Powerpoint for Grades 1 and 2.    Australian Curriculum alignment ACELA1447 Understand that the purposes texts serve shape their structure in predictable ways.  ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.  See omnystudio.com/listener for privacy information.

A poem about the season spring. Take a look at our comprehension worksheet asking questions about the poem ‘Spring is Here.’ Read more about this poem and many other Springtime activities in our blog 12+ Fresh and Fun Spring Activities for Kids. Australian Curriculum alignment ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.  ACELA1478 Understand how different types of texts vary in use of language choices, depending on their purpose and context (for example, tense and types of sentences).  ACELA1490 Understand how texts vary in complexity and technicality depending on the approach to the topic, the purpose and the intended audienceElaborationsbecoming familiar with the typical stages and language   See omnystudio.com/listener for privacy information.

A telling of the popular fairy tale, The Three Little Pigs, as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Three Little Pigs Sequencing Activity for K-2.   Australian Curriculum alignment ACELY1650 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently.  ACELY1660 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features. ACELY1670 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures.  See omnystudio.com/listener for privacy information.

A telling of the popular fairy tale, The Three Little Pigs, as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Three Little Pigs Sequencing Activity for K-2.   Australian Curriculum alignment ACELY1650 Use comprehension strategies to understand and discuss texts listened to, viewed or read independently.  ACELY1660 Use comprehension strategies to build literal and inferred meaning about key events, ideas and information in texts that they listen to, view and read by drawing on growing knowledge of context, text structures and language features. ACELY1670 Use comprehension strategies to build literal and inferred meaning and begin to analyse texts by drawing on growing knowledge of context, language and visual features and print and multimodal text structures.  See omnystudio.com/listener for privacy information.

A telling of the popular fairy tale, Cinderella as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Exploring Narrative Texts Powerpoint for Grades 1 and 2.  Australian Curriculum alignment ACELA1447 Understand that the purposes texts serve shape their structure in predictable ways.  ACELT1584 Discuss features of plot, character and setting in different types of literature and explore some features of characters in different texts. ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.   ACELT1591   Discuss the characters and settings of different texts and explore how language is used to present these features in different ways.  See omnystudio.com/listener for privacy information.

A telling of the popular tale, The Gingerbread Man, as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Exploring Narrative Texts Powerpoint for Grades 1 and 2.    Australian Curriculum alignment ACELA1447 Understand that the purposes texts serve shape their structure in predictable ways. ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose. See omnystudio.com/listener for privacy information.

A telling of the popular tale, The Three Bears as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Goldilocks and the Three Bears Sequencing Activity for Grades 1 and 2.    Australian Curriculum alignment ACELA1447 Understand that the purposes texts serve shape their structure in predictable ways.  ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve their purpose. See omnystudio.com/listener for privacy information.

A telling of the popular tale, Alice in Wonderland as an audio resource for primary school children.  For ways to incorporate this podcast story into your literacy lessons, visit our blog.  Take a look at our Exploring Narrative Texts Powerpoint for Grades 1 and 2.    Australian Curriculum alignment ACELA1447 Understand that the purposes texts serve shape their structure in predictable ways.  ACELA1463 Understand that different types of texts have identifiable text structures and language features that help the text serve its purpose.  See omnystudio.com/listener for privacy information.

A non-contact greeting song to get your day moving. Have lots of fun saying hello to each other using actions that require no contact. The actions are performed while singing altered words to the tune of ‘Here We Go Round the Mulberry Bush’. Try this as an icebreaker activity at the beginning of the school year or any time you want to ‘spice up’ the start to your day! Take a look at our matching resource poster, Groovy Greetings.  See omnystudio.com/listener for privacy information.

Listen as Mr D teaches you how to write a Haiku! Head to www.teachstarter.com to download our awesome Writing a Haiku Poem worksheet! Links to The Australian Curriculum: ACELT1600 Discuss the nature and effects of some language devices used to enhance meaning and shape the reader??s reaction, including rhythm and onomatopoeia in poetry and prose In EnglishYear 3LiteratureExamining literature ACELT1606 Understand, interpret and experiment with a range of devices and deliberate word play in poetry and other literary texts, for example nonsense words, spoonerisms, neologisms and puns In EnglishYear 4LiteratureExamining literature ACELT1611 Understand, interpret and experiment with sound devices and imagery, including simile, metaphor and personification, in narratives, shape poetry, songs, anthems and odes In EnglishYear 5LiteratureExamining literature ACELT1617 Identify the relationship between words, sounds, imagery and language patterns in narratives and poetry such as ballads, limericks and free verse In EnglishYear 6LiteratureExamining literature  See omnystudio.com/listener for privacy information.

The Yucky Bug, by Julia Cook, explores Covid19 through the eyes of a young child. In this short story by renowned American author Julia Cook, we find out all about Covid 19, the yucky bug. We learn how it spreads from one person to the next, who is the most vulnerable or at risk of catching it, and how we can protect ourselves and others to stay healthy and safe. Links to the Australian Curriculum: Foundation: Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy (ACPPS003) Practise personal and social skills to interact positively with others (ACPPS004) Identify and describe emotional responses people may experience in different situations (ACPPS005) Identify actions that promote health, safety and wellbeing (ACPPS006) Years 1 and 2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Explore actions that help make the classroom a healthy, safe and active place (ACPPS022 ) Years 3 and 4: Explore strategies to manage physical, social and emotional change (ACPPS034) Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Investigate how emotional responses vary in depth and strength (ACPPS038 ) Discuss and interpret health information and messages in the media and internet (ACPPS039) Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Years 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) Love Learning is a podcast by Teach Starter. We create quality, downloadable teaching and learning resources for your classroom or home.  See omnystudio.com/listener for privacy information.

A poem by Stephanie Mulrooney which explores the feelings students may experience when heading back to school after an extended break. This poem follows the emotional journey of a young child who is returning to school after a prolonged absence. The child is feeling excited and nervous at the same time. They have many questions about what the return to the classroom might be like. Share this poem with your class to stimulate a discussion about how they might be feeling about returning to school. For more ideas on how to use this poem in the classroom, read our blog Back to School Poem | Reduce Anxiety in Children. Curriculum Connections to ACARA - English - Literature - Responding to Literature Foundation: ACELT1783 Share feelings and thoughts about the events and characters in texts.  Year 1: ACELT1582 Discuss characters and events in a range of literary texts and share personal responses to these texts, making connections with students' own experiences. Year 2: ACELT1589 Compare opinions about characters, events and settings in and between texts. Year 3: ACELT1596 Draw connections between personal experiences and the worlds of texts, and share responses with others Year 4: ACELT1603 Discuss literary experiences with others, sharing responses and expressing a point of view. Year 5: ACELT1795 Use metalanguage to describe the effects of ideas, text structures and language features on particular audiences.  Curriculum Connections to ACARA - English - Literature - Literature and Context    Year 6: ACELT1613 Make connections between students’ own experiences and those of characters and events represented in texts drawn from different historical, social and cultural contexts. Curriculum Connections to ACARA - English - Literacy - Interacting with Others Foundation: ACELY1646 Listen to and respond orally to texts and to the communication of others in informal and structured classroom situations. Year 1: ACELY1656 Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questions. Year 2: ACELY1666 Listen for specific purposes and information, including instructions, and extend students’ own and others' ideas in discussions. Year 3: ACELY1676 Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations. Curriculum Connections to ACARA - English - Literacy - Interpreting, Analysing, Evaluating Year 4: ACELY1690 Identify characteristic features used in imaginative, informative and persuasive texts to meet the purpose of the text. Year 5: ACELY1703 Use comprehension strategies to analyse information, integrating and linking ideas from a variety of print and digital sources. Year 6: ACELY1713 Use comprehension strategies to interpret and analyse information and ideas, comparing content from a variety of textual sources including media and digital texts.  See omnystudio.com/listener for privacy information.

Do you spend time learning online using device like a laptop or a tablet? Digital technologies are super cool – they can be a key to unlocking amazing learning opportunities. But there are some very important rules to follow if we want to stay safe online. Today, my friend Trent, a teacher from The Cyber Safety Project, is going to share with us the STOP strategy for staying safe online. Get comfy and listen in!  Links with the Australian Curriculum Online safety in learning areas For all year levels, online safety is explicit in Health and Physical Education, Digital Technologies, English and The Arts – Media Arts. In the primary years, it is easier to address online safety holistically through planning and programming. An overview of online safety in general capabilities The online safety curriculum connection provides a framework for all young Australians to understand their digital environments and relationships and be discerning in managing challenging situations. From the Australian Curriculum Portfolio for Online Safety. For lots of resources on teaching kids about cyber safety, head to Teachstarter!  See omnystudio.com/listener for privacy information.

Health and Physical Education - Personal, Social and Community Health Listen to the story of Sam. He's staying home from school to try and keep everyone safe from the germ. It's not just important to stay home, if you can, to keep yourself safe. It's also important to help stop the spread of the germ to keep everyone safe. If your parents have very important jobs and need to keep going in to work, you might have to keep going to school, kindergarten, child care or holiday care, and that's okay. But if you have to stay home, that's okay, too. We are all adjusting to different ways to live and learn. An original story by Hannah Goldspink. Reflection questions: Are you still going to childcare, kindy or school? Do you know some adults who have important jobs and need to help us bring the number to zero? Do you know any nurses, doctors, teachers, supermarket staff, pharmacists, emergency services workers, community volunteers? Activity ideas: Maybe you could write a story or draw a picture about the germ yourself. You could start a journal and write down your thoughts each day. You might like to write a letter to a friend you’re not able to see at the moment. Remember, it’s ok to feel worried or stressed about big things that happen in the world. If you feel worried or stressed, have a chat with an adult you trust, like your parent, an aunty or uncle, a grandparent, or a teacher. Foundation: Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy (ACPPS003) Practise personal and social skills to interact positively with others (ACPPS004) Identify and describe emotional responses people may experience in different situations (ACPPS005) Identify actions that promote health, safety and wellbeing (ACPPS006) Years 1 and 2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Explore actions that help make the classroom a healthy, safe and active place (ACPPS022 ) Years 3 and 4: Explore strategies to manage physical, social and emotional change (ACPPS034) Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Investigate how emotional responses vary in depth and strength (ACPPS038 ) Discuss and interpret health information and messages in the media and internet (ACPPS039) Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Years 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) Love Learning is a podcast by Teach Starter. We create quality, downloadable teaching and learning resources for your classroom or home.  See omnystudio.com/listener for privacy information.

Health and Physical Education - Personal, Social and Community Health Listen to the story of Penny, who is still going to school, even when her friends are staying home. For some children, school or kindergarten is the best and safest place for them to be. If your parents have very important jobs and need to keep going in to work, you might have to keep going to school, kindergarten, child care or holiday care, and that's okay. An original story by Hannah Goldspink. Reflection questions: Are you still going to childcare, kindy or school? Do you know some adults who have important jobs and need to help us bring the number to zero? Do you know any nurses, doctors, teachers, supermarket staff, pharmacists, emergency services workers, community volunteers? Activity ideas: Maybe you could write a story or draw a picture about the germ yourself. You could start a journal and write down your thoughts each day. You might like to write a letter to a friend you’re not able to see at the moment. Remember, it’s ok to feel worried or stressed about big things that happen in the world. If you feel worried or stressed, have a chat with an adult you trust, like your parent, an aunty or uncle, a grandparent, or a teacher. Curriculum Connections: Foundation: Identify people and demonstrate protective behaviours and other actions that help keep themselves safe and healthy (ACPPS003) Practise personal and social skills to interact positively with others (ACPPS004) Identify and describe emotional responses people may experience in different situations (ACPPS005) Identify actions that promote health, safety and wellbeing (ACPPS006) Years 1 and 2: Examine health messages and how they relate to health decisions and behaviours (ACPPS021) Explore actions that help make the classroom a healthy, safe and active place (ACPPS022 ) Years 3 and 4: Explore strategies to manage physical, social and emotional change (ACPPS034) Describe and apply strategies that can be used in situations that make them feel uncomfortable or unsafe (ACPPS035) Identify and practise strategies to promote health, safety and wellbeing (ACPPS036) Investigate how emotional responses vary in depth and strength (ACPPS038 ) Discuss and interpret health information and messages in the media and internet (ACPPS039) Describe strategies to make the classroom and playground healthy, safe and active spaces (ACPPS040) Years 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054) Recognise how media and important people in the community influence personal attitudes, beliefs, decisions and behaviours (ACPPS057) Love Learning is a podcast by Teach Starter. We create quality, downloadable teaching and learning resources for your classroom or home.  See omnystudio.com/listener for privacy information.

Health and Physical Education - Personal, Social and Community Health Meditation helps us to calm and focus our minds so that we can be more effective learners. Teacher/Parent Notes: - Try to make mindfulness mini-sessions a special time of day. Schedule 5 minutes a day, at a time that suits you and your children. - A small change in the environment helps children focus on mindfulness practise. You may like to change rooms, dim or turn off the lights or close curtains or blinds. - These guided meditations are highly effective when practiced in a quiet space. Curriculum Connections to ACARA Health and Physical Education strand: Personal, Social and Community Health Foundation: Identify actions that promote health, safety and wellbeing (ACPPS006) Years 1 and 2: Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) Years 3 and 4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Years 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054); Love Learning is a podcast by the teachers at Teach Starter. Visit our website for amazing Learning from Home teaching resources.  See omnystudio.com/listener for privacy information.

Health and Physical Education - Personal, Social and Community Health Meditation helps us to calm and focus our minds so that we can be more effective learners. Teacher/Parent Notes: - Try to make mindfulness mini-sessions a special time of day. Schedule 5 minutes a day, at a time that suits you and your children. - A small change in the environment helps children focus on mindfulness practise. You may like to change rooms, dim or turn off the lights or close curtains or blinds. - These guided meditations are highly effective when practiced in a quiet space. Curriculum Connections to ACARA Health and Physical Education strand: Personal, Social and Community Health Foundation: Identify actions that promote health, safety and wellbeing (ACPPS006) Years 1 and 2: Recognise situations and opportunities to promote health, safety and wellbeing (ACPPS018) Years 3 and 4: Participate in outdoor games and activities to examine how participation promotes a connection between the community, natural and built environments, and health and wellbeing (ACPPS041) Years 5 and 6: Plan and practise strategies to promote health, safety and wellbeing (ACPPS054); Love Learning is a podcast by the teachers at Teach Starter. Visit our website for amazing Learning from Home teaching resources.  See omnystudio.com/listener for privacy information.

Relaxation and mindfulness exercises are great for our health, and they help us to prepare to learn. Use this meditation to give yourself a brain break, relax and calm your mind. Teacher/Parent Notes: - Try to make mindfulness mini-sessions a special time of day. Schedule 5 minutes a day, at a time that suits you and your children. - A small change in the environment helps children focus on mindfulness practise. You may like to change rooms, dim or turn off the lights or close curtains or blinds. - These guided meditations are highly effective when practiced in a quiet space.  See omnystudio.com/listener for privacy information.