Grade 01

Grade 01 Integrated Studies


Description
This course covers the entire Jamaica grade 1 Integrated Studies curriculum.

Tuition: $5 per month
No contracts or commitments
Automatically billed each month
Cancel anytime with $0 fees

Registration gives students access to
-Recorded tutorials
-Live tutors
-Topic-specific tests
-Mock exams
-Animations
-Videos
-Workbooks
-Educational games
-Grade book

About your Course Designer
Dr Ashman is a visionary and educator extraordinaire. She introduced the concept of eLearning to Jamaica in 2005. Over that period, her programmes have helped almost 500 students earn national awards and scholarships. She is the CEO of www.learninghub.online (offering 24/7 test prep), www.lhopepacademy.com (offering weekend PEP courses) and www.ashmanacademy.com (offering after-school courses). Dr Ashman is also the winner of four national innovation awards for technology in education. In addition to her work in eLearning, she has authored numerous PEP workbooks. She has also developed multiple apps and educational games. Despite her busy schedule, Dr Ashman still finds time to help PEP students via her YouTube channel PEP Talk With Dr Shalette Ashman.
Content
  • Use home language to talk about themselves and their experiences
  • Assignment - Record your name
  • Assignment - Record your country of birth.
  • Assignment - Record your age
  • Respond appropriately to questions and directions
  • Assignment - Type your country of birth.
  • Ask and respond appropriately to questions about self
  • Describe self, others, objects and situations using appropriate words
  • Make general statements about information collected about self and others
  • Recognize sight words appropriate to grade
  • Use basic word recognition strategies to decode words related to self and other
  • Distinguish initial and final sounds in spoken words related to aspects of the
  • Manipulate phonemes in words
  • Link sounds to letters to decode words
  • Use context clues to determine character traits about self
  • Use capital and common letters appropriately as they write simple sentences abo
  • Respond to and use parts of the verb 'to be' to make sentences about self and o
  • Recognise the importance of being called by a name
  • Identify classmates by name
  • Identify self by name
  • Assignment 1
  • Work cooperatively in small groups using a wide range of media
  • Identify self as boy or girl
  • Identify self as male or female
  • Demonstrate acceptable social behaviours in varying settings
  • Use body percussion effectively to accompany beat and rhythm of music about sel
  • Share information about themselves through jingles and song
  • Demonstrate motor movement successfully
  • Create movement patterns to convey personal feelings and express ideas
  • Use drama mode to identify specific aspects of self and others
  • Explore the use of the elements of art in picture-making and other art form
  • Make general statements and draw conclusions based on information collected for
  • Demonstrate an understanding of the concepts of 'first' and 'last'
  • Count to tell how many objects are in a set or group
  • Associate month with events such as birthdays
  • Read the calendar to identify birthday and birth month
  • Identify taller/shorter of two students when placed side to side
  • Form groups/sets based on birth month etc
  • Listen and relate religious stories about the birth of children in the Christia
  • Demonstrate skills in creativity by designing and making simple models/portfoli
  • Demonstrate that they understand how to listen and follow instructions as they
  • Use digital devices appropriately to prepare personal e-portfolios
  • Use home language/SJE to talk about different groups to which they belong
  • Respond appropriately to questions and directions addressed in SJE
  • Recognize sight words appropriate to grade
  • Use basic word recognition strategies to decode words related to different grou
  • Identify and create rhyming words
  • Manipulate phonemes in words related to groups
  • Read with fluency, grade appropriate texts
  • Use context clues to respond to character traits in texts about different kinds
  • Describe groups using appropriate words
  • Use capital and common letters appropriately as they write simple sentences abo
  • Use the full stop appropriately at the end of sentences about different groups
  • Read words and copy/write a word or sentence about groups appropriate to the gr
  • Express their understanding of a story or poem relating to groups in any form o
  • Tell why groups have rules
  • Compare and contrast groups
  • Discuss the responsibilities of members of a group
  • Demonstrate acceptable social behaviours in varying settings
  • Discuss traditions within certain groups
  • Wait turn in a group
  • Demonstrate respect for the views of others
  • Work cooperatively with others
  • Use the word set when referring to a group
  • Group real and representative objects in many ways
  • Determine, by matching members, a set with the same, fewer or more members than
  • Recognize the numerals through and associate them with the corresponding word
  • Display and analyze data using attributes
  • Use body percussion effectively to accompany beat and rhythm of music about dif
  • Communicate information about different groups through songs
  • Respond to basic musical cues and symbols as they sing about different groups
  • Demonstrate that they are part of a class/school group by singing together in c
  • Use movements/movement patterns in self-space and general space to portray diff
  • Express their understanding of a story or poem relating to groups through visua
  • View and discuss the art work of others sharing ideas and opinions respectfully
  • Share what they experience when they go to church or other religious places of
  • Recognize the part that values play in making/breaking relationships
  • Wait their turn in a group
  • Demonstrate respect for the views of others
  • Work cooperatively with others
  • Demonstrate, through play, that all members of a group are important and their
  • Play games which allow them to practise being part of a group
  • Demonstrate, through play, that groups have leaders and followers
  • Navigate digital content safely to locate information about groups
  • Ask and respond appropriately to questions about self
  • Use line and space
  • Use capital and common letters appropriately
  • Use pronouns 'I', 'me', 'my'
  • Use regular and irregular plural nouns
  • Use full stops and commas appropriately
  • Recognize sight words related to parts of the body
  • Read text appropriate to grade
  • Talk about self and identity
  • Recognise the external parts of the body and their parts
  • Use the senses to explore the similarities and differences between materials
  • Explain the use of some special body parts: hands, feet, eyes, mouth, nose and
  • Show appreciation for the ideas and opinions of classmates through cooperative
  • Identify and name external parts of the body
  • Identify and name external parts of the body
  • Relate the uses of selected parts of the body
  • Name the senses, associating them with specific parts of the body
  • Use facial expressions to demonstrate their reactions to different tastes
  • Demonstrate skills in creativity by designing and making simple models
  • Explore various folk forms through music and movement
  • Listen to and distinguish different genres of music within the Jamaican cultura
  • Communicate information about self through drawing
  • Listen to sacred texts relating to parts of the body
  • Create a short prayer to the Creator, giving thanks for specific parts of the b
  • Use body percussion and classroom instruments to accompany singing
  • Use simple movements associated with jingles/songs to share information about t
  • Express their understanding of a concept/poem/story in musical form
  • Maintain a steady beat while using parts of the body as sound markers
  • Create jingles/songs/dub poetry about parts of the body
  • Demonstrate movements within their own space
  • Create rhythmic patterns at all levels with or without a partner
  • Develop control in ball skills when throwing, catching and kicking
  • Use parts of the body to explore space
  • Develop the ability to run and dodge
  • Use selected communication devices to share ideas about parts of the body with
  • Measure the lengths of using strings, steps, hand span, strips of cardboard and
  • Estimate and measure items relating to self, using non-standard and units of me
  • Represent numerical information pictorially
  • Construct and interpret tables and pictographs using numbers, pictures and obje
  • Attempt to use SJE structures to express themselves
  • Recognize sight words related to the growth process and food providers
  • Read with fluency, grade appropriate texts
  • Use basic word recognition strategies to decode words
  • Use pictures to develop stories
  • Use pronouns 'I', 'me', 'my'
  • Display the ability to use capital and common letters
  • Develop and ask questions related to the growth process and food providers
  • Retell stories relating to food providers
  • Respond to characters in poems about the growth process
  • Express their understanding of a story or poem relating to groups in any form o
  • Discuss changes that occur in their body over time
  • Explain why food is essential for healthy growth
  • Estimate and measure self and others using non-standard units for measurement o
  • Use non- standard units of measurement
  • Show and tell time on the clock (on the hour
  • Identify ways of giving thanks to the Deity for food
  • Discuss the provision of different foods for healthy grown
  • Identify individuals who provide for healthy growth
  • Navigate digital content on offline/online sources to learn about telling time
  • Perform songs related to growth/food
  • Respond to basic musical cues/symbols as they listen and perform
  • Use the elements of art in creating drawings/models of foods
  • Combine different movement patterns at different levels in self and general spa
  • Use home language/SJE to talk about how they care for their bodies
  • Ask and respond appropriately to questions about how they take care of their bo
  • Use parts of the verb to be
  • Use the pronouns I, me and my
  • Use capital and common letters and full stops appropriately
  • Apply a combination of movement skills to different rhythms in general space wi
  • Play mini games which include one, two, or a combination of Skills
  • Give thanks to God for their bodies
  • Recognize the importance for the need to rest
  • Describe ways in which we take care of our bodies
  • Identify daily personal habits needed to take care of the body
  • Describe ways in which we take care of our bodies
  • Identify daily personal habits needed to take care of the body
  • Compose/recite songs/jingles about caring for the body
  • Apply relevant accompanying skills to enhance singing
  • Write the numerals through and associate them with the corresponding words
  • Identify details on a graph or chart
  • Make general statements and draw conclusions based on information collected
  • Use pictures/painting/drawings to create a poster depicting the theme ?Caring f
  • Demonstrate an understanding of how the elements of art work together to produc
  • Dramatize the various ways in which the body is cared for
  • Use selected communication devices to share ideas about their classmates water
  • Demonstrate their understanding of care of the body
  • Formulate simple definition of a ‘family’
  • Identify general characteristics of a family
  • Construct a family tree depicting three generations
  • Construct a family tree depicting three generations
  • Construct a family tree depicting three generations
  • Demonstrate an appreciation and acceptance of the uniqueness of family structur
  • Identify and name own parent(s), grandparents and great grand-parents
  • Outline the relationships between generations
  • Create works of art using information collected about their family
  • Create three dimensional (D) models of their families
  • Use ordinal numbers to talk about positions in families
  • Represent their family size as sets and on a line plot
  • Associate members of sets with numerals
  • Associate numerals with number names
  • Compare sets
  • Construct simple mathematical sentences
  • Use Standard Jamaican English to respond to questions about family members
  • Use forms of the verb ?to be? appropriatel
  • Compose simple sentences or short phrases about the family
  • Display the ability to use capital and common letters when writing the names of
  • Write briefly about family experiences in journals or portfolios
  • Draw conclusions from pictures and written material
  • Use theatre games to explore the structure of the family
  • Use personal and general space in play and other activities
  • Perform locomotor and non-locomotor actions related to games about members of a
  • Take turns in physical activities
  • Engage in regular physical activities
  • Create jingles/songs/poem about the family
  • Use body percussion and classroom instruments to create rhythmic patterns to ac
  • Listen and sing songs about the family responding to musical cues and gestures
  • Discuss sacred writings about the family
  • Recognize that the human family is considered to be the family of God
  • Respond to creation stories about the origin of the family structure
  • Use digital devices to make an audio recording of jingles/songs/poem about the
  • Identify resource and technology used by family members to enhance life and mak
  • Write simple sentences to describe how family members care for each other Look
  • Use family pictures to develop stories about caring for each other
  • Write freely in response to stimulus about how family members care for each oth
  • Use full stop and question mark
  • Insert full stops or question marks at the end of each question Family members
  • Recognise that spoken language involves interaction and courtesy
  • Respond to questions and directions addressed in SJE
  • Respond to questions characters or situations in print about caring for each ot
  • Respond to and use the present continuous tense
  • Show an understanding of fair share/equal share
  • Identify ways in which family members depend on each other
  • Discuss the rights and responsibilities of different members of a Family
  • Explain why the family has rules
  • Discuss some of the rules in their family
  • Discuss how family members care for the physically challenged or older members
  • Use the creative arts to demonstrate how family members interact and or display
  • Express their understanding of a story or poem about caring for family members
  • Identify responsible actions to take if their human rights are violated
  • Use drawings to show how family members care for each other
  • Create jingles/ songs/dub poetry about how families care for each other
  • Develop an awareness of their capabilities and responsibilities as stewards wit
  • Develop an appreciation of the fact that they are accountable to themselves, Go
  • Become aware of their personal values and those of family members
  • Demonstrate an awareness of the relationship between personal and family stewar
  • Demonstrate movements within their own space and create rhythmic patterns at al
  • Use SJE/home language to communicate ideas about family activities
  • Compose Language Experience stories to share ideas about family activities
  • Sequence ideas logically as they write about their family experiences
  • Use the correct forms of verb ?to be? to communicate ideas about family activit
  • Use personal pronouns to communicate ideas about family activities
  • Tell the time (read the clock) on the hour and half hour
  • Identify special family occasions on the calendar
  • Use estimation in comparing time spent on various family activities (hour, half
  • Use a calendar in class and refer to it at appropriate times
  • Identify key activities in which families participate
  • Demonstrate how to work cooperatively as a family
  • Discuss special occasions celebrated by families
  • Express feelings about their participation in family activities
  • Compare major activities of different families
  • Demonstrate family values regarding respect for national symbols and activities
  • Identify religious activities in which families are involved
  • Show appreciation for the religious values that are embedded within some family
  • Perform songs about the activities of their families
  • Perform rhythmic pieces
  • Participate in traditional and contemporary dances as an example of a family ac
  • Practise and recall movements in particular sequences and patterns
  • Use different drama modes to reflect activities in which families participate
  • Provide feedback to peers on their presentations about family activities
  • Create art pieces on family activities
  • Create a digital story showing their experience of being involved in a family a
  • Use tools to create items related to family activities
  • Create D and Dmodels of things in the home
  • Classify things within the home
  • Relate how tools/machines within the home help to make life easier
  • Demonstrate an appreciation for items in their home which have religious signif
  • Compose lyrics for songs relating to things in the home
  • Create or imitate sounds heard in the home using elements of music for presenta
  • Identify shapes found on objects in the home
  • Use personal and general space in play and other activities
  • Relate things in the home to the areas in which they are usually found
  • Identify the uses of things in the home
  • Group things in the home in various categories
  • Compare the things found in the in home and the wider community: then and now
  • Use drama modes to communicate activities done in the home
  • Describe ways they can take care of things in their homes
  • Observe and discuss the symbols used on products within the home to help keep t
  • Identify hazards and risks to their safety at home
  • Demonstrate willingness to care for things in their home
  • Identify how things in the home are protected and cared for by authority figure
  • Explain how they use safety rules and information to protect themselves and oth
  • Discuss awareness of and appreciation for safety rules and guidelines for the h
  • Conduct a simple survey on the number and types of pets found the home
  • Analyze the data and write two sentences to explain their findings
  • Explain the importance of rules and regulations within the home
  • Identify rewards/consequences for acceptable/unacceptable behaviours with regar
  • Apply religious principles and teachings as they relate to things in the home
  • Compose lyrics for songs relating to safety at home
  • Use ICT tools to make journal entries about caring for living things in the hom
  • Use ICT tools to create electronic presentations, posters about the care and sa
  • Use drama modes to highlight how things in the home are used and cared for
  • Understand the term ‘environment’ and what is meant by this in relation to thei
  • Identify the important features of their school and explain what makes them imp
  • Begin to learn about the history of their school and the location of their Scho
  • Recognize how rules and regulations are effectively used in their school
  • Preserve the environment and appreciate the ways in which they need to care for
  • Tell ways in which they can take care of the school and the things in it
  • Develop basic locational skills in their environment (such as home and school)
  • Use process skills to draw conclusions and solve problems ? observe, predict, i
  • Identify and group objects and materials found in the school using simple chara
  • Observe, compare, classify geometric shapes taken from the environment
  • Create/play games using different shapes
  • Conduct simple surveys to determine safe/unsafe areas around them
  • Sort, group and classify collected data
  • Show by their behaviour that they value rules and regulations
  • Recognize positive and moral values contained in sacred and other stories
  • work cooperatively with their peers
  • Locate and perceive the direction and distance of sounds
  • Identify the sources and types of various sounds in the environment
  • Recognize and respond to differences/similarities in sounds (timbre, pitch, dur
  • Utilize body percussion and classroom instruments to explore rhythm and pattern
  • Create and imitate sounds heard and add to or change these sounds to express th
  • Repeat short rhythmic and melodic patterns to freely explore ways in which soun
  • Begin to appreciate that different art tools are used to produce art Work
  • Use play dough/clay/papier-mache to create objects found in the school
  • Recognize different textures used in art creations ? rough / smooth
  • Recognize that spoken language involves interaction and courtesy
  • Give praise and acknowledge the contributions of others
  • Write and read information about the history of their school
  • Use appropriate digital tools to create photo/digital story about their school
  • Identify groups to which they belong at school and discuss the responsibilities
  • Explain why groups have rules
  • Understand that there are different individuals and groups in one environment w
  • Appreciate that each person is unique and has skills and talents to be
  • Understand how individual roles support the functioning of the school
  • Use role play to demonstrate different job roles of people in school
  • Sort, group and classify collected data
  • Work cooperatively with their peers
  • Show by their behavior that they value rules and regulations
  • Recognize people in sacred and other stories, who have contributed to positive
  • Identify individuals who have helped us to develop moral values
  • Picture making techniques and/or make models of people in the school environmen
  • Recognize that spoken language involves interaction and courtesy
  • Attempt to use SJE structures to express themselves
  • Describe themselves, others, objects and situations using appropriate words
  • Identify an audience in their writing
  • Experiment with dramatization of different characters through role play
  • Use props to enhance dramatic presentation
  • Develop control and coordination of physical movements through dance and simple
  • Learn how to take turns and cooperate as teams when playing simple games
  • Identify activities and events that take place in their school
  • Differentiate between safe and unsafe areas in school
  • Show respect for various customs and practices present in their school
  • Report on some activities which take place during school celebrations
  • Identify the months of the year and the days of the week with a focus on the se
  • Recognise that special garments, foods, symbols and rituals are associated with
  • Utilize percussion instruments to explore rhythm and patterns
  • Use voices in different ways such as speaking, singing, chanting and performing
  • Make objects for named purposes using given materials
  • Explore elements and principles of art such as colour, shape, line, texture and
  • Describe events and situations, using appropriate words
  • Recognize that spoken language involves interaction and courtesy
  • Write freely in response to stimuli (story, picture, song, poem, etc)
  • In groups, compose lyrics to reflect Child Month or Teachers' Day
  • Show an appreciation for the different opinions shared about their work
  • List and group objects
  • Listen to others, and tell stories which relate to helping each other at school
  • Describe the actions of others using appropriate words
  • Use props to dramatize selected roles and characters
  • Play games which allow them to practise being part of a group and a Team
  • Move different limbs together to establish relationships, using different level
  • Demonstrate, through play, that individuals contribute to the success of teams/
  • Design and make instrument and art work to celebrate school events
  • Demonstrate cooperation by using appropriate digital tool to capture images for
  • Grade 1 Post Test
  • How to record your answer.
  • Describe self, others, objects and situations using appropriate words.
Completion rules
  • All units must be completed