teaching resource

Getting to Know You – Back to School Bingo

Updated: 14 Nov 2023

Start your year off right with an engaging back to school bingo game designed for foundation and year 1 students.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: F - 1

Curriculum

VC2E1LA01

Explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands <ul> <li>recognising the effects of words, signing, gestures and body language on the way that communications are received by others</li> <li>understanding that symbols, gestures and body language are key components of communication in Aboriginal and Torres Strait Islander communities</li> <li>viewing short films and discussing how characters use words and body language to convey emotions</li> <li>learning the difference between closed questions (for example, ‘Are you ready?’) and open questions (for example, ‘What made this text so exciting?’)</li> </ul>
VC2EFLA02

Explore different ways of using language to express preferences, likes and dislikes <ul> <li>recognising how feelings and preferences might be communicated in speech and gesture</li> <li>recognising the ways that emotions and feelings can be conveyed in visual and media texts, for example in short film, advertising and animations</li> </ul>
VC2EFLY01

Interact in informal and structured situations, using appropriate voice levels and listening while others read or speak <ul> <li>exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas</li> <li>showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate</li> <li>altering volume for inside and outside situations and when speaking to an audience</li> <li>participating in informal interaction situations, for example play-based experiences that involve the imaginative use of spoken language</li> <li>listening to and following instructions</li> </ul>
VC2E1LA02

Explore language to provide reasons for likes, dislikes and preferences <ul> <li>using words such as ‘because’ to introduce reasons for likes, dislikes and preferences</li> <li>exploring comparative words (adjectives) to express the degree of preference, for example ‘better’ and ‘faster’</li> </ul>
VC2E1LY01

Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions <ul> <li>using turn-taking in group and pair work</li> <li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li> <li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li> <li>interacting appropriately with peers, teachers and visitors</li> <li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li> </ul>

ACELA1429

Understand that language can be used to explore ways of expressing needs, likes and dislikesElaborationsrecognising some of the ways we can use speech, gesture, writing and media to communicate feelings (Skills: Literacy, Critical and Creative Thinki...
ACELY1784

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contactElaborationslearning how to use different voice levels appropriate to a situation, for example lear...
ACELA1446

Understand that there are different ways of asking for information, making offers and giving commandsElaborationslearning the difference between questions and statements, requests and commands (Skills: Literacy, Critical and Creative Thinking)learnin...
ACELY1656

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...

teaching resource

Getting to Know You – Back to School Bingo

Updated: 14 Nov 2023

Start your year off right with an engaging back to school bingo game designed for foundation and year 1 students.

Editable: Google Slides
Non-Editable: PDF
Pages: 1 Page
Years: F - 1

Start your year off right with an engaging back to school bingo game designed for foundation and year 1 students.

Looking for Back to School Activities?

Introducing our delightful Getting to Know You Bingo Game, specially designed for foundation and year 1 students! This entertaining game is a fantastic way to engage young learners while breaking the ice during those first few days of school. With 25 unique bingo boards and 36 calling cards, the possibilities for fun and learning are endless!

To start the game, simply print out the bingo boards and calling cards provided in the PDF format. The calling cards feature clear phrases and corresponding images, making it easy for children to match them to their boards.

Students and teachers will have fun learning information about each other such as:

If you have a sibling
Like fruits or vegetables
If you play an instrument

And more!

Tips for Differentiation + Scaffolding

A team of dedicated, experienced educators created this resource to support your back-to-school lessons.

Use this Bingo game to enhance learning through small groups, whole class lessons or remote learning assignments.

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts:

🆘 Support Struggling Students

Students who struggle with this activity could complete it with a partner, who can help them find matching pictures.

➕ Challenge Fast Finishers

This resource is for students to get to know one another. For a challenge, students could create their own BINGO boards.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the PDF or editable Google Slides version of this resource.

Print on thick card for added durability and longevity. Place all pieces in a folder or large envelope for easy access.

This resource was created by Samantha Rose, a Teach Starter Collaborator.

Don’t stop there! We’ve got more activities and resources that cut down on lesson planning time:

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Four Corners - Back to School Active Game

Get moving with this engaging All About Me Active game for the beginning of a school year.

Curriculum

VC2E1LA01

Explore how language, facial expressions and gestures are used to interact with others when asking for and providing information, making offers, exclaiming, requesting and giving commands <ul> <li>recognising the effects of words, signing, gestures and body language on the way that communications are received by others</li> <li>understanding that symbols, gestures and body language are key components of communication in Aboriginal and Torres Strait Islander communities</li> <li>viewing short films and discussing how characters use words and body language to convey emotions</li> <li>learning the difference between closed questions (for example, ‘Are you ready?’) and open questions (for example, ‘What made this text so exciting?’)</li> </ul>
VC2EFLA02

Explore different ways of using language to express preferences, likes and dislikes <ul> <li>recognising how feelings and preferences might be communicated in speech and gesture</li> <li>recognising the ways that emotions and feelings can be conveyed in visual and media texts, for example in short film, advertising and animations</li> </ul>
VC2EFLY01

Interact in informal and structured situations, using appropriate voice levels and listening while others read or speak <ul> <li>exchanging ideas with peers in pairs and small groups, engaging in class discussions, listening to others and contributing ideas</li> <li>showing understanding of appropriate listening behaviour, such as listening without interrupting, and looking at the speaker, if culturally appropriate</li> <li>altering volume for inside and outside situations and when speaking to an audience</li> <li>participating in informal interaction situations, for example play-based experiences that involve the imaginative use of spoken language</li> <li>listening to and following instructions</li> </ul>
VC2E1LA02

Explore language to provide reasons for likes, dislikes and preferences <ul> <li>using words such as ‘because’ to introduce reasons for likes, dislikes and preferences</li> <li>exploring comparative words (adjectives) to express the degree of preference, for example ‘better’ and ‘faster’</li> </ul>
VC2E1LY01

Use interaction skills including turn-taking, speaking clearly, using active listening behaviours and responding to the read or spoken contributions of others, and contributing ideas and questions <ul> <li>using turn-taking in group and pair work</li> <li>building a conversation by staying on topic, supporting other speakers, eliciting responses, listening supportively and attentively, asking relevant questions, providing useful feedback and prompting</li> <li>participating in informal and structured class, group and pair discussions about content area topics, ideas and information</li> <li>interacting appropriately with peers, teachers and visitors</li> <li>formulating different types of questions to ask a speaker or someone reading aloud, such as open and closed questions and ‘when’, ‘why’ and ‘how’ questions</li> </ul>

ACELA1429

Understand that language can be used to explore ways of expressing needs, likes and dislikesElaborationsrecognising some of the ways we can use speech, gesture, writing and media to communicate feelings (Skills: Literacy, Critical and Creative Thinki...
ACELY1784

Use interaction skills including listening while others speak, using appropriate voice levels, articulation and body language, gestures and eye contactElaborationslearning how to use different voice levels appropriate to a situation, for example lear...
ACELA1446

Understand that there are different ways of asking for information, making offers and giving commandsElaborationslearning the difference between questions and statements, requests and commands (Skills: Literacy, Critical and Creative Thinking)learnin...
ACELY1656

Engage in conversations and discussions, using active listening behaviours, showing interest, and contributing ideas, information and questionsElaborationslistening for details in spoken informative texts (Skills: Literacy)participating in informal ...

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