EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported

COLOUR KEY:
OUTCOME 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

Term 1

Term 2

Term 3

Term 4
OUTCOME 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes

OUTCOME 3: Children have a strong sense of well being

Children become strong in their social and emotional wellbeing

OUTCOME 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with care, empathy and respect

Children respond to diversity with respect

Children take increasing responsibility for their own health and physical wellbeing

Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

Children engage with a range of texts and gain meaning from these texts

Children become aware of fairness

Children transfer and adapt what they have learned from one context to another

Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work. Children use information and communication technologies to access information, investigate ideas and represent their thinking

Children become socially responsible and show respect for the environment

Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Principles:
1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:
Holistic approaches Continuity of learning & transitions Responsiveness to children Cultural competence Learning through play Assessment for learning Intentional teaching Learning environments

The University of Notre Dame 2010 developed by C McGunnigle

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term one/Week 9
EYLF PRACTIC ES 1. Responsiveness to children 2. Learning through play 3.

YEAR LEVEL: Grade One

LEARNING AREA/TOPIC:

Intentional teaching

4.

Learning environm ents

5.

Assessment for learning

PRINCIPLES OUTCOMES

1. Secure, respectful & reciprocal relationships 1.Children have a strong sense of identity

2. Partnerships 2.Children are connected with and contribute to their world

3. High expectations & equity 3.Children have a strong sense of wellbeing

Continuity 8. Holistic of learning approac & hes transitions 4. Respect for diversity 5. Ongoing learning & reflective practice 4.Children are confident and 5.Children are effective involved learners communicators

6.

Cultural compete nce

7.

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

EYLF
Prin Prac O/C

AUSTRALIAN CURRICULUM LINKS SCIENCE Earth and space sciences Observable changes occur in the sky and landscape (ACSSU019) *Stations are literacy/numeracy focused

SPECIFIC LESSON OBJECTIVE 1. Identify the differences between the seasons 2. Link the seasons to the appropriate months

ASSESSMENT (what & how) Student engagement with the task (are they engrossed in the task, relating to personal experiences?) Consistency and fluency among the stations (are they able to apply their knowledge across the stations) Are they using ICT appropriately and have a thorough understanding of its use Do they

Week 9/Less on 1

4 5

TEACHING & LEARNING EXPERIENCES (include learner diversity) Mat session: Students introduced to the lesson topic Four seasons. The teacher will read the text All through the year By Jane Godwin sparking discussing about months of the year & seasons. Students will be broken up into four groups of six. Station 1: Using the iPads student will access the application Seasons. This will allow students to dress characters according to the weather Station 2: Using the recording pegs which will have pre-recorded parts of the story students will use this to match them up to the providing images also from the text. Station 3: On the gridded template students will have to function and direct the bee bots over to

KEY QUESTIONS What can we say about the weather outside? What do we know about the seasons? What do we do when it is hot weather, what clothes do we wear? What part of the story was the cold weather in? What month was this? What are you doing here?

RESOURCES

All through the year by Jane Godwin (Childrens literature) iPads Applicatio n Seasons Recording Pegs Image cut outs from the text Gridded mats, bee bots

understand the task; are they making reference to the text and using this to inform their learning?

the allocated seasons and months Station 4: Using the interactive whiteboard and accessing the Promethean active version students will work with the teacher to drag the appropriate months into the seasons displayed. Lesson Closure The teacher will discuss with the students what they have learnt throughout the course of the lesson and what they now know about months and seasons Catering for learner diversity Grouping students according to their learning abilities Simplify the tasks, focusing on one aspect (only) i.e. bee bot only linked to season rather than month too. Visual images as aids (pictures explaining the task to students) Can you explain what you are doing?

Interactive whiteboar d Projection screen Promethea n active version Software

WEEK/ LESSON

EYLF
Prin Prac O/C

AUSTRALIAN CURRICULUM LINKS ENGLISH Construct text that incorporate supporting images using software including processing programs (ACELY1664) *Stations are literacy/numeracy focused 1.

SPECIFIC LESSON OBJECTIVE Make a book describing the seasons

ASSESSMENT (what & how) Looking at the students final outcome (do they have an understanding of the seasons, can they explain these?) Do the pictures presented in the book accompany the text- are they supported and do they connect well? (fluency and consistency) Student engagement with the task (are they engrossed in the task, relating to personal experiences?)

Lesso n2

4 5

TEACHING & LEARNING EXPERIENCES (include learner diversity) The teacher will greet students and question them on findings from the previous lesson. The teacher will create a whole class book on seasons providing students with a rundown on the task. The whole class book will be created using book creator This will show students how to use the application and what is expected of them. The students will each be given an iPad each and asked to create a book using Book creator. The children will make a book of the four season that includes; 1. 2. 3. 4. A picture What season it is What month the seasons in Why it is their favourite season

KEY QUESTIONS

RESOURCES

I pads What season will you be looking at? What month will that season sit in? What might you write under that picture? Can I read your book? Are your pictures the same as your text? Applicatio n (Book creator) Interactive Whiteboar d Projection screen

2. Connecting pictures with text

Once the students have completed the tasl they will be asked to make their way back to the mat and sit in a circular formation. Each student will be asked to pass their ipad (story book) to the neighbour on the right, where they will read through and give each other feedback. Catering for learner diversity Grouping students according to their learning abilities Simplify the tasks, focusing on one aspect (only) i. bee bots only linked to season rather than month too. Visual images as aids (pictures explaining the task to students)

WEEK/ LESSON

EYLF
Prin Prac O/C

AUSTRALIAN CURRICULUM LINKS The Arts: Visual arts Create and display artwork to communicate ideas to an audience *Stations are literacy/numeracy focused

SPECIFIC LESSON OBJECTIVE 1. Construct a calendar displaying their understanding of seasons and months

ASSESSMENT (what & how) Looking at the students final outcome (do they have an understanding of the seasons, can they explain these?) Student engagement with the task (do they understand what is expected of them? Are they applying their knowledge)

Lesso n3

4 5

TEACHING & LEARNING EXPERIENCES (include learner diversity) Teacher will greet students and explain what they will be looking at today. As a lesson opening students will work with the teacher to draw up on the interactive whiteboard using smart notebook software the month that they are currently in, depict what the weather is outside (using visual images) and words as well as what day of the week and season we are in. Students will be given an iPad each where they will construct a Calendar. Students will make their own calendar using the application Photo Cal. In the months they will use pictures of themselves in a photo booth of the different seasons. They will have to: Dress according to the season Put the correct pictures into the correct months

KEY QUESTIONS What month are you creating? How will you dress up for summer? What month are we in now? How are you going to pose for that season? What would you include for winter?

RESOURCES

iPads Smart notebook Software Interactive whiteboar d Photo cal application USB lead to connect to connect ipad into projector Projection screen

Once all students have completed their calendars the teacher will ask all students to make their way to the mat. The teacher will select twelve students to come up and explain a month spanning from January-December. The ipads will be plugged into projector to make a large display of the month. The children will discuss what is presented (i.e season months, images accompanied) Catering for learner diversity Grouping students according to their learning abilities Simplify the tasks, focusing on one aspect (only) i.e. bee bots only

linked to season rather than month too.

Visual images as aids (pictures explaining the task to students)

WEEK/ LESSON

EYLF
Prin Prac O/C

AUSTRALIAN CURRICULUM LINKS SCIENCE Use a range of methods to sort information, including drawings and provided tables (ACSIS027) *Stations are literacy/numeracy focused

SPECIFIC LESSON OBJECTIVE 1. Sort pictures of objects into the correct season

ASSESSMENT (what & how) Looking at the students final outcome (do they have an understanding of the seasons, can they explain these?) Student engagement with the task (do they understand what is expected of them? Are they applying their knowledge) Student discussion (explanation of final product and application)

Lesso n4

4 5

TEACHING & LEARNING EXPERIENCES (include learner diversity) The teacher will greet students and introduce todays activity. The teacher will begin by recapping on one of the very first lesson activities, getting students to drag the relevant image into the appropriate seasons using the smart notebook software with the interactive whiteboard. Students will be split into groups of threes and provided with a series of images reflecting the seasons. In their groups they will have to sort these images using the application Simple mind (on the ipads) based on what season they are most appropriate to. For example they will have an abundance of images on flowers, leaves, clouds, raincoats, water bottles, hats, sunscreen etc which they will sort. Once all students have completed the task they will be asked to come back to the mat. A few students will be asked to come to the front and explain their final product and how they went about sorting them. As a lesson closure the text All through the year By Jane Godwin will be read as a recap of the unit of work, checking students understanding. Catering for learner diversity Grouping students according to their learning abilities Simplify the tasks, focusing on one aspect (only) i.e. bee bots only linked to season rather than month too.

KEY QUESTIONS How do you know that that image goes in that group? Can you explain your final outcome? Can you justify why you have done it that way? How did you go about sorting the images?

RESOURCES

I pads Interactive whiteboar d Childrens literature (All through the year by Jane Godwin) Series of images Applicatio n Smart notebook software & Simple Mind

Visual images as aids (pictures explaining the task to students