FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 Lesson 1 YEAR LEVEL: Pre-Primary LEARNING AREA/TOPIC: Science

EYLF Responsiveness to Learning Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to their sense of wellbeing and involved learners communicators
world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON Principles Practices Outcomes CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS
LINKS OBJECTIVE (include learner diversity)
Lesson 5. Intentional 2. Children are Mathematics Use the What: Assess Mat Introduction: Why have Mat
4 Ongoing Teaching connected with Number and Talking Pegs to students on - Students will be seated on you Introduction:
Learning and contribute Algebra: record and their the mat classified iPads
and Learning to their world Patterns and describe the understanding - The educator will remind this object
Reflective Environments Algebra classifications of the various this way? Interactive
students of what they did in
Practice 4. Children are Sort and made and why types and Whiteboard
Continuity of confident and classify familiar classifications Lesson 1, showing them Is there
Learning and involved objects and Effectively use of objects photos on the Interactive another way Lesson:
Transitions learners explain the ICT Tools Whiteboard of some of their that you Images
basis for these (Talking Pegs) How: Results classifications could have printed off of
5. Children are classifications. to enhance of the Yes/No - The educator will then classified the iPads
effective Copy, continue learning Questionnaire introduce the lesson and this object?
communicators and create and the Paper and
inform students about what
patterns with Reasons for Talking Peg What Pencils
objects and classifying Recordings they will be doing in the grouping did
drawings objects into lesson you like the Colouring in
(ACMNA005) specific groups Pencils
Mathematics - The educator will also show most and
Statistics and students how to use the why? Talking Pegs
Probability: Talking Pegs (2 per pair of
Data students)
- The educator will then
Representation
and divide students into pairs Yes/No
Interpretation Questionnaire
Lesson Steps:
Answer yes/
1. Students will be divided into
no questions Mat
to collect pairs Conclusion
information 2. Students will use the images
and make taken on the iPads during
simple Lesson 1 (that have since
inferences been printed off), looking at
(ACMSP011)
the different objects and
Science Science writing down their reasons
Inquiry Skills: as to why they classified
Processing and them this way
Analysing Data 3. Students will then draw
and pictures of grouped objects,
Information which will accompany their
Engage in
written explanations.
discussions
about 4. After this has been
observations completed, students will
and represent record on to the Talking
ideas Pegs their reasons for their
(ACSIS233) classifications of objects and
attach a written explanation
Digital
to the peg
Technologies:
Knowledge and 5. Students will then take part
Understanding in a gallery walk looking
Recognise and listening to other
and explore students reasonings
digital systems 6. After this has been
(hardware and completed, students will
software choose another groups
components)
work, re-listening to their
for a purpose
(ACTDIK001) reasonings
7. Students will then answer
yes/no questions, provided
by the teacher, as to how
the group classified their
natural and man-made
objects.
8. Students will also answer
questions relating to how
they could have classified
the objects differently.
9. Once this has been
completed, students will
record their analysis onto
another talking peg and
attach this to the original
groups written explanation
and drawing
10. Students will then complete
another gallery walk.

Mat Conclusion:
- The teacher will ask
students to sit on the mat
and will then choose a
couple of students to
present their talking peg to
the class.
- The teacher will then ask
the students to describe
their classifications and ask
them why, consolidating
what they had learnt from
the lesson.