Planning

Documents
Early Childhood
University of
Notre Dame
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
COLOUR KEY: Term 1 Term 2 Term 3 Term 4
OUTCOME 1: Children have a OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to Children become strong in their social and Children develop dispositions for learning such as Children interact verbally and non-verbally with

groups and communities and an understanding emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

of the commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities necessary and reflexivity

for active community participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such Children engage with a range of texts and gain

autonomy, inter-dependence, resilience their own health and physical wellbeing as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning using a

confident self identities from one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

Children use information and communication

technologies to access information, investigate

ideas and represent their thinking

Principles:

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

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions
 English CONCEPT MAP Maths
(option 1)

Religious Education / Spiritual

Education

Concept: Term:
Weeks:

Science / Technology & Enterprise Health & Physical Education

Society and LOTE The Arts Colour Key

Environment Physical (Fine Motor)
Physical (Gross Motor)
Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral
PHYSICAL: Fine Motor PHYSICAL: Gross Motor
CREATIVE / AESTHETIC
 DEVELOPMENTAL DOMAIN
CONCEPT MAP
(o
ption 2)

Concept: Term:
Weeks:

SOCIAL / EMOTIONAL SPIRITUAL / MORAL

COGNITIVE / LANGUAGE
CONSTRUCTIVE PLAY MANIPULATIVES
(BLOCKS) LEARNING CENTRE
PLAN

Week to Week _

INVESTIGATION TABLE

PAINTING COLLAGE

ICT

DRAMATIC PLAY BOOK CORNER DRAWING / WRITING CENTRE

CLIMBING AREAS CREATIVE PLAY
OUTDOOR PLAN

Week to Week
SAND & WATER PLAY

MAT PLAY
INVESTIGATION

NATURAL ENVIRONMENT

ART/CRAFT TABLE BIKE PLAY

CHILDRENS INTERESTS/ FUTURE
PLANNNING
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

EYLF Responsiveness Learning Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES to 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 sense of wellbeing and involved learners communicators
their 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 Asia and Australias engagement with Asia Sustainability
Cultures

WEEK EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURC
/ Prin Prac CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS ES
LESS O/C
LINKS OBJECTIVE (include learner diversity)
ON
Teacher will print
1 1, Learni 4,5 Lesson 1: Design an obstacle
out a table
The students will gather on the mat and the Are we thinking Butterfly
2, ng course using Bee Bots teacher will read the story Were Going on A about the pegs, bee-
including target
5 Maths: Describe position and to understand position students names Bear Hunt. distance before bots, ipads,
Envir movement (ACMMG010) and distance in and a checklist of entering in the microscopes,
onme Mathematics. lesson objectives. There will be three stations for small groups to directions into pencils &
nts Maths: Establish rotate and have a turn at each activity. the bee-bots? paper.
A tick will be placed
understanding of the language Recall what sounds can next to each lesson
and processes of counting by be heard in the words objective each Activity One: Using the Bee-Bots the students What sounds
naming numbers in sequences, on the butterfly pegs. target student had will navigate their way round the obstacle can you hear in
initially to and from 20, displayed correctly. course with materials scattered. The students the words?
moving from any starting Analyse Nature using a have to enter in the instructions into the Bee-
point (ACMNA001) microscope to see Bots for example left right, forward or What is the
things closely and draw backwards. The Bee-Bots move 15cm each most interesting
Lesson 2: it using fine motor time. object/ material
English: Know how to read skills. you have seen
and write some high- Activity Two: The students are supplied with through the
frequency words and other butterfly pegs, the teacher already having microscope and
familiar words (ACELA1817) programmed the words into the pegs, hear the why?
word and places it on the corresponding word in
English: Recognise and the classroom.
generate rhyming words,
alliteration patterns, syllables Activity Three: The students are instructed to
and sounds (phonemes) in use the microscopes provided to explore nature
spoken words (ACELA1439) and see things they cannot see with the naked
Lesson 3: eye. They can then record what they saw and
Science involves observing, draw it using fine motor skills.
asking questions about, and
describing changes in, objects The students then gather on the mat and are
and events (ACSHE013) encouraged to share ideas and discuss what they
have learnt.
Participate in guided
investigations and make
observations using the senses
(ACSIS011)

Engage in discussions about

observations and represent
ideas (ACSIS233)

Share observations and ideas

(ACSIS012)
 ASSESSMENT & EVALUATION DOCUMENTS

INDIVIDUAL
BACKGROUND
PROFILE

INDIVIDUAL
OBSERVATION
(LINKED TO
DOMAINS)

LEARNER PROFILE
(IDENTIFY
STRENGTHS/WEAKNE FUTURE
SSES) PLANNING

GROUP PROFILE

LEARNING AREA
ASSESSMENTS

EVALUATION

BACKROUND
See attached documentsPROFILE
for
proformas
Full Name: _________________________

Date of Birth: _____________________

Siblings: _______________________________________________________________________________

Family Structure: ______________________________________________________________________

Custody Arrangements: ______________________________________________________________

Cultural Heritage: _________________________

First/Home Language: ________________________

Allergies/Relevant Medical Information: ___________________________________________

__________________________________________________________________________________________

Previous Intervention: ________________________________________________________________

__________________________________________________________________________________________

Any Special Needs: ____________________________________________________________________

_________________________________________________________________________________________

Information gained through parent discussions:

DATE COMMENT
 INDIVIDUAL ASSESSMENT: OBSERVATION
NAME:
DATE & FOCUS AREA OBSERVATION ANALYSIS / INTERPRETATION
TIME

DOMAIN LINKS
COLOUR KEY
PLAN FOR FUTURE LEARNING EXPERIENCE: Physical (Fine Motor)
Physical (Gross Motor)
Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral
 LEARNER PROFILE

NAME: DATE:
Areas of Strength Plan for Extension Experiences

Areas Requiring Assistance Plan for Scaffolding Experiences

Current
Interests:
 GROUP PROFILE

DATE & FOCUS AREA DOMAIN AND OBSERVATION PLAN FOR FUTURE
TIME LEARNING AREA LEARNING EXPERIENCE
LINKS

Mat sessions

Transitions

Learning
Centres

Outdoors
 EVALUATION

Key evaluation questions for informing future planning and practice.

QUESTIONS EVIDENCE

Was integration of
topic/concept meaningful?

Was the amount I planned to

cover appropriate? Too much?
Too little?

Did students achieve the

objectives and outcomes of
the program?

Were my teaching strategies

effective?

Were the types of groupings I

used appropriate?

Did I successfully cater for the

diverse needs of students in
my class?

Did I make use of appropriate

resources?

Did my use of assessment

accurately indicate the
knowledge and skills of the
students?

What could be improved?

Other comments?