PRE-PRIMARY INTEGRATED UNIT - “SPECIAL ME” Weeks 2-4

Rationale
Children have a natural curiosity about the places and spaces around them. Through the course of completing the RE unit My Family children identified places of special
significance to their own family. Many children expressed an interest in the parks in their own suburbs. This instigated a discussing about similarities and differences
between places and spaces around Geraldton. During our work on this unit children will investigate and explore some of our local area including parks and recreation
areas.
General Capabilities
Critical and Creative Literacy Numeracy Personal and Social ICT Ethical Understanding Intercultural
Thinking Understanding
Cross Curricular Priorities
Aboriginal and Torres Strait Islander histories and Asia and Australia’s engagement with Asia Sustainability
cultures
Early Years Learning Framework
Outcome 1 Outcome 2 Outcome 3 Outcome 4 Outcome 5

Children have a strong sense of Children are connected with and Children have a strong sense of Children are confident and Children are effective
identity contribute to their world wellbeing involved learners communicators
1.1 Children feel safe, secure, and 2.1 Children develop a sense of 3.1 Children become strong in 4.1 Children develop dispositions 5.1 Children interact verbally and non-
supported belonging to groups and their social and emotional for learning such as curiosity, verbally with others for a range of
communities and an wellbeing cooperation, confidence, purposes
1.2 Children develop their understanding of the reciprocal creativity, commitment,
emerging autonomy, inter- rights and responsibilities 3.2 Children take increasing enthusiasm, persistence, 5.2 Children engage with a range of
dependence, resilience and necessary for active community responsibility for their own imagination and reflexivity texts and gain meaning from these
sense of agency participation health and physical wellbeing texts
4.2 Children develop a range of
1.3 Children develop 2.2 Children respond to diversity skills and processes such as 5.3 Children express ideas and make
knowledgeable and confident self with respect problem solving, meaning using a range of media
identities inquiry, experimentation,
2.3 Children become aware of hypothesising, researching and 5.4 Children begin to understand how
1.4 Children learn to interact in fairness investigating symbols and pattern systems work
relation to others with care,
empathy and respect 2.4 Children become socially 4.3 Children transfer and adapt 5.5 Children use information and
responsible and show respect for what they have learned from one communication technologies to access
the environment context to another information, investigate ideas and
represent their thinking
4.4 Children resource their own
learning through connecting with
people, place technologies and
natural and processed materials
 Learning Experience Learning Outcome Resources Evaluation / Reflection
Religion English Science Health HASS EYLF
Whole Group Experience

 Class discussion about our strengths and weaknesses and Personal strengths of individuals (ACPPS001) Book, Koala Lou
what makes us special. Read Koala Lou and discuss what
was special about the characters

 Think / pair / share our likes and dislikes. Read big book, Understand that language can be used to explore
“The Land of Many Coloured People.” Discuss likes, Big Book, “The Land of
ways of expressing needs, likes and dislikes
dislikes and acceptance of others Many Coloured people”
(ACELA 1429)

 Brainstorming class rules. Discuss how we can help to

Personal and social skills to interact with others
keep our class a safe and happy environment. List class
(expressing needs, wants and feelings, active
rules and expectations
listening, self-discipline). (ACPPS004)
 Game, “This is the way we…” Brainstorm different
actions/mimes. Sing to the tune of, “Here We Go Round
the Mulberry Bush”
1.3 Children develop knowledgeable and
 Song, “Punchinello” Chn perform a choice of actions for confident self identities
their friends to copy

Small Group Experience

 Modelling appropriate behaviours / expectations.
Teachers to monitor indoor and outdoor play spaces.
 Face recognition game. Double set of photos of PP
students to be used for a variety of facial recognition
games
Personal and social skills to interact with others
(expressing needs, wants and feelings, active
listening, self-discipline). (ACPPS004)
A1.2 Names ways in which each person is special Photos x 2 Laminated of
each child

 Trace your friend’s face. Use document sleeves to trace a Plastic document sleeves
friend’s face using whiteboard markers x 3 and whiteboard
markers
 Face painting Chn paint each other’s face, using face
paint and fine brushes Face paints

 Likes/dislikes collage. Chn look through magazines for Magazines, glue and
pictures of things they like/dislike. Chn explain choice Understand that language can be used to explore team charts
before sticking on group poster. Not individual ways of expressing needs, likes and dislikes
(ACELA 1429)
 Independent Experience .
 Name writing. Daily name writing practice. Produce some lower case and upper case letters,
using learned letter formations (ACELY 1653)
 Mirror Drawing. Chn look in a mirror to explore their Mirror, drawing
facial features, drawing what they see. Presentation materials
Folder
Explore and make observations by using senses
 How are we the same/different. Chn select a photo of (ACSIS 011) Small photo of each
themselves and a classmate, stating how they are the child x 2
same and how they are different

 How old am I? Chn make a birthday cake and stick on the How they, their family and friends commemorate
corresponding amount of candles to their age past events that are important to them Birthday cake template
(ACHHK003)
 Painting easels. Add a variety of skin tones to easel Mix skin tones
trolley for free painting opportunities

 Paper doll cut outs. Add paper doll cutouts to collage Paper dolls, collage
trolleys, chn make their own special person and describe materials
what makes this character special. Teacher to scribe

 Personal interviews to assess RE outcome. Ask chn how

they use their specialness to show love to someone in B2.1 Names ways people could use their
their family? Scribe responses onto checklist specialness to show love. Interview checklist

Outdoor Experience
 Perspex easel. Chn paint a friend. Photo with iPad. Perspex easel, paints,
Make a class book to share between classes. iPad

Classes take turns to choose what to set up in outdoor
play space

 Home corner in the house with dress ups

 Indoor/Outdoor Planner
WEEK PP 1 PP 2 PP 3 EA Outdoor Teacher Outdoor
TWO  Mirror Drawing  Mirror Drawing  Mirror Drawing  Outdoor rules  Outdoor rules
 Partner  Partner  Partner and and
differences differences differences expectations expectations

THREE  Likes/dislikes  Prelit small  How old am I?  Painting easels  Observe and
collage group facilitate play
intervention
FOUR  Paper doll cut  Prelit small  Personal  Face  Observe and
outs group interviews to recognition facilitate play
 Face tracing intervention assess RE game
(whiteboard outcome  Face painting
markers)