Centre: Water Beads Explicit / Intentional Teaching: Centre: Cosy Corner

Mat session:
1. The educator will Introduction: 1. This centre is a permanent centre, that
prepare the water Before the lesson: The teacher would has an intention of meeting children’s
beads by placing encourage children and inform parents to have emotional needs.
them in water 2 days before the the children wear and or bring in an object that 2. It provides an opportunity for children
commencement of the centre’s lesson, is of their favourite colour for the specific day to calm, re-focus and to establish
so they are prepared for use. the lesson is taught on. healthy wellbeing.
2. Next, the educator will model the steps 3. It is in a tent/ tepee, filled with calming
of the activity. Which will include The teacher will grasp the student’s attention colours, sounds and furniture.
having water beads in a plastic by singing a colour song. 4. This centre will include children’s
container in which students can touch “If you are wearing red today, red today, red literature on colour, sight and light,
and look at the beads and see what today, if you are wearing red today, stand up sensory toys and comforters.
colours they are. There will be another and shout ‘Hooray’!”. The teacher will vary 5. The child can remain in the tent until
container that will be placed on a light the colours each time when singing the song to ready to re-join the class and activities.
table where students will be able to cover all the colours that students are wearing  
visualise the differences that the light to class.
is making to the colours of the water The teacher will then form a discussion of the
beads. student’s favourite colours to build language
3. Then, the educator will invite the and understandings on what the colours are
students to engage in the centre, ask and or what colours they know.
questions and form discussions on The teacher will then read the students a
what colours can be seen, whether their children's literature to set the scene of the
favourite colour is in the centre and intentions of the lessons in
what happens when the beads are called 'Mix it Up' By
placed on the light? Herve’ Tullet.
4. The educator will monitor amongst
various centres.

Centre: Rainbow Soap Slime (Teacher Conclusion: Centre: Window Sticking

Directed) 1. The teacher will bring the students 1. The educator will begin by sticking
back to the mat. clear contact to the windows that are
 1. The educator will prepare the lessons
materials before the centre's duration.
Materials consist of soap flakes, warm
water, food colouring, a tub and
whisks for the students to be involved.
2. Next, the educator will have the
ingredients prepared for student
participation within the task. By this,
the educator will separate the
ingredients into bowls so that the
students can then add them in when
instructed.
3. The educator will allow students to
make the rainbow soap slime solution.
4. Then, the educator will give the
students the opportunity for free play
with the rainbow slime and to add food
colouring in gradually, to make
different colours e.g. red and yellow to
make orange.
Centre: Nature Collage
1. The educator will get students to
participate in a nature hunt by
collecting natural materials around the
centre's environment before the
commencement of creating nature
collages independently.
2. The educator will also collect natural
materials outside of the centre for the
students to use such as colourful
flowers, leaves of different shapes and
colours, bark, sticks, grass etc.
3. Next, the educator will model a pre-
2. As a class, the teacher will ask the
students to state what they did, what
they enjoyed and what they learnt in
the centres.
3. The teacher will then form a discussion
on what colours the students identified
and or what colours were made.
4. The teacher will then re-read the
children’s literature ‘Mix it Up’
Objective/s:
Students were able to:
- Mix 2 or more colours together.
- Effectively participate and contribute
in the centres.
accessible to the children.
2. The children will have the opportunity
to experiment with various materials as
they stick them to the window and
begin to understand the concepts of
light, colour and sight.
3. The educator can set specified tasks or
allow for free play. Follow up
questions can involve: “Which
materials let light through/ which
didn’t”, “Which were the brighter
colours/ which weren’t”.
Centre: Mix it Up
1. The educator will prepare this centre
prior to the commencement of the
student delivery. The educator will
provide primary coloured paints, paper
and paintbrushes for the students to
explore colour making.
2. The students will place small blobs of
paint on their piece of paper. The
students will be asked to choose 2
colours at one given time to create a
new colour. E.g. blue and red to make
purple.
 prepared example so the students can 3. The students will mix them using a
broaden their creativity using natural paintbrush.
materials. 4. There will be a carer assisting with the
4. The educator will allow students to paint circumstances, but limiting it to
begin their nature collages using their more child-led interaction to build
collected materials from the nature confidence and independence.
hunt.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
What we are assessing:
- If the students were able to mix 2 or more colours together.
- If the students were able to effectively participate and contribute to the centres.
This will be assessed using Anecdotal checklists and Teacher observation.

OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported
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
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
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect
for the environment
OUTCOME 3: Children have a strong sense of well
being
Children become strong in their social and emotional
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials

Centre: Changing colour Oobleck (Teacher Explicit / Intentional Teaching: Centre: Shaving Cream Painting
Directed).
1. The educator will prepare the
additional ingredients before the
lesson. The ingredients include 2 cups
of water, 3- 4 cups of corn-starch and
food colouring and a tub for all
students to be involved in the centre's
duration.
2. Next, the educator will have the
ingredients prepared for student
participation within the task. By this,
the educator will separate the
ingredients into bowls so that the
students can then add them in when
instructed.
3. The educator will allow students to
make the coloured Oobleck as a group.
4. Then, the educator will give the
students the
opportunity for free
play with the colour
changing Oobleck
and to add food
colouring in
gradually to make
different colours e.g.
Blue and yellow to
make green.
Mat session:
Introduction:
Before the lesson: The teacher will prepare a
treasure bag that is full of different objects of
different colours to use as a mat session in
class.
The teacher will start the lesson off by singing
‘Little Green Frog’ to gather the students on
the mat to commence the mat session. The
teacher will inform the students to sing along
to bring their attention to the mat.
The teacher will then start the mat session off
by taking out their treasure bag. The teacher
will tell the students that they have a special
bag filled with some objects that the class will
explore all together. This will set the scene of
the lesson through the different colours
introduced. The teacher will form discussions
on the colours by asking the students “What
colour is this object?, “What colours do you
see?”
The teacher will then model the centres to the
students before beginning the centres.
1. The educator will prepare several
bowls to prepare the shaving cream
paint before the activity.
2. The educator will use primary colours
for the shaving cream painting e.g. red,
blue and red.
3. The educator can place paint or food
colouring as the primary colours into
the shaving cream.
4. The educator will provide a variety of
materials that students can use to
create their painting such as
paintbrushes, sponges, rollers and
natural materials such as leaves, bark
flowers and so on to be creative and
allow students to broaden their
imagination.
5. The educator will allow students to
freely paint and mix their colours as
they wish.
Centre: Light Box Play
1. The educator will provide a space in
the classroom for students to
investigate colour by using a light
table.
2. The educator will provide a variety of
materials that students can use. Such as
magnifications blocks, leaves, cuttings
from greenery plants, crystal climbers,
cellophane, water beads etc.
3. The educator will model to the
students how they can use the light
table by placing two different coloured
cellophane sheets overlapping to show
the colour change that occurs when
overlapping the sheets.
4. The educator will allow students to
freely explore the light table
independently.
Conclusion:
The teacher will bring the students back to the
mat to conclude the lesson.
As a class, the teacher will ask the students to
tell their peers what they did in the centres,
what centre they liked the most (which will
help the teacher during planning preparation
for centres to come). And what colours they
made, or saw in the centres.
The teacher will then conclude the lesson by
reading a children’s literature ‘Press Here’ By
Herve’ Tullet.
Centre: Celery/ Flower Tie-dye.
1. The educator will prepare the centre by
collecting enough flowers for each
student to complete their experiment.
The flowers that are best used for this
centre include a few stems of bright,
white flowers such as
chrysanthemums, gerberas or
carnations.
2. The educator will need to provide
plastic cups for each student to have
their own.
3. The students will be asked to fill their
cups up with water. The educator will
draw a line on the cups as to where
students are to fill their cups up to so
that all water levels are equal.
4. The students will then be able to
choose what colour they want to make
their water by using food colouring
provided by the educator.
5. The educator will allow students to
complete the experiment themselves
whilst following instructions made.
6. The students will then wait a few days
for the colouring to leak into the
flower.
7. The educator will build the students
understanding and scientific
knowledge by asking questions such as
“What do you think will happen to the
flower?” “What colour do you think
the flower will turn?” “Do you think

Centre: Create Painted Rocks
1. The educator will provide flat rocks
that students will be able to paint.
2. The students will be able to use their
creativity to choose which colours they
want to use, what the colours are etc.
3. The educator will allow students to
explore in this centre by completing
the task independently.
Objective/s:
Students will be able to:
- Experiment with the effects that occur
when mixing colours in different
forms.
- Choose 2 colours and describe what
will happen, and what colour it will
change too.
the colour would change if we added
another colour? Why/why not?”
Centre: Water Drops on Paper Towel
1. The educator will prepare the centres
lesson prior to the student’s
commencement.
2. The educator will dilute food colouring
with water and place it in small plastic
containers for students to use. The
colours include, red, blue, purple,
green, orange, yellow and pink.
3. The educator will then prepare paper
towels for this centre. The educator
will lay the paper towel out evenly
across a table for students to be able to
place the food colouring water drops
on top.
4. The students are free to place their own
choice of colours on their piece
randomly at their pleasure.
5. The educator will allow students to
independently complete the task to
allow for creativity and imagination.

Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
Anecdotal notes will be used for each centre to assess if students were able to experiment the effects that
occurred when mixing colours in different forms as well as if students can choose two colours and describe what
will happen and what colour will be created.
OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported
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
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
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect
for the environment
OUTCOME 3: Children have a strong sense of well
being
Children become strong in their social and emotional
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
6. Once students have finished. The
educator will keep the paper towel
where it is until it dries, of which it
dries quite
quickly.
OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials
Centre: Colour Surprise Eruptions
1. The educator will order the supplies
for the ‘colour surprise eruption'
activity so that there is enough for the
day. These include baking soda,
vinegar, food colouring (a variety of
colours is appropriate for this activity),
squeeze bottles and plastic containers
and/or plastic cups.
2. The educator is to set up a large empty
tub that fits all students around the
sides to all be involved at one given
time.
3. The educator will prepare enough
plastic cups for students to have their
own with bicarb soda in the bottom of
them.
4. The educator will ask the students
what colour they would like. The
educator will put a few drops of the
allocated colour into the plastic cup
with bicarb soda.
5. The educator will provide each student
with a squeeze bottle of vinegar in
which they will squirt over the bicarb
soda to create the explosion effect.
6. Students will be observing what is
occurring during the eruption and what
is happening to the colours.
Explicit / Intentional Teaching: Centre: Hidden Colours-
Mat session: Treasure Bucket
Introduction: 1. This activity is just
Before the lesson: The teacher will make sure an engaging activity
that the classroom has enough coloured that allows students
objects for students to find on a colour hunt to explore the context of colour.
during mat session. 2. The educator will have a large plastic
tub filled with lentils and mung beans.
The teacher will start by modelling to the class 3. The educator will then place materials
the activity that will be completed in the that are different colours in which
introduction of the lesson. The teacher will students will be able to explore and
choose the colour red. The teacher will have a find all the hidden treasures in the tub.
bucket of red objects. The teacher will then 4. This activity can be done
make a connection to a piece of clothing that independently amongst the students.
she is wearing, red socks in this case.
The teacher will then show her objects that are
red in the bucket. I have a red apple, a red
pompom, a red pencil, I found a red hat.
Making sure they continue saying the colour
red. This is designed to set the scene of the
students going around the classroom finding
objects that are different colours.
The teacher will allow students to go and find
some objects that are a colour of choice, ready
to bring them back to the mat to discuss the
colours students found such as what the colour
is, what the object is if they or their classmates
are wearing that colour etc.
The students will then transition into their
centres in their allocated groups.
 7. The educator will allow students to
freely explore this centre.
Centre: Sensory Paint Bags
1. The educator will prepare the learning favourite activity was in today’s lesson centres
centres materials before
commencement. The materials include
different coloured paints, sandwich
bags for students to place the paint
inside and masking tape to seal the
bags before the students proceed with
smoothing the paint together with their teacher may need to prompt the discussion
hands.
2. The educator will model to the
students how to complete the task to
allow them to independently prepare
their bags alone.
3. The educator will choose 2 colours of
paint and squirt a small amount of each
colour into the bag. The teacher will
then seal the bag and smooth the paint
together with their hands to mix it.
4. The educator will then hold the bag to
Conclusion:
The teacher will ask all students what their
to begin the plenary session.
The teacher will then ask students to come up
to the front of the class to do a show and tell
with what they made in the centres or to
describe what they enjoyed the most. The
processes to help students verbally express
their meanings.
The teacher will end the session by playing the
colours dance by Patty Shukla.
https://www.youtube.com/watch?v=
TEBUyGO5ou8
Centre: Playdough Mixing (Teacher
Directed).
1. The educator will allow students to be
involved in making the playdough as a
group. The procedure for making
playdough consists of 2 cups of all-
purpose flour, ¾ cup of salt, 4
teaspoons of cream of tartar, 2 cups of
lukewarm water, 2 tablespoons of
vegetable oil and food colouring (the
primary colours e.g. red, yellow and
blue).
2. The educator will then evenly separate
the playdough so that each student has
their own.
3. The educator will then allow students
to mix the primary colours (red, blue
and yellow) playdough to explore the
different possibilities of mixing them
to make new colours.
 the window and form discussions with 1.
the students e.g “What is happening
when I hold the bag to the window?
Does anything happen to the colour?
What does the light do?”.
5. The educator will allow students to
prepare their bags, but the educator
will be in charge of sealing the bags up
with the tape, to enable it is done
correctly.
6. The educator
will allow the
students to
explore the
activity.

Centre: Colour Light Torches Objective/s: Centre: Creating Kaleidoscopes.

1. The educator will supply a variety of
small handheld torches. Students will be able to: 1. The
2. The educator will cut various colours - Observe the changes made with light educator
of cellophane into squares to place and colour. will collect
over the light of the torch. - Follow instructions to make playdough all
3. Students will shine their torches over a for the lesson. materials
white piece of - Verbally express the colours made and required to
paper to observe or found. make
the changes in Kaleidoscopes and enable students to
colour. make their own. These materials
4. The educator will include empty toilet paper rolls, thick
allow students to paper for students to draw their colour
explore light and design on, scissors for the educator to
colour within the cut the students design in a circle,
centre. sticky tape, bendy straws, textas,
 pencils, stickers etc., to decorate the
spinning wheel, Mylar sheets and or
mirrored sheets and lastly, paint for
students to paint the toilet paper roll.
2. The educator will allow the students to
choose their colour paint to paint the
toilet roll. This step should be the first
to allow the paint to dry.
3. Next, the
educator will
cut the Mylar
or mirrored
sheets into
three equal
strips and sticky tape them evenly
apart to fold into a 3D triangle design
to place inside the toilet roll to create
the reflection for the kaleidoscope.
4. Students will be able to design their
paper wheel with colours, stickers etc.
once students have completed this, the
educator will then make a hole in the
middle of the wheel and place the
straw through. The educator will then
attach the straw to the toilet paper roll
with sticky tape for students to be able
to explore the kaleidoscope.
5. The students will be able to freely play
with their kaleidoscopes by looking
into them and exploring all the
reflections created by their design.
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
The teacher will assess students learning through teacher observation and using a checklist to record the
objectives of the lesson. The teacher will mark the checklist with a tick if they were able to achieve it, a dot if the
students needed assistance and a cross If the students couldn’t achieve the objectives. The objectives consist of if
the students can observe the changes made with light and colour, follow instructions to make playdough for the
lessons centre and if the student was able to verbally express the colours made and or found.

OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported
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
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
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect
for the environment
OUTCOME 3: Children have a strong sense of well
being
Children become strong in their social and emotional
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials

Centre: Coloured Sensory Tub Explicit / Intentional Teaching: Centre: Colour frizzing sensory with
1. The educator will prepare a large tub Mat session: vinegar and bicarb soda.
of edible kinetic sand. The teacher will Introduction:
prepare this prior to the 1. The educator will prepare the centre
commencement of the activity as the The teacher will begin the lesson by for the students to be able to
students will be able to complete this reading a children’s literature to the class investigate and engage in the activity
activity independently. The ingredients called ‘A Colour of His Own’ By Leo
by observing the changes.
needed to make the kinetic sand Lionni.
2. The educator will need a box of bicarb
 consists of ½ cup of plain flour, ½ cup
of cornmeal, 1 tablespoon of oil and 1
tablespoon of corn syrup and food
colouring.
2. The educator will choose blue for the
sensory tub, however; this can be
changed for future centres.
3. The educator will collect blue objects
to place into the coloured sensory tub
for students to explore.
4. The items that will be added to the
sensory tub include pompoms, large
Lego blocks, straws,
numbers, blocks,
teddy bears etc.
5. The educator will
have this centre set
up before the centre
so students can
freely explore the
sensory tub.
The teacher will ask the students what
colours they saw in the story to build a
discussion on what colours students know
and do not know.
The teacher will then introduce an activity
that will be completed by the whole class
on the mat. This activity will be a
flashcard game where the educator will
have different colour splats laminated on
paper, that they will hold up and ask the
students to shout out the name of the
colour on the flashcard. This will allow the
teacher to know the strengths and
weaknesses of the students, which students
know what colours etc.
Students will then transition into the
centres in their allocated groups.
soda, a small bowl of white vinegar,
pipettes and food colouring.
3. The educator will begin by setting up a
few baking trays by sprinkling bicarb
soda all over the bottom of the baking
tray. Then shake the tray back and
forth to evenly distribute the bicarb
soda.
4. The educator will allow students to
place the food colouring onto the
bicarb soda themselves, by squeezing
drops all over it.
5. The students will then be able to drop
the vinegar by
using the
pipettes onto the
food colouring
and observing
the changes of
what is
occurring. The
students will be
able to discuss what it sounds like,
what it looks like, what happens to the
colours when the vinegar is added etc.
Centre: Colour mixing with coloured ice
cubes.
1. The
educator
will prepare
the coloured
ice cubes
the day
before to enable they are ready for use.
2. The educator will prepare the centre by
laying the ice cubes into a tray for
students to explore.
3. The educator will provide a few plastic
cups with warm water and salt in
which students will use to melt the ice
faster. Within this, the students will be
using pipettes to collect the water from
the cup and squirt the water on the ice.
This will help students develop their
fine motor skills as well as melt the ice
to observe what happens.
4. Students will complete this task
independently discussing what is
happening to the colours when they
melt? why are we using salt? Etc.
Conclusion:
The teacher will play a YouTube video on
colours to conclude the lesson. This clip
teaches students a specific colour as well as
matching objects. This will be used to close
the lessons topic of colour and light.
The teacher will ask students what colours
they viewed in the video. What were the
objects and what colours were they? What
colours they saw/ made in the centres?
The teacher will end with asking the students
what centres they enjoyed the most to help
with future planning as well as assessment
circumstances.
https://www.youtube.com/watch?v=BGa3AqeqRy0
Centre: Use paint swatches to find the
colours in the natural environment around
the centre and the classroom (Teacher
Directed).
1. This centre requires adequate teacher
supervision at all times as the students
will be outside for the whole duration
of this centre.
2. Students will have access to the paint
swatches provided by the educator.
Students will be asked to explore the
outdoor environment and try and find
the colours that their paint swatch is.
E.g. if their paint swatch is green then
the child will have to find a green
object. For example, a leaf.
3. This repeats until the lessons time is
up. However, the students will have to
find different colours not just green.
4. The teacher will model an example to
the students before the
commencement.
5. The educator will be walking around to
observe the student’s progression and
build discussions on what the colour is
that they are finding and what the

Centre: Coloured salt tray.
1. The educator will allow the students to
make the coloured salt for the centre's
activity.
2. The ingredients needed to make the
coloured salt are food colouring and
salt.
3. The students will add the ingredients
into a see-through tub and mix the
solution to make sure that all the salt
has been coloured.
4. The students will then be able to draw
and or write in the sand. This centre
will be located next to the light table so
that the see-through tub can be placed
on top of the light table and the
students
can
explore
through
light.
Objective/s:
Students will be able to:
- Find objects in the outdoor
environment that match a paint swatch.
- Identify the colours by verbally
expressing the names e.g. blue, red,
green.
object they have found is.
Centre: Rainbow Jars
1. The educator will collect jars with lids
to make rainbow jars in class.
2. The students will place water into the
jars.
3. Next, the students will place a few
drops of different food colouring in
each jar and place the lid on top (the
educator may need to help with placing
the lids back onto the jars).
4. Then, the jars will be placed on the
window frame in the classroom next to
the light.
5. Students will then be able to observe
what is occurring such as what the
shadow looks like? What is happening
to the
colours? What is the light doing?
Assessment & Recording: (What are we assessing? How are we assessing? How are we recording?)
The educator will use anecdotal checklists to assess students learning in the centres by using the lesson objectives
of the student being able to; Find objects in the outdoor environment that match a paint swatch.
Identify the colours by verbally expressing the names e.g. blue, red, green.

OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported
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
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
Children respond to diversity with respect
Children become aware of fairness
Children become socially responsible and show respect
for the environment
OUTCOME 3: Children have a strong sense of well
being
Children become strong in their social and emotional
wellbeing
Children take increasing responsibility for their own
health and physical wellbeing
OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective communicators
learners
Children interact verbally and non-verbally with others
Children develop dispositions for learning such as for a range of purposes
curiosity, cooperation, confidence, creativity,
Children engage with a range of texts and gain
commitment, enthusiasm, persistence, imagination and
meaning from these texts
reflexivity
Children express ideas and make meaning using a range
Children develop a range of skills and processes such as
of media
problem solving, enquiry, experimentation,
hypothesising, researching and investigating Children begin to understand how symbols and pattern
systems work.
Children transfer and adapt what they have learned
from one context to another Children use information and communication
technologies to access information, investigate ideas
Children resource their own learning through
and represent their thinking
connecting with people, place, technologies and natural
and processed materials
Reference List:

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Busy Beavers. (2013). Colour Songs Collection- Learn Colours, teach Colours, Baby Toddler Preschool Nursery Rhymes. [YouTube]. Retrieved
https://www.youtube.com/watch?v=BGa3AqeqRy0

Happy Deal. (2014). Homemade Puffy Paint with Shaving Cream. [Online image]. Retrieved from https://happydealhappyday.com/homemade-
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Juise, K. (2011). Colour Mixing for Little Hands- Ice Cubes. [Online Image]. Retrieved from http://thejuise.blogspot.com/2011/08/color-mixing-
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Ranson, A. (2013). Giant Colour Themed Sensory Tub. [Online image]. Retrieved from https://theimaginationtree.com/giant-colour-themed-
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Roux, N. (2020). How to Make Oobleck Recipe (Sensory Science) [Online image]. Retrieved from http://www.powerfulmothering.com/how-to-
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Smith, K. (2020). Exploring Light. [Online image]. Retrieved from http://adayinfirstgrade.com/2016/01/exploring-light-in-kindergarten.html/4

Shukla, P. (2014). Colours Dance 1. [YouTube]. Retrieved from https://www.youtube.com/watch?v=TEBUyGO5ou8

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Tullet, H. (2014). Mix it Up. Australia: Allen & Unwin Australia