EXPERIENCE PLANNING TEMPLATE
Photocopy this three times – one for each child.
Use this template to plan an experience based on the observations in Assessment Task 2.
Child 1, Child 2, Child 3 (Circle which child this relates to)
Name of experience
Detailed description
(Describe in detail what the
experience will involve)
Will this be an individual or group
experience?
Reason for experience
(provide details of how this
experience has been influenced
by your information gathering
and analysis in Assessment Task
2)
What learning outcomes are
significant for the focus child?
Describe briefly
Train construction
In this activity, Benjamin is given an avenue to play
with train sets relating to his interests.
Based on the observation last 7th of November, Child 1
expressed his interests in trains as he played with trains in
the outdoor area. In this activity, he will be able to develop
his fine motor skills. This experience plan can be linked to
EYLF Outcome 3.2.7 as Child 1 will enhance his manipulation
skills through the use of the puzzled train sets (DEEWR,
2009). The EYLF Principle that can be linked: Secure,
respectful and reciprocal relationships for the educator is
attuned to Benjamin’s interests and extend the experience
plan from that (DEEWR, 2009, p.12).
LO1 For this experience plan, the educator intends for
Child 1 to enhance his fine motor skills through
manipulation of the materials that will be provided.
LO2 Child 1’s pincer grasp should also prove to be useful
and developed in this learning experience.
LO3 Child 1’s cognitive skill will also be in focus as the
activity calls for understanding as to how the pieces
fit each other, and how he can make a train track
work.
LO4
LO5
 Opportunities for responsive and
respectful interactions with the
focus child
Resources required
Early Childhood Education and Care
CHCECE013 AT3 Experience Planning Template (0519)
 I will call Child 1 and show him the materials that
will be used for play.
 I would ask “What’s this, Child 1?” for each item,
like the trains and tracks, so that he is aware of
what they are called. If it happens that Benjamin is
not aware of their names, I will repeat the correct
word to him.
 I will guide and help him to build the train track if he
finds it difficult to assemble the pieces.
 I would readily offer my help to him in any aspect if
needed.
 I would also engage him in conversation for the
learning experience so that I am sure that he is
engaged in the activity.
The EYLF Practice that can be linked in this experience
plan:
Responsiveness to children (DEEWR, 2009, p.14)
because the educator needs to be attuned to the activity as
much as the students are.
The experience plan will be included in the curriculum, other
children will be free to join as well. The train tracks and train
pieces will be provided for the children. The educator will
interact with Benjamin throughout the experience plan.
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