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
Reading the fire truck story
Child 3 was playing in the literary section and spotted
a fire truck book that he gave to one of the educators
Based on the observation last 11th of November, Benjamin
was playing with fire trucks and shown an interest towards
the names surrounding the fire truck. This experience plan
can be linked with Learning Outcome 5 (DEEWR, 2009,
p.38) as it will focus on verbal and non verbal development.
The EYLF Principle that can be linked for this learning
experience is: On going learning and reflective practices
(DEEWR, 2009, p.13) because the educator can see how
these experience plan goes and see where does the
experience take the child from there.
LO1 For Child 3 to continuously grow his vocabulary.
LO2 For Child 3 to know interconnect words to what they
actually mean – for example the pictures in the book
of fire trucks or ambulances, Benjamin would know
what those words actually look like.
LO3 For Child 2 to overall improve his verbal and non
verbal skills.
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 ask Child 3 to sit with me on the mat while I
read him the story.
 I will first go over the book in a kind of summary so
that he is aware of what is going to happen in the
book.
 I will open each page for him to see and skim my
fingers along the words so he knows what I am
reading.
 If there are images that seem a bit unclear, I would
always be ready to answer Child 3’s question and
show that I am also engage in the activity as much
as he is.
The EYLF Practice that can be linked to this learning
experience:
Holistic approaches (DEEWR, 2009, p.14) In
implementing vocabulary development, this must transcend
above the time frame given to the child to practice his
vocabulary skills. This must be embedded in every day
practice and teach the children how to talk properly.
This experience plan does not really have a set up, except
the book about fire trucks that the educator ued.
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