Paige Kiernan EDUC3527 Professional Experience 3

Continuity of
Responsiveness Learning through Intentional Learning Assessment for Cultural Holistic
EYLF learning &
to children play teaching environments learning competence approaches
transitions
1. Secure, respectful & 3. High expectations & 5. Ongoing learning &
PRINCIPALS 2. Partnerships 4. Respect for diversity
reciprocal relationships equity reflective practice
2.Children are connected
1.Children have a strong 3.Children have a strong 4.Children are confident and 5.Children are effective
OUTCOMES with and contribute to their
sense of identity sense of wellbeing involved learners communicators
world
Topic: Patterns (Math) Week: 1
FORWARD PLANNING DOCUMENT
Term: 2 Lesson number: 1
Cross-Curriculum priorities
Aboriginal and Torres Strait Islander histories and
Asia and Australia’s engagement with Asia Sustainability
Cultures
General Capabilities
Critical and creative Personal and social Intercultural
Literacy Numeracy ICT Ethical Behaviour
thinking Competence Understanding

Lesson Objectives Teacher Directed Learning Experience Resources

By the end of the lesson students will be Mat Session Pictures of patterns
able to found in nature
 Identify and find at least one All students will be sitting on the mat and the educator will read the story A Star in
example of a star, sphere, coil, My Orange. After reading, the educator will project onto the board one example of a A Star in My
branching, cracking, and spiral star, sphere, coil, branching, cracking, and spiral pattern onto the whiteboard. Orange by Dana
Meachen Rau
pattern in nature
Activity
Patterns in Nature
Number and Algebra – Patterns and
Each student will be given a ‘Patterns in Nature’ activity sheet (see resources). With activity sheet
Algebra:
the aid of the educator, students will go into their outdoor environment and attempt
Copy, continue and create patterns with
to find at least one example of each pattern (i.e. stars, spheres, coils, branching, Clipboards; pencils
objects and drawings (ACMNA005).
cracking, spirals). As they do so, the student should place a tick in the appropriate
box. Students should also be encouraged to photograph specific examples that they iPads
find.

Assessment Strategies Patterns in Nature activity sheet:

Formative assessment: Photo

1
Paige Kiernan EDUC3527 Professional Experience 3

Observation
During the activity the educator will take
a series of photographs of the child which
they will later insert into a template. The
template will include the child’s name,
age, the date, curriculum links, possible
extension activities a space for reflection,
and a space where the educator can
include a brief explanation of what is
happening in each photo.
Differentiation
Students who struggle with the activity
will be provided with one-on-one support
from the educator.

Students who need a greater challenge

can be encouraged to find more than one
example of each pattern.

Lesson Preparation Conclusion

 Prepare ‘Patterns in Nature’ All students will be sitting on the mat. Students who completed the teacher-directed
activity sheet activity will come to the front of the class and share one photo they took of a pattern
 Prepare photo observation in nature. As each photo is shared, the educator will ask the student what to identify
template which type of pattern is shown in the photo (i.e. stars, spheres, coils, branching,
cracking, spirals).
 Pre-read A Star in My Orange
 Source pictures of each pattern
(i.e. stars, spheres, spirals,
branching, cracking, coils)
2
Paige Kiernan EDUC3527 Professional Experience 3

Activity Centre One (Education assistant)

Investigation Table
Light table
Working at the light table, the education assistant will encourage the children to notice the patterns found in the natural materials
(e.g. the vein pattern found in a leaf). The children can then examine these elements under a magnifying glass.
Natural materials
(e.g. leaves,
pinecones, dried
flowers)

Magnifying glasses

Activity Centre Two (Independent)

Drawing Corner
Paper
The children can draw an example of a star, sphere, coil, branching, cracking, and spiral using coloured pencils or markers.
Children can also use crayons to complete leaf rubbings. Crayons

Coloured pencils

Coloured markers

3
Paige Kiernan EDUC3527 Professional Experience 3

Topic: Pattern (Math) Week: 2

FORWARD PLANNING DOCUMENT
Term: 2 Lesson number: 2
Continuity of
Responsiveness Learning through Intentional Learning Assessment for Cultural Holistic
EYLF learning &
to children play teaching environments learning competence approaches
transitions
1. Secure, respectful & 3. High expectations & 5. Ongoing learning &
PRINCIPALS 2. Partnerships 4. respect for diversity
reciprocal relationships equity reflective practice
2.Children are connected
1.Children have a strong 3.Children have a strong 4.Children are confident and 5.Children are effective
OUTCOMES with and contribute to their
sense of identity sense of wellbeing involved learners communicators
world
Cross-Curriculum priorities
Aboriginal and Torres Strait Islander histories and
Asia and Australia’s engagement with Asia Sustainability
Cultures
General Capabilities
Critical and creative Personal and social Intercultural
Literacy Numeracy ICT Ethical Behaviour
thinking Competence Understanding

Lesson Objectives Teacher Directed Learning Experience Resources

By the end of the lesson students will be
able to
 Verbally identify the repeating
array of a repeating pattern
 Copy a repeating pattern
Number and Algebra – Patterns and
Algebra:
Copy, continue and create patterns with
objects and drawings (ACMNA005).
Mat Session
All the students will be sitting on the mat. On an easel, show students an example of Easel; paint; paint
an ABC colour pattern using paint dots (e.g. blue/green/yellow/blue/green/yellow). brush
Ask students to turn to the person next to them and verbally identify the repeating
portion of the pattern. Bring the students attention back to the front of the class and
ask for a volunteer to identify the pattern to the class. Repeat the activity with an
AAB colour pattern.
Activity

Assessment Strategies
Formative assessment: Anecdotal
Record
The educator will observe the child
engaged in the activity and record their
strengths and development and learning
At the centre will be a three different fruits (e.g. blueberries, strawberries, kiwi fruit) Fruit (e.g.
cut into bite-size pieces and wooden skewers. To begin, the educator will slide the blueberries,
different pieces of fruit onto the skewer to create an ABC repeating pattern. The strawberries, kiwi
educator will then ask the child to identify the repeating array of the pattern and this fruit)
will be scribed onto an anecdotal note taking template. The student then needs to
create their own fruit skewer to directly match the educators pattern. The educator Wooden skewers
will take a photo of the child’s completed skewer to aid in assessment.

4
Paige Kiernan EDUC3527 Professional Experience 3

needs directly onto the template. The Digital camera

template will include the child’s name,
age, the date, curriculum links and a
space for observation. The educator will
also insert a photo of the child’s
completed work sample.
Differentiation
Students who struggle with the activity
will only be asked to identify and explain
an AB colour pattern.

Students who need a greater challenge

can be prompted to identify the repeating
array of a more complex pattern (i.e.
AAB).

Lesson Preparation Conclusion

Pattern Bugs by
 Prepare anecdotal note taking All students will again be sitting on the mat. The educator will read the picture book Trudy Harris
template Pattern Bugs by Trudy Harris. On each page, the educator will encourage the
 Gather resources (e.g. paints, children to notice both the visual and verbal patterns (e.g. “flutter-float, flutter-float”).
skewers)
 Prepare anecdotal record
 Pre-read Pattern Bugs by Trudy
Harris
 Cut fruit into bite-sized pieces
 Prepare pattern for children’s
independent play

Activity Centre One (Education assistant)

5
Paige Kiernan EDUC3527 Professional Experience 3

Manipulatives
Rainbow counting
The education assistant will create a repeating colour pattern using rainbow counting bears, which the children can then copy. bears
With each new pattern the education assistant will prompt children to identify the repeating array.

Activity Centre Two (Independent)

Art smocks
Painting

Displayed at the centre will be a repeating pattern (either colour or shape) which the children can copy. Different coloured
paint

Sponge stamps

Paint brushes

6
Paige Kiernan EDUC3527 Professional Experience 3

Topic: Pattern (Math) Week: 3

FORWARD PLANNING DOCUMENT
Term: 2 Lesson number: 3
Continuity of
Responsiveness Learning through Intentional Learning Assessment for Cultural Holistic
EYLF learning &
to children play teaching environments learning competence approaches
transitions
1. Secure, respectful & 3. High expectations & 5. Ongoing learning &
PRINCIPALS 2. Partnerships 4. respect for diversity
reciprocal relationships equity reflective practice
2.Children are connected
1.Children have a strong 3.Children have a strong 4.Children are confident and 5.Children are effective
OUTCOMES with and contribute to their
sense of identity sense of wellbeing involved learners communicators
world
Cross-Curriculum priorities
Aboriginal and Torres Strait Islander histories and
Asia and Australia’s engagement with Asia Sustainability
Cultures
General Capabilities
Critical and creative Personal and social Intercultural
Literacy Numeracy ICT Ethical Behaviour
thinking Competence Understanding

Lesson Objectives Teacher Directed Learning Experience Resources

By the end of the lesson students will be
able to
 Continue a repeating pattern
Number and Algebra – Patterns and
Algebra:
Copy, continue and create patterns with
objects and drawings (ACMNA005).
Assessment Strategies
Formative assessment: Anecdotal
Record
The educator will observe the child
engaged in the activity and record their
strengths and development and learning
needs directly onto the template. The
template will include the child’s name,
age, the date, curriculum links and a
7
Mat Session
All students will be sitting in a circle on the mat. In the middle of the circle will be Musical
range of musical instruments (e.g. tambourine, triangle, symbol). The educator will instruments (e.g.
choose three students sitting next to each other who will each be given a different tambourine,
instrument. One at a time, each student will be asked to play their instrument. The triangle, symbol)
educator will then ask the class to discuss how the rest of the class can continue the
pattern made by the instruments (e.g. hand out the same three instruments in the
same order to the remaining students). Demonstrate this with the class.
Activity
Prior to the activity the educator would have created an initial ABB colour pattern Paper
which will be clearly displayed so that the students can see it. To begin the activity,
the students must copy the initial pattern onto a black piece of paper using rubber Rubber stamps in a
stamps. To educator will then prompt the student to identify the repeating array and variety of colours
this will be scribed onto an anecdotal note taking template. The student will then be
encouraged to continue the pattern onto their page. The educator will also take a
Paige Kiernan EDUC3527 Professional Experience 3

space for observation. The educator will series of photos of the child engaged in the activity to aid in assessment.
also insert a photo of the child’s
completed work sample.
Differentiation
For students who struggle with the
activity they can be asked to continue a
simpler pattern (e.g. ABC, AB).

For students who need a greater

challenge they can be asked to repeat
the activity with a more complex pattern
(e.g. ABBA).

Lesson Preparation Conclusion

 Prepare anecdotal record All students will again be sitting on the mat. The educator will begin to read the story Pattern Bugs by
 Gather resources (e.g. musical Pattern Bugs by Trudy Harris for the second time. This time when reading, the Trudy Harris
instruments, rubber stamps) educator will stop on any given page and ask the students to find all of the
 Make ABB colour pattern for illustrations that share the same pattern structure (e.g. AB, ABBA).
students
 Pre-read Pattern Bugs by Trudy
Harris

Activity Centre One (Education assistant)

8
Paige Kiernan EDUC3527 Professional Experience 3

Manipulatives
Unifix cubes
The education assistant will create a simple repeating pattern using unifix cubes which the students will be encouraged to copy
and continue. The difficulty of the pattern can be adjusted according to the needs of the students.

Activity Centre Two (Independent)

Listening Station
iPads
Children can independently listen to a pre-selected audiobook. On each page, the children should attempt to find any verbal or
visual patterns and identify the pattern structure. Headphones

Audible app

9
Paige Kiernan EDUC3527 Professional Experience 3

Topic: Pattern (Maths) Week: 4

FORWARD PLANNING DOCUMENT
Term: 2 Lesson number: 4
Continuity of
Responsiveness Learning through Intentional Learning Assessment for Cultural Holistic
EYLF learning &
to children play teaching environments learning competence approaches
transitions
1. Secure, respectful & 3. High expectations & 5. Ongoing learning &
PRINCIPALS 2. Partnerships 4. respect for diversity
reciprocal relationships equity reflective practice
2.Children are connected
1.Children have a strong 3.Children have a strong 4.Children are confident and 5.Children are effective
OUTCOMES with and contribute to their
sense of identity sense of wellbeing involved learners communicators
world
Cross-Curriculum priorities
Aboriginal and Torres Strait Islander histories and
Asia and Australia’s engagement with Asia Sustainability
Cultures
General Capabilities
Critical and creative Personal and social Intercultural
Literacy Numeracy ICT Ethical Behaviour
thinking Competence Understanding

Lesson Objectives Teacher Directed Learning Experience Resources

By the end of the lesson students will be Mat Session
able to
 Create a simple repeating pattern All students will be sitting on the mat. At the front of the classroom will be range of Range of
using manipulatives pattern forming manipulatives (e.g. cubes, counters, blocks, beads, stamps). The manipulative
educator will select two manipulatives (e.g. beads and blocks) and create a basic materials (e.g.
Number and Algebra – Patterns and pattern (e.g. bead/block/bead/block). The educator will then ask the students to cubes, counters,
Algebra: identify the repeating array before brainstorming what other pattern they could make blocks, beads,
Copy, continue and create patterns with using the same four objects (e.g. bead/bead/block/block). The educator should then stamps)
objects and drawings (ACMNA005). create each variation.

Assessment Strategies
Formative assessment: Photo
Observation
During the activity the educator will take
a series of photographs of the child which
they will later insert into a template. The
template will include the child’s name,
Activity
To begin the activity, each student needs to collect a total of six manipulatives from Paper; lead pencils
the front of the class. On a blank piece of paper, students should first brainstorm all
of the different patterns that they can create using their chosen materials. This can iPads
be done either in words or pictures. Afterwards, students can then physically create
each pattern. Using an iPad, students should also take photo of each completed Pic collage app

10
Paige Kiernan EDUC3527 Professional Experience 3

age, the date, curriculum links, possible pattern. The educator or education assistant will then assist the student to insert
extension activities a space for reflection, their photos into a pic collage and title the page ‘I can create a pattern’.
and a space where the educator can
include a brief explanation of what is
happening in each photo.
Differentiation
For children who struggle with the
activity, they may only select 4
manipulatives with which to create
patterns from.

For children who excel at the activity they

can be encouraged to select a greater
number of manipulatives. These children
can also be encouraged to type a short
sentence under each photo describing
the pattern.

Lesson Preparation Conclusion

 Prepare anecdotal record All students will again be sitting on the mat. The educator will ask for volunteers who
 Gather resources (e.g. would like to share their completed pic collage with the class. As each collage is
manipulative materials) projected onto the whiteboard, the educator will prompt the students to identify the
 Charge iPads repeating array of each of the patterns.
 Install pic collage app onto iPads
 Prepare photo observation
template

Activity Centre One (Education assistant)

11
Paige Kiernan EDUC3527 Professional Experience 3

Collage

Children can be assisted to create a repeating pattern using collage materials (e.g. scraps of coloured paper, craft sticks,
feathers, ribbons). The education assistance can scaffold children to create increasingly difficult pattern structures.

Collage materials
(e.g. scraps of
coloured paper, craft
sticks, feathers,
ribbon)

Activity Centre Two (Independent)

Construction

Children can use different shaped wooden blocks or toy cars to make a repeating pattern. Wooden blocks

Toy cars; trains;

trucks

12
Paige Kiernan EDUC3527 Professional Experience 3

Topic: Pattern (Math) Week: 5

FORWARD PLANNING DOCUMENT
Term: 2 Lesson number: 5
Continuity of
Responsiveness Learning through Intentional Learning Assessment for Cultural Holistic
EYLF learning &
to children play teaching environments learning competence approaches
transitions
1. Secure, respectful & 3. High expectations & 5. Ongoing learning &
PRINCIPALS 2. Partnerships 4. respect for diversity
reciprocal relationships equity reflective practice
2.Children are connected
1.Children have a strong 3.Children have a strong 4.Children are confident and 5.Children are effective
OUTCOMES with and contribute to their
sense of identity sense of wellbeing involved learners communicators
world
Cross-Curriculum priorities
Aboriginal and Torres Strait Islander histories and
Asia and Australia’s engagement with Asia Sustainability
Cultures
General Capabilities
Critical and creative Personal and social Intercultural
Literacy Numeracy ICT Ethical Behaviour
thinking Competence Understanding

Lesson Objectives Teacher Directed Learning Experience Resources

By the end of the lesson students will be
able to
 Copy a repeating pattern
 Continue a repeating pattern
 Create a simple repeating pattern
using three colours
Number and Algebra – Patterns and
Algebra:
Copy, continue and create patterns with
objects and drawings (ACMNA005).
Assessment Strategies
Formative assessment: Checklist
The educator will assess students
completed activity sheet studying
repeating patterns using a checklist. The
main points are …
13
Mat Session
All students will be standing in a circle. Standing in the centre of the circle, the
educator will make a pattern using their body which the children will have to copy
(e.g. jump/step/jump/step). The children should be encouraged to verbalise each
action as they perform it. The educator will then ask for a volunteer who would like to
come and stand in the centre of the circle and create their own pattern that the rest
of the class will have to copy. The activity can be continued in this way with several
different children creating their own patterns.
Activity Pattern
assessment
All students will be given a ‘Patterns’ assessment. Working independently, students
must copy and continue two different repeating patterns using coloured pencils. Coloured pencils;
Students must then create a simple repeating pattern using three different colours. lead pencils;
erasers
Patterns Assessment:
Paige Kiernan EDUC3527 Professional Experience 3

 Able to copy a given pattern

 Able to continue a given pattern
 Able to create their own repeating
pattern using three different
colours

There will also be a space for comments

(e.g. whether the child was able to
complete the activity unaided or if they
required scaffolding by the educator).
Differentiation
For students who excel at the activity
they can be encouraged to use a greater
number of colours when creating their
own pattern. The educator can also Differentiated Assessment:
prompt this child to consider what other
patterns they can create using the same
three colours.

For students who struggle with the

activity they will be given a differentiated
assessment task that only requires them
to copy, continue, and create a pattern
using two colours.

14
Paige Kiernan EDUC3527 Professional Experience 3

Lesson Preparation Conclusion

 Prepare ‘Patterns’ assessment All students will again be sitting on in a circle on the mat. One-by-one, the students Whiteboard markers
 Prepare checklist will go around the circle and share one thing they have learnt about patterns. The
educator may choose to add the students ideas to a class brainstorm (e.g. that they
repeat, they can be found in nature etc.).

Activity Centre One (Education assistant)

Pattern Assessment
Differentiated
The education assistant will be completing the differentiated patterning assessment with those children who have been identified pattern assessment
as needing extra support.
Lead pencils

Coloured pencils

Activity Centre Two (Independent)

Dramatic Play Variety of coloured

flowers; vases;
Children can freely engage in the dramatic play centre. tissue paper; cash
register; notepad;
lead pencils; aprons;
toy money; labels

15
Paige Kiernan EDUC3527 Professional Experience 3

Indoor Learning Centre Plan

Construction Collage Manipulatives Painting
Children can use At the centre will be a range of collage At this centre will be a range of Children will have access to
different shaped materials (e.g. scraps of coloured manipulative materials (e.g. counting sponges cut into a variety of 2D
wooden blocks to paper, craft sticks, feathers, ribbon). bears, unifix cubes) and coloured shapes (e.g. square, triangle,
make a repeating Children can use these materials to pieces of cardstock. Children can kite). They can dip this into
pattern (e.g. make a repeating pattern. arrange the manipulatives onto the coloured paint to make a
rectangle/oval, cardstock to make a repeating colour repeating pattern of different
rectangle/oval). They pattern. shapes and colours.
can also make
repeating patterns
using different
coloured toy cars (e.g.
red/blue/yellow, Investigation Table ICT
red/blue/yellow). On a light table will be a variety of natural materials that the children have found The educator will set up a
in their outdoor environment (e.g. leaves, pinecones, twigs, pebbles, seeds, listening station in the classroom
acorns, dried flowers). Children can use these materials to make a repeating using iPads and headphones.
pattern (e.g. leaf/leaf/pinecone, leaf/leaf/pinecone). Children can also examine Children will be able to go onto
these materials under a magnifying glass to find naturally occurring patterns. the Audible app and listen to the
audio versions of a range of
relevant children’s books read
aloud.

16
Paige Kiernan EDUC3527 Professional Experience 3

Dramatic Play Drawing/Writing Corner Book Corner

The educator will set up a flower shop
dramatic play area for the children to
use. Children can be encouraged to
consider how they might use the
variety of different coloured flowers to
make a repeating pattern.
Children can use crayons to complete
leaf rubbings. This will help the
children notice the vein pattern
contained within the leaf.
Children will have access to
books such as Pattern Bugs by
Trudy Harris, I See a Pattern
Here by Bruce Goldstone, A Star
in My Orange by Dana Meachen
Rau, and Beep Beep, Vroom
Vroom! By Stuart Murphy

17