Flinders

Session Plan Early Childhood

Education

Date: 08/08/2023 Age/year group: Year 1 Setting: School Duration: 30 minutes Group size: Individual as a
class.
Outline of the session (including key focus areas): Knowledge, skills, processes, dispositions focus:
As an introduction to the lesson on Money, students will be exploring
Australian coins
Identify Australian coins and their values.
Develop sensory and fine motor skills through coin rubbing.
Engage in discussions to enhance communication and critical thinking.
Participate in simulated transactions to understand exchanges.
Cultivate curiosity, collaboration, attention to detail, and respect for currency.
Learning intention: Australian Curriculum links:
Children can explore different coins in Australian money through Recognise, describe, and order Australian coins according to their
money rubbing. value (ACMNA017)
Sequence of teaching and learning Points to remember

Introduction: Resources:
 Ask students to sit and talk about the expectations of the class. Being very organised, respectful, and caring for Plastic Australian coins.
resources. Using only colour and lead pencils.
Template for rubbing.
 Engage the students by asking them what they know about money and coins.
 Share the learning objective for the lesson: "Today, we will explore Australian coins.” Video for money rubbing
 Introduce the activity and model the activity for the students to understand. (I will demonstrate to the student how steps.
the activity of money rubbing is done.)
 Show them a video on money rubbing activity.
Key vocabulary:
 Flinders
Session Plan Early Childhood
Education

Experiences: Cents
Activity Dollar
Guided Practice Money
 Provide each student with a set of different coins and the activity sheet. Banker
 Instruct students to only use lead and colour pencils for the activity.
 The teacher acts as banker and the students have to ask the banker and exchange the money from banker for the
activity.
 Instruct the students to work on rubbing the coins. A template is provided as in resources.
Key questions:
 Encourage students to use their sense of touch to distinguish between coins.
 Rotate around the classroom, providing support, guidance, and clarification as needed when students are rubbing What coin are you rubbing?
the coins and engage in discussions about money.
How much money do you
Conclusion: have?

 Collect the colourful rubbing Sheets from the students and as a closure of the lesson teacher will say we will be What is the total money you
learning about Australian coins. spent?
 Beautiful colourful rubbings of Australian money are displayed on the wall of numeracy in the classroom.

Observations/assessment focus: Differentiation: Student who

need support: Adrian
Provided guided approach and
Observation of the work and participation of the students. Pre- assessment based on the discussions and taking note
support necessary to complete
of their knowledge of recognising coined based on the talks.
the activity. Ask questions like:
What coin are you using to
rubbing?
High Achiever Student: Sonny,
Leo, Bridget:
What worked and why? What didn't work and Extension/ Reflection on my teaching They will be engaged in this
 Flinders
Session Plan Early Childhood
Education

why? modification for strategies lesson and no further

Children’s learning extension is needed for this
lesson.
Students participated in Some students struggle When leo completed the I am happy that the clear
I will ask them to count the
coin rubbing activity. As I rubbing but my mentor activity sooner, I asked him instructions and the video
total amount of the coins they
was the banker and when teacher and supported in to count the total coins he of the activity helped
have rubbed in the activity.
children were collecting completing the activity by rubbed. students to understand
coins from me I was asking guiding them. what to do. And my clear
the students what coin? I noticed few students not instructions made
10 cents? 20 cents? able to differentiate coins students to be organised
Which coin I give you? cents and dollars. So I while exchanging the coins
With such questions planned my next lesson on with me. I also noticed
students become aware of recognising coins and student- Adrian, Victoria,
the words cents and notes. Ava, Mila, Andre were not
explore the coins. able to differentiate
dollars and cents.

Date: Age/year group: Foundation Setting: (birth-2, preschool, Duration: 40 minutes Group size: (individual, small
school, special education). group, whole group).
09/08/2023
Outline of the session (including key focus areas): Knowledge, skills, processes, dispositions focus:
Introducing Australian Money Identify Australian coins and their values.
Develop sensory and fine motor skills through coin rubbing.
Engage in discussions to enhance communication and critical thinking.
 Flinders
Session Plan Early Childhood
Education

Participate in simulated transactions to understand exchanges.

Cultivate curiosity, collaboration, attention to detail, and respect for currency.
Learning intention: Australian Curriculum links:
1. Students will be able to recognize and identify Australian coins and Recognise, describe and order Australian coins according to their
notes. value (ACMNA017)
2. Students will understand the concept of cents and dollars.

Sequence of teaching and learning Points to remember

Introduction: (5minutes) Resources:

-Begin the lesson by engaging students with a brief discussion about money. Ask questions like:
- PowerPoint
- What do you know about money? And tell them today they will learn what money is? Before that let us read the book -
presentation
Read Aloud: What is Money? By Kelly Lee where children will understand the concept of money and how will we get - Assorted Australian
money and how do we spend them. coins (in ascending
order from smallest to
Have you ever seen different types of coins and notes? Which ones?
largest)
- Show a PowerPoint slide with images of Australian coins and banknotes. Point out the coins its features
- Printed images or
Experiences: flashcards of Australian
money.
- Use the PowerPoint presentation to guide the students through a coin recognition activity. (Interactive PowerPoint
where children have to match the features of coin with correct coin)
- Display images of individual coins and ask students to identify them by name. Reinforce the name and value of each
coin.
Introduce Australian banknotes by displaying images or by play money. Emphasize the different denominations.
- Show images of individual banknotes and ask students to name them. Encourage students to identify unique features
on each note.
Key vocabulary:
- Reinforce the concept of cents and dollars by discussing that coins represent cents mostly except 1 and 2 $ (smaller
 Flinders
Session Plan Early Childhood
Education

value) while banknotes represent dollars (higher value). Australian coins

Activity 1: Cents, Dollars,
- Distribute the coins and ask children to arrange from small to big. Teacher does this activity in small groups.

Key questions:
Activity 2:
Various question related to
Children are given colouring sheets and asked to colour different coins in different colours as instructed in the activity matching the coin and its
sheet. features.
Conclusion:
 Summarize the main points of the lesson and ask if students have any questions or need clarification.

 Reinforce the importance of recognizing coins and notes accurately for future use.

Observations/assessment focus:
It’s a diagnostic assessment through observing their participation and discussions where I can understand the
student should able to recognise coins and notes. Understand cents and dollars.
What worked and why? What didn't work and Extension/ Reflection on my teaching
why? modification for strategies
Children’s learning Differentiation:
- For high achievers: Sunny,
Students participated in Some students struggled When sunny completed I am happy that the clear
Leo, Bridget, challenge them
coin colouring activity. As I in ordering the coins but I the activity sooner, I asked instructions and the video
by asking them to exchange
was the banker and when guided them by explaining him to make different of the activity helped
different combinations of coins
children were collecting the value of the Australian combinations of 2 dollars students to understand
to match a given amount.
coins from me I was asking coins smaller to bigger. with coins. I challenged what to do. And my clear
the students what coin? Then, they were able to with various instructions made
10 cents? 20 cents? complete the activity 1 denominations. students to be organised - For students who need
 Flinders
Session Plan Early Childhood
Education

Which coin I give you? and carries on with activity while exchanging the coins support (Adrian): Provide
With such questions 2. I noticed mostly students with me. I supported additional practice and
students become aware of Adrian needs more were comfortable in Adrian in ordering the coin reinforcement through hands-
the words cents and understanding of ordering ordering the coins so, I and I felt he need more on activities and
dollars and explore the of coins. planned on counting the one to one approach in manipulatives.
coins. money for my next lesson. understanding the
ordering of the coins from
small to big.

Date:10/08/2023 Age/year group: Year 1 Setting: School Duration: Group size: (individual, small
group, whole group).
40 minutes
Outline of the session (including key focus areas): Knowledge, skills, processes, dispositions focus:
Exploring the Value of Money and Problem-Solving Understanding the value and significance of money.
Developing counting and basic arithmetic skills.
Fostering problem-solving and critical thinking abilities.
Promoting collaboration and communication within pairs/groups.
Learning intention: Australian Curriculum links:
By the end of this lesson, students will be able to identify and count Recognise, describe and order Australian coins according to their
Australian money up to $2. value (ACMNA017)
 Flinders
Session Plan Early Childhood
Education

Count and order small collections of Australian coins and notes according to
their value (ACMNA034)
Sequence of teaching and learning Points to remember

Introduction: Resources:
Introduction (5 minutes): Price sheet with a variety of
1. Begin the lesson by reviewing the Australian coins and notes learned in previous lessons. grocery items and their costs.
2. Show the coins and notes to the students, highlighting their names and values. Sheets of paper for students to
3. Engage the students in a quick discussion about where and when we use money in real life. write down their spending
combinations. Writing
Experiences:
materials (pencils, pens,
markers).
Visual aids or images
representing the concept of
Activity 1:
money and shopping.

• Use a PowerPoint presentation or visual aids to display different amounts of money using a combination of
Key vocabulary:
coins and notes.
• Explain to the students that they will be counting the given amounts of money shown on the slides. Dollars
• Model counting the coins and notes up to $2 as a whole class, ensuring students understand the steps
Cents
involved.
• Quiz on PowerPoint where children count the coins and tell the total money shown in the slide by taking Coins
turns.
Money
Key questions:
Activity 2:
Can you name some things
Each student gets the list of grocery items listed with price. that we can buy with 1$?
 Flinders
Session Plan Early Childhood
Education

Distribute activity sheets to each student to record their work. Can you show me an
Australian __cent coin?
Students are to come up with different combinations of money up to 1$ using Australian coins.
How many 10-cent coins make
a dollar? How many 20-cent
Conclusion:
coins make a dollar?
• Bring the class together and encourage students to share their answers and strategies for counting the money.

• Review the concept of counting money up to $2, emphasizing the importance of accuracy and the real-life
applications of this skill.

• Recap the lesson and provide opportunities for questions or clarifications.

Observations/assessment focus: Differentiation: Extension

(for high achievers): Sonny
Observe engagement and participation. Increase the budget to $2, and
Evaluate counting skills and budget management. find diverse spending
combinations.
For students needing support,
What worked and why? What didn't work and Extension/ Reflection on my teaching offer guidance and provide
why? modification for strategies concrete manipulatives (e.g.,
Children’s learning real coins) to help them count
the money accurately.
Most of them understood Adrian, Mischelle were For high achiever and This needs to be
the activity and came up struggling with counting students like Sonny who improvised may be
with different the money. Should completed the task I planning a shop role play.
combinations of spending concentrate on problem challenged with higher So, I am planning to do an
$1 solving skills. I helped denomination of money activity on shop where I
them in counting. With like $5 and so on. They set up the shop and
 Flinders
Session Plan Early Childhood
Education

support they are able to were engaged in the children make shopping
complete the task. activity. bags and sell and some
children act as bankers
and some as customers by
taking turns.

TPA Focus: 1.1,1.2,1.3, 2.1,2.2,2.3,2.5, 3.2,3.3,3.5, 4.2, 4.3,4.4, 5.1,5.3, 5.4,6.1,7.1,7.4.

Date:11/08/2023 Age/year group: Year 1 Setting: School Duration: Group size: (individual, small
group, whole group).
40 minutes
Outline of the session (including key focus areas): Knowledge, skills, processes, dispositions focus:
Exploring the use of Money in real world and Problem-Solving Understanding the value and significance of money.
Developing counting and basic arithmetic skills.
Fostering problem-solving and critical thinking abilities.
Promoting collaboration and communication within pairs/groups.
Learning intention: Australian Curriculum links:
By the end of this lesson, students will be able to identify and count Recognise, describe and order Australian coins according to their
Australian money and understand how to sell and buy by counting and value (ACMNA017)
giving remaining change
Count and order small collections of Australian coins and notes according to
 Flinders
Session Plan Early Childhood
Education

their value (ACMNA034)

Sequence of teaching and learning Points to remember

Introduction: Resources:
Introduction (5 minutes): Price sheet with a variety of
1. Begin the lesson by reviewing the Australian coins and notes learned in previous lessons. grocery items and their costs.
2. Show the coins and notes to the students, highlighting their names and values. Sheets of paper for students to
3. Engage the students in a quick discussion about where and when we use money in real life. write down their spending
combinations. Writing
materials (pencils, pens,
markers).
A grocery shop set up

Experiences: Visual aids or images

representing the concept of
Activity 1:
money and shopping.
 The teacher will prepare a grocery store and provide a list of items with prices for the students to use in a role-
playing activity as both cashiers and customers. Additionally, a designated corner of the classroom will allow
students to create shopping bags that can be sold for play money. Throughout the activity, the teacher will Key vocabulary:
observe and document the students' comprehension of counting and exchanging money.
Dollars
Cents
Coins
Conclusion:
Money
 Ask students to reset the classroom and revew on the senerio and discuss the importance of money in the real
world. Key questions:
Can you name some things
that we can buy with 1$?
 Flinders
Session Plan Early Childhood
Education

Can you show me an

Australian __cent coin?
How many 10-cent coins make
a dollar? How many 20-cent
coins make a dollar?

Observations/assessment focus: Differentiation: Extension

(for high achievers): Sonny
Observe engagement and participation. Increase the budget to $2, and
Evaluate counting skills and budget management. find diverse spending
combinations.
For students needing support,
What worked and why? What didn't work and Extension/ Reflection on my teaching offer guidance and provide
why? modification for strategies concrete manipulatives (e.g.,
Children’s learning real coins) to help them count
the money accurately.
Most of them understood Adrian, Mischelle were For high achiever and Next we are planning to
the activity and were struggling with counting students like Sonny who make ice cream as part of
engaged in the role play. the money. Should completed the task I cooking lesson and set up
concentrate on problem challenged with higher icecream shop as part of
solving skills. I helped denomination of money learning to purchase ice
them in counting. With like $5 and so on. They cream with toppings of
support they are able to were engaged in the their choice.
complete the task. activity.

TPA Focus: 1.1,1.2,1.3, 2.1,2.2,2.3,2.5, 3.2,3.3,3.5, 4.2, 4.3,4.4, 5.1,5.3, 5.4,6.1,7.1,7.4.

 Flinders
Session Plan Early Childhood
Education