WRITING CENTRE LEARNING CENTRE PLAN TERM 4 2023 RELIGION CENTRE

 Paper Pre-K, Kindergarten, Pre-Primary  Baptism,

 Alphabet CHANTELLE STOCK  Posters,
 Chalk boards Little Red Riding Hood  Bowl
 Pre-Writing lines dice and rocks W 1-5  Baby
 Alphabet cards EYLF Practise Learning Environments. ‘The environment as the third teacher’ (NQS 1.1.3) –  Water and jug.
 Writing utensils Theorist Link: The free flow lay out of the activities are linked to Steiner’s theory that children
 Computer need free, creative play o develop their minds, bodies and spirits. EYLF Practice:
 Students’ names Responsiveness to Children.
The Class Blueprint: Children directed learning (NQS 1.2.3): Each child’s agency is
promoted, enabling them to make decisions and choices.
Adult led activities: EYLF Practice – Play based learning and intentionality (NQS 1.2.1)
Theorist link: this process can be linked to Piaget’s theories who believed the child is an
active learner and must be given opportunities to explore, discover and experiment. These
principles underpin all cognitive development.
 Cooking cookies, making a map for LRRH to get to Grandma’s house, TFW
imitation, innovation of text, modelled reading of text.
LISTENING AND READING CENTRE INVESTIGATION/ DISCOVERY/ SCIENCE ART CENTRE / COLLAGE CONSTRUCTION CENTRE/ BLOCKS
 CD’s Children books CENTRE  Paper  Blocks
 Headphones  Red sorting  Glue  Lego
 Books  LRRH characters in Kinetic sand.  Scrap paper  Making LRRH house
 Little Red Riding Hood.  Cookie dough – spices, hundreds  Coloured pieces  Workers hats and vests
 and thousands etc.  Construction boxes  Tools, toolbox.
 Making coloured rice  Wrapping paper  Chopping wood scene.
 Material, wool.  Measuring tape – Little, big, long,
tall.
ROLE PLAY CENTRE MANIPULATIVES (NQS:1.3.2 critical reflection)
 Home corner  Red Play dough – scented. REFLECT: What have we observed in the children’s play and conversations? What prior
 Grandmas bed, kitchen, making  Sorting red things. knowledge do they have that we should take into consideration for this week’s program / what
cookies, are their current interests/ what are the current individual child and class needs? EYLF
Principle: Ongoing learning and reflective Practise.
I have noticed students playing Mums and Dads in the home corner, roleplaying their roles, -
who is going to work, who is looking after the baby. LP has been looking after the ‘baby’ when
it cries rocking it to sleep, feeding it with the bottle. I have noticed JR enjoying the kitchen and
the construction area, playing alongside his peer. HN and OW have enjoyed resting in the
bed being ‘Grandma/wolf’ from LRRH. NS plays alongside others, adult input to play with
others. LF enjoys role play often making herself the Mum and looking after ‘another class
member’ who is the child. She sometimes has difficulty negotiating roles.
Next week we still working towards finishing our stories and we haven’t finished the mapping.