What I want to be when I grow up forward planning document. 4 week plan.

Lily, Emma, Jo and Cat.

EARLY YEARS LEARNING FRAMEWORK

Outcomes:
OUTCOME 1: Children have a strong sense of identity
Children feel safe, secure, and supported

COLOUR KEY:
OUTCOME 2: Children are connected with and contribute to their world
Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

Term 1

Term 2

Term 3

Term 4
OUTCOME 5: Children are effective communicators
Children interact verbally and non-verbally with others for a range of purposes

OUTCOME 3: Children have a strong sense of well being

Children become strong in their social and emotional wellbeing

OUTCOME 4: Children are confident and involved learners

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with care, empathy and respect

Children respond to diversity with respect

Children take increasing responsibility for their own health and physical wellbeing

Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

Children engage with a range of texts and gain meaning from these texts

Children become aware of fairness

Children transfer and adapt what they have learned from one context to another

Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work. Children use information and communication technologies to access information, investigate ideas and represent their thinking

Children become socially responsible and show respect for the environment

Children resource their own learning through connecting with people, place, technologies and natural and processed materials

Principles:
1. Secure, respectful & reciprocal relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:
Holistic approaches Continuity of learning & transitions Responsiveness to children Cultural competence Learning through play Assessment for learning Intentional teaching Learning environments

EYLF PRACTICES PRINCIPLES OUTCOMES

Responsiveness to children

Learning through play

Intentional teaching 2. Partnerships

Learning environments

Assessment for learning

Cultural competence

1. Secure, respectful & reciprocal relationships 1.Children have a strong sense of identity

3. High expectations & equity 3.Children have a strong sense of wellbeing

2.Children are connected with and contribute to their world

Continuity of Holistic approaches learning & transitions 4. Respect for diversity 5. Ongoing learning & reflective practice 4.Children are confident and 5.Children are effective involved learners communicators

AUSTRALIAN CURRICULUM
General Capabilities: Literacy Numeracy ICT Critical and creative thinking Asia and Australias engagement with Asia Ethical Behaviour Personal and social Competence Sustainability Intercultural Understanding

Cross-curriculum priorities: Aboriginal and Torres Strait Islander histories and Cultures

WEEK/ LESSON

EYLF
Prin Prac O/C

AUSTRALIAN CURRICULUM LINKS

SPECIFIC LESSON OBJECTIVE

ASSESSMENT (what & how)

TEACHING & LEARNING EXPERIENCES (include learner diversity)

Mat sessionTalking to the class about different jobs. Brainstorm on interactive board with brainstorm app about different jobs. Watch video about children talking about what they want to be when they grow up. Brain break-

KEY QUESTIONS

RESOURCES

Recreate texts imaginatively using drawing, writing, performance and digital forms of communication (ACELT1586) Use interaction skills including turn-taking, recognising the contributions of others, speaking clearly and using appropriate volume and pace (ACELY1788) Use media technologies to capture and edit

What is a job? What type of jobs are they?

Interactive board

http://www .youtube.co m/watch?v= J4krY1GNDE dress ups and props

Have mystery costume game. Children come up and pull something out of the bag and they have to act out that job. Have children sit in a circle. Go around and have each children say what they want to be when they grow up. Explain todays rotations. Rotation one-

Children will use ipads to conduct an interview.

Outcomes checklist

What do you want to be

images, sounds and text for a purpose (ACAMAM055) Collect, explore and sort data, and use digital systems to present the data creatively (ACTDIP003)

Interview each other. In pairs each group has an ipad and they are to interview each other about what they

when you grow up?

6 ipads

children will speak with clarity and appropriate volume. outcomes checklist

want to be when they grow up. Tell them the question they can use or they can come up with others. They can practice what they are going to say before they record it. Rotation twoComics. Children work in pairs to create a comic of a job they would like to be when they are older. They use photos, titles and sounds.

Children will express what they want to be when they grow up through drawing and writing about it. Work samples

Rotation threePegs. Memory game. Children record what they want to be into the peg. They mix them all up then listen to each and as a group work out who the clip the peg too. Go away in pairs record two clues into a peg then come back and show the group and have them guess what job it is.

6 ipads

Recording Rotation fourDraw what they want to be and write about it. They must add detail about what they would wear and where about that job is. Pack away warning Conclusion Group mat session discussionSomething they liked about todays session. Something they found hard. Something they found easy. pegs

Something new they learnt. Paper and pencils