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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 (ACELA144) Understand that language is used in combination with other means of communication, for example facial expressions & gestures to interact with others.

SPECIFIC LESSON OBJECTIVE -Identify to the class using the interactive whiteboard the jobs of people who help in the community. -Work collaboratively & expressively in a group. -Draw a picture on doodle buddy of someone who helps in the community for their book.

ASSESSMENT (what & how) -Were the students able to work collaboratively & express themselves in a group? This can be judged by checking their behaviour against the class rules. -Could the students identify the jobs of the people who help in the community? This can be judged by observing whether they can complete the interactive whiteboard activity correctly.

1,4, 5.

TEACHING & LEARNING EXPERIENCES (include learner diversity) -The students sit and watch a short YouTube clip on people who help in the community. -The students complete the interactive whiteboard activity, circling the people who help in the community ie; nurses, doctors, fire fighters. -The students get into groups of four & following the group rules, each take a turn picking a card with a picture of a person in the community who helps. The student then explains to the group how this person helps in the community. -The students then draw a picture of a person who helps in the community on doodle board for their book. -The students then return to the mat & the teacher asks them a series of discussion questions on the lesson. Though this discussion the teacher can ensure the lesson objectives are met & that the students understood the lesson.

KEY QUESTIONS -Were the students able to work collaboratively? -Did the students use expressions, gestures & language appropriately during the lesson? -Could the students identify the jobs of the people who help in the community?

RESOURCES

http://www .youtube.co m/watch?v= CR71AhdHa dM

Doodle buddy app