-r

lAy name is

l\/ly educalort are Randi, Fiona, Angela and

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lrene

illoughby

ommunily

retchool 201+

Early Years Learning Framework

- Learning

Outcomes

Outcome 1 Children have a strong sense of identity (Identity).

1.1 Children feel safe, secure and supported This is evident, for example, when children:
build secure attachment with one and then more familiar educators
use effective routines to help make predicted transitions smoothly sense and respond to a feeling ofbelonging communicate their needs for comfoft and assistance

. . . . . . . . ' . .

establish and maintain respectful, trusting relationships with other children and educators openly express their feelings and ideas in their interactions with others respond to ideas and suggestions from others initiate interactions and conversations with trusted educators confidently explore and engage with social and physical environrnents through relationships and play

initiate and join in play explore aspects ofidentity through role play

1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency This is evident, for example, when children:

. . . . . . . '

demonstrate increasing awareness ofthe needs and rights ofothers are open to new challenges, make new discoveries

increasingly cooperate and work collaboratively with others take considered risks in their decision making and cope with the unexpected recognise their individual achievements and the achievements of others demonstrate an increasing capacity for self-regulation approach new safe situations with confidence begin to initiate negotiating and sharing behaviours persist when faced with challenges and when first attempts are not successful

. . . . ' . . .

1.3 Children develop knowledgeable and confident self-identities This is evident, for example, when children:
feel recognised and respected for who they are explore different identities and points of view in dramatic play share aspects oftheir culture with other children and educators use their home language to construct meaning develop strong foundations in both the culture and language/s of their family and of the broader community without compromising their cultural identities develop their social and cultural heritage through engagement with Elders and community members reach out and communicate for comfofi, assistance and companionship celebrate and share their contributions and achievements with others

. . . . . .

1,4 Children learn to interact in relation to others with care, empathy and respect This is evident, for example, when children:
show interest in other children and being pafi ofa group engage in and contribute to shared play experiences express a wide range of emotions, thoughts and views constructively
empathise with and express concern for others display awareness ofand respect for others' perspectives reflect on their actions arrd consider consequences for others

2. Children are connected

with and contribute to their world (Community).

2.1 Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active civic participation This is evident, for example, when children:

. ' . . . .

begin to recognise that they have a right to belong to many communities cooperate with others and negotiate roles and relationships in play episodes and group experiences take action to assist other children to participate in social groups broaden their understanding of the world in which they live express an opinion in matters that affect them build on their own social experiences to explore other ways of being

. . . . . .

pafticipate in reciprocal relationships gradually learn to 'read'the behaviours ofothers and respond appropriately understand different ways ofcontributing through play and projects dernonstrates a sense of belonging and comfort in their environments are playful and respond positively to others, reaching out for company and friendship contribute to dernocratic decision-making about matters that affect them

2,2 Children respond to diversity with respect This is evident, for example, when children:

. ' . . . .

begin to show concern for others explore the diversity ofculture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings become aware of connections, similarities and differences between people listen to others' ideas and respect different ways ofbeing and doing practise inclusive ways of achieving coexistence notice and react in positive ways to similarities and differences among people

. . ' . . .

2.3 Children become aware of fairness This is evidento for example, when children:
discover and explore solne connections amongst people become aware of ways in which people are included or excluded llom physical and social environments develop the ability to recognise unfairness and bias and the capacity to act with compassion and kindness are empowered to make choices and problem solve to meet their needs in particular contexts begin to think critically about fair and unfair behaviour begin to understand and evaluate ways in which texts construct identities and create stereotypes

. . . ' . ' '

2.4 Children become socially responsible and show respect for the environment This is evident, for example, when children:
use play to investigate. project and explore new ideas participate with others to solve problems and contribute to group outcomes demonstrate an increasing knowledge of and respect for natural and constructed environments explore, infer, predict and hypothesise in order to develop an increased understanding ofthe interdependence between land,

people, plants and animals show growing appreciation and care for natural and constructed environments explore relationships with other living and non living things and observe, notice and respond to change develop an awareness of the impact of human activity on environments and the interdependence of living things

3. Children have a strong sense of

wellbeing fWellbeing).

. . . ' ' . . ' ' ' . ' .

3,1 Children become strong in their social, emotional and spiritual wellbeing This is evident, for example, when children:
demonstrate trust and confidence remain accessible to others at times of distress, confusion and frustration share humour, happiness and satisfaction seek out and accept new challenges, make new discoveries, and celebrate their own efforts and achievements and those ofothers increasingly cooperate and work collaboratively with others enjoy moments of solitude recognise their individual achievement make choices, accept challenges, take considered risks, rnanage change and cope with frustrations and the unexpected show an increasing capacity to understand, self-regulate and manage their emotions in ways that reflect the feelings and needs of others experience and share personal successes in learning and initiate opportunities for new learning in their home languages or Standard Australian English acknowledge and accept affirmation asseft their capabilities and independence while demonstrating increasing awareness of the needs and rights of others recognise the contributions they make to shared projects and experiences

3.2 Children take increasing responsibility for their own health and physical wellbeing This is evident, for example, when children:

' . . ' '

recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort, physical activity) are happy, healthy, safe and are connected to others engage in increasingly complex sensory-motor skills and movement patterns combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including, dance. creative movement and drama use their sensory capabilities and dispositions with increasing integration, skill and pulpose to explore and respond to tlreir world

. . . . . .

demonstrate spatial awareness and orient thernselves, moving around and through their environments confidently and safely manipulate equipment and manage tools with increasing competence and skill respond through movement to traditional and contemporary rnusic, dance and storytelling of their own and others' cultures show an increasing awareness of healthy lifestyles and good nutrition show increasing independence and competence in personal hygiene, care and safety for themselves and others show enthusiasm for participating in physical play and negotiate play spaces to ensure the safety and wellbeing of themselves and others

4. Children are confident and involved learners (Learning).

4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity This is evident, for example, when children:

. . . . . . . .

express wonder and interest in their environments are curious and enthusiastic participants in their learning use play to investigate. imagine and explore ideas follow and extend their own interests with enthusiasm, energy and concentration initiate and contribute to play experiences emerging from their own ideas pafiicipate in a variety of rich and meaningful inquiry-based experiences persevere and experience the satisfaction ofachievement persist even when they find a task difficult

4.2 Children develop a range of skills and processes such as problem solving, inquiry, experimentation, hypothesising, researching and investigating This is evident, for example, when children:

' ' . . . . .

apply a wide variety of thinking strategies to engage with situations and solve problems, and adapt these strategies to new
situations create and use representation to organise, record and communicate mathematical ideas and concepts make predictions and generalisations about their daily activities, aspects of the natural world and environments using patterns they generate or identifl, and communicate these using mathematical language and symbols

explore their environment manipulate objects and experiment with cause and effect, trial and error, and motion contribute constructively to mathematical discussions and arguments use reflective thinking to consider why things happen and what can be learnt from these experiences

4.3 Children transfer and adapt what they have learnt from one context to another This is evident, for example, when children:

. ' . . . . .

engage and co-construct learning develop an ability to mirror, repeat, and practice the actions of others, either immediately or later make connections between experiences, concepts and processes use the processes ofplay, reflection and investigation to problem solve

apply generalisations from one situation to another try out strategies that were effective to solve problems in one situation in a new context transfer knowledge from one setting to another

. . . . . . . . .

4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials This is evident, for example, when children:
engage in learning relationships use their senses to explore natural and built environments

experience the benefits and pleasures ofshared learning exploration explore the purpose and function ofa range oftools, media, sounds and graphics manipulate resources to investigate, take apaft, assemble, invent and construct experiment with different technologies use infonration and communications technologies (lCT) to investigate and problem solve explore ideas and theories using imagination, creativity and play use feedback from themselves and others to revise and build on an idea

5. Children are effective communicators (Communication).

5,1 Children interact verbally and non-verbally with others for a range of purposes This is evident, for example, when children:
engage in enjoyable reciprocal interactions using verbal and non-verbal language convey and construct messa-ses with purpose and confidence. building on horre/family and comrnunity literacies respond verbally and non-verbally to what they see. hear. touch. feel and taste use language and representations liom play. music and art to share and project meaning contribute their ideas and experiences in play. small and large group discussion attend and give cultural cues that they are listening to and understanding what is said to them are independent comrnunicators who initiate Standard Australian English and home language conversations and demonstrate the

. . . . . . . . . . . . . .

ability to meet the listener's needs interact with others to explore ideas and concepts, clarify and challenge thinking. negotiate and share new understandings convey and construct messages with purpose and confidence. building on literacies of home/family and the broader community
exchange ideas, feelings and understandings using language and representations in play demonstrate an increasing understanding of measurement and number using vocabulary to describe size, length , volume, capacity and names of numbers express ideas and feelings and understand and respect the perspectives ofothers use language to communicate thinking about quantities to describe attributes of objects and collections. and to explain

mathematical ideas show increasing knowledge, understanding and skill in conveying meaning in at least one language

5.2 Children engage with a range of texts and gain meaning from these texts This is evident, for example, when children:

. . . . . . .

listen and respond to sounds and pattems in speech. stories and rhymes in context view and listen to printed. visual and multimedia texts with relevant comments or gestures
sing and chant rhymes, jingles and songs take on roles of literacy and numeracy users in their play begin to understand key literacy and numeracy concepts and processes, such as the sounds of language, letter sound relationships, concepts ofprint and the ways that texts are structured explore texts from a range of different perspectives and begin to analyse the meanings actively use, engage with and share the enjoyment of language and texts in a range of ways

5.3 Children express ideas and make meaning using a range of media This is evident, for example, when children:

. . o . .

use language and engage in symbolic play to imagine and create roles, scripts and ideas share the stories and symbols of their own culture and re-enact well-known stories use the creative arts such as drawing, painting, sculpture, drama, dance, movement, music and story-telling to express ideas and make meaning experiment with ways of expressing ideas and meaning using a range of media begin to use images and approximations of letters and words to convey meaning

5.4 Children begin to understand how symbols and pattern systems This is evident, for example, when children:

work

. . . . . . . . . .

use symbols in play to represent and make meaning begin to make connections between and see patterns in their feelings, ideas, words and actions and those of others notice and predict the patterns of regular routines and the passing of time develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through thern begin to be aware of the relationships between oral, written and visual representations begin to recognise patterns and relationships and the connections between them begin to sort, categorise, order and compare collections and events and attributes ofobjects and materials, in their social and

natural worlds listen and respond to sounds and patterns in speech, stories and rhyme draw on memory of a sequence to complete a task draw on their experiences in constructing rneaning using symbols

5.5 Children use information and communication technologies to access information, investigate ideas and represent their thinking This is evident, for example, when children:

. . . .

identify the uses of technologies in everyday life and use real or imaginary technologies

as props

in their play

use information and communication technologies to access images and information, explore diverse perspectives and make sense

of their world use information and communications technologies ITC as tools for designing, drawing. editing, reflecting and composing engage with technology for fun and to make meaning

Self Portroit Februory ZOl4 self -portroit is an intimate, bold declorotion of identity. rn o self -portroit, o child offers themself os both subject and ortist The self-portraits ore windows into the children's iientities. Their detoils tell us how the children see themselves ond whot they choose to emphosise in their drowings obout

themselves.

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Morch 2014

With verbol ond physicol prompts, the children monipuloted the scissors with one hond ond held onto the poper with the other hand os they cut olong the stroight lines.
EYLF: 1.2,3.1,3.2

ffi

Thursdoy 3Oth Jonuory 2013

Welcome to Red Closs. The children hod o fun time settling in, meeting new friends ond new teochers. We hod mony group discussions regarding some of the rules whenwe ore in Red Closs. We tolked obout woshing our honds after going to the toilet, remembering to wear our hots when we ploy outside, ond wolking whenwe ore inside. Seroh procticed crossing her legs when she wos on the mot. Seroh listened to a story colled, "Whof's Thot Noise" ond listened to o story obout Chinese New Yeor. Doncing to o speciol freeze song wos lots of fun. At the end of the doy bef ore the children went to ploy outside, we hod o short reloxotion time. Seroh engaged in mony octivities including 'pointing on the eosel ond ploying with the ploy dough'.
Belonging

I
,;

- to understond thot she is port of

o 9roup, feeling

that

she is pcrt of o fomily.

Hoving a f eeling

thot she

is linked

with others and experience importont relotionships. Within eorly childhood, o child's sense of belonging con relote to how comfortoble o child is within the setting, hoving o sense of trust ond security with childcore professionols. When o child hos a sense of belonging they are more conf ident, f eel more secure, be more creotive ond more likely Io explore the world of leorning. Being - to experience whot is hoppening now, life in thepresent. For Seroh to develop on
understonding thot she is occepted for who she is ond knowing thot others core obout her. EYLFLeorning Outcome: t.l, 1.4, 2.1, 3.1

Fridoy 7th February 2014

Serah engaged in o voriety of octivities provided to strengthen her smoll muscles. There were on ossortment of stickers thot Seroh monipuloted os she used one hond to hold the bocking ond the other hond to peel off the sticker, which she then stuck corefully onto the poper.

Interpretqtion in leorning: Seroh demonstrotes perseverance os she concentrotes onpeeling ond sticking the stickers onto the poper. As she monipulotes the stickers ond the tools provided she is able to develop her fine motor skills.
EYLF: Leorning Outcome: L.2, 3.L, 3.2

i-\,

6.?-14 To fosfer Seroh's self -conf idence ond develop new skills the'Wheels on the Bus'song wos introduced during the music experience to support her copocity for leorning in this new
environment.

Interprefotion in leorning: Seroh porticipotes in singing ond engaging in octions with educotor during this music experience. Seroh begins to sit with the group ond hos the opportunity to develop her language ond listening skills through this musicol
experience.
EYLF- Leorning Oufcomes:

t.3, 7.4, 5.2

to become socially responsible ond show smoll brooms were provided for learning environment, ?especr for her children engoge in tidy in their ploy oreo, ofter ploying. Seroh demonstrotes initiotive os she helped to sweep the sondpit area after the

t4.?.74

To support Serah

educotor onnounced it wos time to pock owoy.

Interprefotion of leorning: This experience hos provided the opportunity for Seroh to listen to others' ideos ond respect different ways of being
ond doing. Seroh increosingly co-operotes ond works colloborotively with others ond shows growing oppreciotion ond care for noturol ond

constructed environments. EYLF- Leorning Outcomesr 2.2, ?.4, 3-L,

like butterflies ond the garden too," os she corefully turned the poge while browsing through this book. The educotor reod this foctuol book to Seroh. The educotor osked, "Hove you got o gorden in your house?" Seroh soid, "No, f didn't hove o gorden in my house." Seroh looked intently to this butterf ly picture ond osked, "Whot's this butterf ly. There is so much brown. fuly fovourite colour is
Seroh soid,
pink."

6.3.t4

"I

Interpretotion of leqrning:
Serah engaged in contributing her ideos ond relevont onswers raloting to the story. Seroh listened ottentively while the story wos reod to her. Seroh demonstrotes her emerging literocy skills including understonding directionolity by following the story from beginningto end, turning poges ond using illustrotions from the book to roise questions ond shore her ideos. Leorning outcomes: L.3, 4.L,5.?,5.4

6.3.t4

Seroh spontoneously opprooched the puzzle toble ond worked guietly with this lO piecegarden themed knob puzzle. Seroh demonstroted her problem solving skills through triol ond error, experimenting with ond looking ot pottern ond shope sizelo determine rhe correct f it for the puzzle piece. Serah completed her tosk independently ond initioted to work on onother puzzle. EYLF- Leorning
oufcomes: 3.2,

4.t,

4.2

*
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::

h.--

-.-

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::

--

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6.3.14 To support Seroh to continue to develop her fundomentol locomotor skills, stilts were implemented for her to be an octive porticipont in developing her physicol wellbeing, ond to hove the opportunity to proctise her gross moior skills which provide the foundotions for her growing independence ond sotisfoction in being able to do things for herself.
herself onto the'stilts', hold it by the rope ond bolonce os she moved olong the ployground. Serohwosobletowolkonthestiltsforocoupleof melresonthesoftfoll. Afterserahfinishedployingwith the stilts she went to climb on the smoll frome.
Seroh took up the challenge to

lift

Interpretotion of Leornino: Seroh confidently explores and engages with sociol ond physicol environments through relotionships ond ploy. This equipment hos provided Seroh with the opportunity to develop her eye ond f eet coordinotion ond motor plonning skills os she ploys olongside the other children. Seroh disploys her coordinotion ond motor plonning skills os she engoges in climbing over the smoll 'A' f rame. EYLF- Leorning outcomes: 1 .L, 3.L. 3.2,

20/3/14

Grondporents/Hqrmony Doy

to celebrate Austrolio's diversity. ft is o doy of culturol respect for everyone who colls Austrolio home. The continuing messoge of Hormony Doy is'Everyone Belongs'. ft is obout community porticipotion, inclusiveness, celebroting diversity, respect ond o sense of belonging f or everyone. Orange is the colour chosen to represent Hormony Doy. We hove combined our Grondporents ond Speciol Friends Doy with Hormony Doy ond morked this speciol occosion with on indoor/outdoor progromme: whete o voriety of experiences were provided to support children to develop a respect for diversity in the setting ond to f oster their leorning to become more awate of similorities
Todoy we celebrated Hormony Doy ot preschool. f t is o doy
ond
d

if f eren ces betw een people.

EYLF: Leorning Outcomest

I !

?.1, ?.?
"lAhen a child has a sense of being lhey build and maintain relationships with others, take part in life's journey and face challenges in everyday

life."

(EYLF: DEEWR

2@9)

Leorning

story:

A bEg ffi9h

Dote:L4.2.14

Seroh opprooched the collage toble ond indicoted to the educotor thot she wonted to moke o colloge. Seroh stortedher collage moking by choosing o pink coloured slreamer, she then use o scissor to snip the streomer into smoll pieces ond soid, "I'm going to cut this in pieces to moke o big f ish." She held scissors in an emerging grip using her right hond ond held the streomer in the other hond. Seroh opplied glue onto her poper ond posted the pieces of streamer os she snipped it. The educotor soid, "Tell me obout this f ish." Seroh soid, "ft lives in the water. ft hos white eye." The educotor osked, "I'll get you o white colour

pencil." Seroh begon to drow the"eye" using white coloured pencil ond using o pink texto to drow the "mouth". Loter, Seroh opplied some glue underneoth the f ish imoge ond soid, "Here is the blue water. Shork eoting f ish." 5he selected some blue coloured wool to represenl her idea, ond odded, "Here is o shell in the bottom." Seroh chose o piece of wood chip to poste on the corner of the
poge.

After Serah f inished her colloge moking, she went to the drowing toble ond soid, "f'm drowing o shork in the woter." She used vorious forms of lines ond morks to represent her symbolic representotion.
Interpretotion of leorning:
Cognitive development: Seroh demonstrotes the use of her lmoginotion to portroy theimage of "o bi9 f ish" through ossessing vorious medio ond writing tool to express her symbolic representotions. Seroh explores relotionships

with seo creotures ond their hobitots through collage moking ond drowing.
Physical development: Seroh developsher eye-hond coordinotion ond cutting skills os she monipulotes with scissors ond writing tool while she is engoging in collage moking ond drowing. Seroh holds the texta f irmly in her right hond using on accurote pen grip os she engages in her drowing. Language development: Seroh interocts well with on educotor ond responds to guestions ond other's suggestions. Seroh uses her verbol longuage to express her creative ideos ond views constructively.

Sociql/emotionol development: Seroh builds on her own sociol experienceto explore other woys of being. Seroh
demonstrotes o sense of belonging, as she mokes choices f or her own octivity in her learning environment.
EYLF- Leorning outcomes: 1.4, ?.4, 4.1
,

4.3, 4.4, 5.3

Whot neXt?

6.3.lt

To provide opportunities to foster Seroh's creoiivity by providing a differenl medio, (woter colours ond oil posiel crayons) for Seroh to continue to explore her

creolive ideos and support her longuoge skills through visuol orfs.

Seroh soid, "I'm pointing beoutiful colours for mum. There is f irecrockers ond storm." Seroh used vcrious colours to drow on the top of the poge using the oil postel croyons.

EYLF- Leorning outcomes:

l.Z, 3.2,

5.1

Fridav March 7th 2014

Mv Locker

Today the children's sense of belonging was promoted as they participated in

a small group discussion to support their sense of identity as they showed

their peers the special picture on their locker, their names and their own special place where they can place their personal belongings. They pointed to the belongings in their lockers and identified these. The children's sense of being is promoted as they understand that they are accepted for who they are and knowing that others care about them.
"When o child hos o sense of being they build and maintoin relotionships with others, toke port in life's journey ond face chollenges in everydoy life."
(EYLF: DEEWR 2009)

"When a child hos o sense of belonging they are more confident, feel more secure, be more creotive ond more likely to explore the world of leorning."
(EYLF: DEEWR 2009)

A discussion regarding what we keep in our very own lockers ensued. Serah stood up to show everyone her locker. The educator asked, "What is the picture on your locker Serah?" She replied, "A whale." The educator asked, "What do you keep in your locker?" She replied, "My hat and my bag."
EYLF: L.L, 1.2,7.3

Portfolios
Pleose enjoy looking through your child's

portfolio over the breok and we would

volue

your feedback.

rn the process of gothering informotion in order that we con plon, document ond evoluote your child,s learning in portnership with you, in the spoce provided below,'pleasecontribute o comment on your child's learning or ony other ospect of their experience during Term 1.
We invite you also to moke an A4 page contribution writing a story, odding pictures or doing o drawing obout something you did in the holidoys or on interest your child hos. we-w}ll reod these entries when wereturnond wewould begrateful if you could return them Week Term Z ZOl4.