Planning

Documents
Early Childhood
University of
Notre Dame
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:

COLOUR KEY: Term 1 Term 2 Term 3 Term 4

OUTCOME 1: Children have a strong sense OUTCOME 2: Children are connected with and OUTCOME 3: Children have a strong sense OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

of identity contribute to their world of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups and Children become strong in their social and emotional Children develop dispositions for learning such as curiosity, cooperation, Children interact verbally and non-verbally with others for a range of

communities and an understanding of the wellbeing confidence, creativity, commitment, enthusiasm, persistence, imagination purposes

reciprocal rights and responsibilities necessary for active and reflexivity

community participation

Children develop their emerging autonomy, inter- Children respond to diversity with respect Children take increasing responsibility for their own health Children develop a range of skills and processes such as problem solving, Children engage with a range of texts and gain meaning from these

dependence, resilience and sense of agency and physical wellbeing enquiry, experimentation, hypothesising, researching and investigating texts

Children develop knowledgeable and confident self Children become aware of fairness Children transfer and adapt what they have learned from one context to Children express ideas and make meaning using a range of media

identities another

Children learn to interact in relation to others with care, Children become socially responsible and show respect for the Children resource their own learning through connecting with people, Children begin to understand how symbols and pattern systems

empathy and respect environment place, technologies and natural and processed materials work.

Children use information and communication technologies to access

information, investigate ideas and represent their thinking

Principles:

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

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 English CONCEPT MAP Maths
(option 1)

Religious Education / Spiritual

Education

Concept: Term: Weeks:

!

Science / Technology & Enterprise Health & Physical Education

Colour Key
Society and Environment LOTE The Arts
Physical (Fine Motor)
Physical (Gross Motor)
Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral
 DEVELOPMENTAL DOMAIN CONCEPT MAP
(option 2)

Concept: ! Term: Weeks:

SOCIAL / EMOTIONAL SPIRITUAL / MORAL

COGNITIVE / LANGUAGE
 LEARNING CENTRE PLAN

Week to Week _

INVESTIGATION TABLE

PAINTING COLLAGE

ICT

DRAMATIC PLAY BOOK CORNER DRAWING / WRITING CENTRE

 OUTDOOR PLAN

CLIMBING AREAS CREATIVE PLAY

Week to Week

SAND & WATER PLAY

MAT PLAY
INVESTIGATION

NATURAL ENVIRONMENT

ART/CRAFT TABLE BIKE PLAY

CHILDRENS INTERESTS/ FUTURE
PLANNNING
 TERM/WEEKS: Term 1 YEAR LEVEL: Pre Primary LEARNING AREA/TOPIC: English

Elizabeth Berettieri
FORWARD PLANNING DOCUMENT

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

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

OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident and 5.Children are effective
sense of identity with and contribute to their sense of wellbeing involved learners communicators
world

AUSTRALIAN CURRICULUM
General Capabilities:

Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australias engagement with Asia Sustainability

WEEK/ EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURC
LESSO Prin Prac O/C CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS ES
N LINKS (include learner diversity)
 Share feelings and Express own The teacher has a Read Were going on a Bear Hunt written How did the Were
Lesson 4,5 Lear 1 thoughts about the opinions/ feelings checklist with all by Michael Rosen. story make Going on A
2 ning events and characters in about what is the students you feel? Bear Hunt
envir texts (ACELT1783). depicted in the story. names and tasks Ask Key Questions
onme that are required Has anyone Pens,
nts Designing Making individual of them (lesson Students are to write down their feelings been on an pencils,
Generate and record stories on the iPad objectives). and draw a picture that matches their adventure paper &
design ideas through app Book Creator. feelings. before? colors.
describing, drawing, A tick is placed
modelling and/or a next to the childs The students are to use various colors to Do you think
sequence of written or name if they have express their emotions. there is more
spoken steps. written / drawn than one iPads
clear emotions Once the students have completed that task emotion that
from the story the teacher gains the students attention. you feel?
book. e.g Happy,
The students are allocated an iPad each and anxious,
A tick is placed are asked to create a story using the app excited, angry.
next to the child if Book Creator.
they successfully What colors
made a story with The task is for the students to create a story would you use
the app Book about their feelings using voice, pictures, to express your
Creator. text and colors. feelings?

If the child does The students can explore nature and use
not complete the natural materials in the garden to add into
tasks, the teacher their book creator story.
will place a dot
next to their name The students will then be instructed to sit
therefore it on the mat and share their story with a
signals the child partner. This encourages discussion and
needs extra learning about diversity in the classroom.
assistance.
For example everyone has different
feelings at different times and everyone
needs to respect that.
 ASSESSMENT & EVALUATION DOCUMENTS

INDIVIDUAL
BACKGROUND PROFILE

INDIVIDUAL
OBSERVATION
(LINKED TO DOMAINS)

LEARNER PROFILE
(IDENTIFY STRENGTHS/
WEAKNESSES) FUTURE
PLANNING

GROUP PROFILE
LEARNING AREA
ASSESSMENTS
EVALUATION
 BACKROUND PROFILE
See attached documents for proformas

Full Name: _________________________

Date of Birth: _____________________

Siblings: _______________________________________________________________________________

Family Structure: ______________________________________________________________________

Custody Arrangements: ______________________________________________________________

Cultural Heritage: _________________________

First/Home Language: ________________________

Allergies/Relevant Medical Information: ___________________________________________

__________________________________________________________________________________________

Previous Intervention: ________________________________________________________________

__________________________________________________________________________________________

Any Special Needs: ____________________________________________________________________

_________________________________________________________________________________________

Information gained through parent discussions:

DATE COMMENT

!
 INDIVIDUAL ASSESSMENT: OBSERVATION

NAME:
DATE & FOCUS AREA OBSERVATION ANALYSIS / INTERPRETATION
TIME

PLAN FOR FUTURE LEARNING EXPERIENCE:

! DOMAIN LINKS
COLOUR KEY
Physical (Fine Motor)
LEARNER PROFILE
Physical (Gross Motor)

Social

Emotional
NAME: DATE:
Cognitive/ Language

Areas of Strength Plan for Extension Experiences

Areas Requiring Assistance Plan for Scaffolding Experiences

! Current
Interests:
GROUP PROFILE

DATE & FOCUS AREA DOMAIN AND OBSERVATION PLAN FOR FUTURE LEARNING
TIME LEARNING AREA EXPERIENCE
LINKS

Mat sessions

Transitions

Learning Centres

Outdoors

 EVALUATION

Key evaluation questions for informing future planning and practice.

QUESTIONS EVIDENCE
Was integration of topic/concept
meaningful?

Was the amount I planned to cover

appropriate? Too much? Too little?

Did students achieve the

objectives and outcomes of the
program?

Were my teaching strategies

effective?

Were the types of groupings I used

appropriate?

Did I successfully cater for the

diverse needs of students in my
class?

Did I make use of appropriate

resources?

Did my use of assessment

accurately indicate the knowledge
and skills of the students?

What could be improved?

Other comments?
!