ENGLISH

Assignment One
Forward Planning Document
Kayla Smith 20154082
English v8.1
Pre-primary year Syllabus
Year Level Description

The English curriculum is built around the three interrelated strands of Language, Literature and Literacy. Teaching and learning
programs should balance and integrate all three strands. Together, the three strands focus on developing students' knowledge,
understanding and skills in listening, reading, viewing, speaking, writing and creating. Learning in English builds on concepts, skills
and processes developed in earlier years, and teachers will develop and strengthen these as needed.

In the Pre-primary year, students communicate with peers, teachers, known adults and students from other classes.
Students engage with a variety of texts for enjoyment. They listen to, read and view spoken, written and multimodal texts in which
the primary purpose is to entertain, as well as some texts designed to inform. These include traditional oral texts, picture books,
various types of stories, rhyming verse, poetry, non-fiction, film, multimodal texts and dramatic performances. They participate in
shared reading, viewing and storytelling using a range of literary texts, and recognise the entertaining nature of literature.

The range of literary texts for Pre-primary to Year 10 comprises Australian literature, including the oral narrative traditions of
Aboriginal and Torres Strait Islander peoples, as well as the contemporary literature of these two cultural groups, and classic and
contemporary world literature, including texts from and about Asia. Literary texts that support and extend Pre-primary students as
beginner readers include decodable and predictable texts that range from caption books to books with one or more sentences per
page. These texts involve straightforward sequences of events and everyday happenings with recognisable, realistic or imaginary
characters. Informative texts present a small amount of new content about familiar topics of interest; a small range of language
features, including simple and compound sentences; mostly familiar vocabulary, known, high-frequency words and single-syllable
words that can be decoded phonically, and illustrations that strongly support the printed text. Students create a range of
imaginative, informative and persuasive texts including pictorial representations, short statements, performances, recounts and
poetry.
 EARLY YEARS LEARNING FRAMEWORK

Outcomes:
COLOUR KEY: Term 1 Term 2 Term 3 Term 4
OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

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

groups and communities and an emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

understanding of the commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities necessary and reflexivity
for active community participation

Children develop their emerging Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes Children engage with a range of texts and gain

autonomy, inter-dependence, resilience their own health and physical wellbeing such as problem solving, enquiry, experimentation, meaning from these texts

and sense of agency hypothesising, researching and investigating

Children develop knowledgeable and Children become aware of fairness Children transfer and adapt what they have learned Children express ideas and make meaning using

confident self identities from one context to another a range of media

Children learn to interact in relation to Children become socially responsible and Children resource their own learning through Children begin to understand how symbols and

others with care, empathy and respect show respect for the environment connecting with people, place, technologies and pattern systems work.

natural and processed materials

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
 FORWARD PLANNING DOCUMENT –TEACHING THE TEXT FORM TYPE OF LETTER WRITING

TERM: 1 Week: 4 YEAR LEVEL: Pre Primary LEARNING AREA/TOPIC: English – Letter Identification & Sounds
WESTERN AUSTRALIAN CURRICULUM

WEEK/ W.A. LINKS SPECIFIC LESSON TEACHING & LEARNING RESOURCES

LESSON Lang Literacy OBJECTIVE EXPERIENCES (include timing)
Literature ASSESSMENT
(what & how)
Week 4: Lesson 1: Language: Objective 1: Identify the letter name Lesson Introduction: My “S” Sound Box – By Jane Belk
Recognise and name and sound of “S” Educator will read My “S” Sound Box – By Jane Belk.
Analysing all upper and lower Class iPads 1:1
Students are case letters Assessment 1: Students work sample, Educator to ask students to recall words from the text beginning with
familiar with the (graphemes) and of the video and students recall when the “S” sound. Educator will ask students to pick up their iPad and Laminated objects beginning with “S”
letter identification know the most questioned about the object they found. write a capital letter “S” and a lower case “s”
and sounds. Within common sound that
this lesson students each letter represents Objective 2: Identify objects within the Lesson Body: The educator will ask students to put on their
will analyse the (ACELA1440) environment that beginning with the investigation hat, as they are going to go outside and search their
letter “Ss” the letter S. environment for all things beginning with the letter “S”
sounds and words Technologies:
associated with the Assessment 2: Students work sample Educator is to outline to students the below lesson requirements:
letter. Generate and record of the pictures and videos. o Students will be required to find a minimum of three
design ideas through laminated images beginning with the letter “S”
describing, drawing, Objective 3: Use the iPad effectively to o Students will be required to use their iPads to take a
W.A.and/or
modelling LINKS a manipulateSPECIFIC
ICT in theLESSON
correct way by minimum of two TEACHING & LEARNING
photos and one recording. RESOURCES
STUDENT PRIOR Lang ofLiteracy
Sequence written OBJECTIVE
taking a minimum of two photos and o If studentsEXPERIENCES (include
need help, please timing)
ask a friend prior to coming to
KNOWELDGE or spoken steps. one video of found objects beginning an educator.
Literature ASSESSMENT
with “S” on the iPad o Remind students when they are outside to respect the
(what & how) environment and people around them.
Students have prior Assessment 3: Students work sample
knowledge and of the pictures and videos. Key questions to ask students while they searching for items within
understanding of the environment beginning with “S”
letter identification Success Criteria: Students identify an o What did you find?
and sounds from A- item within the environment beginning o What is the initial letter sound?
Z. Students have with the letter “S” and use an iPad to o Do you think this object will have a capital letter or SPECIFIC LESSON
analysed and take an image and video of the item. lowercase letter? PROVISIONS OBJECTIVE
focused on letters, o How does this sound?
objects, words and o What photos have you taken? ASSESSMENT
sounds from letters (what & how)
A-R Lesson Closure:
Students will be asked to return to the mat. Students will discuss Enables: The educator will enable
words beginning with the letter “S”. Each student will be asked to the student by modelling saying the
find a photo that they took of the object beginning with S. Each letter sound and stating words
student is to show the group their photo and say the word of the beginning with the letter S.
item.
Extension: Students will be extended
by asking to write on the iPad the
words of the items in the environment
they found.

WEEK/
LESSON
Week 7: Lesson 1:
Students will
independently use their
iPads to scan QR codes
within the environment.
The QR Codes represent
various uppercase and
lowercase letters, along
with various objects. If
the QR code is a letter,
students are to identify
the letter name, sound
and distinguish if it is a
capital or lower case
letter. If the QR code is
an object student are
required to name the
object, the letter in which
the object begins with
and the initial sound of
the word.
Once students scan an
object, they are to ask
their buddy to take a
video of them and their
scanned QR code
identifying the above.
STUDENT PRIOR
KNOWELDGE
At this stage of the term,
students are familiar and
have analysed the letter
names and sounds
within the alphabet.
Students are
comprehending the
FORWARD PLANNING DOCUMENT –TEACHING THE TEXT FORM TYPE OF LETTER WRITING
TERM: 1 Week: 7 YEAR LEVEL: Pre Primary
W.A. LINKS SPECIFIC LESSON
Lang Literacy OBJECTIVE
Literature ASSESSMENT
(what & how)
Language: Objective 1: Apply learnt
Recognise and name knowledge to identify a letter
all upper and lower name and sound.
case letters
(graphemes) and know Assessment 1: Questioning
the most common students when they scan a letter
sound that each letter QR Code. Marked on a rubric
represents with below criteria’s:
(ACELA1440) - Students required
scaffolding to identity
Understand that the letter name and
punctuation is a feature sound.
of written text different - Students recognised
from letters; recognise letter name and sound
how capital letters are - Student fluently
used for names, and recognised letter name
that capital letters and and sound
full stops signal the - Student identified
beginning and end of capital and lowercase
sentences letters.
(ACELA1432) - Student required
assistance to recognise
Technologies: lower case and capital
Generate and record letters.
design ideas through
describing, drawing, Objective 2: Students identify
modelling and/or a the difference between a capital
Sequence of written or and lower case letter.
spoken steps.
Assessment 2: Student work
sample, of the video recording.
Objective 3: Record a video on
the iPad of a peer.
Assessment 3: Student work
same of the video.
LEARNING AREA/TOPIC: English – Letter Identification, Sounds & Capital Letter
TEACHING & LEARNING RESOURCES
EXPERIENCES (include timing)
Lesson Introduction: Class iPads 1:1
Educator will write sentences on the board with errors, showing
various capital and lowercase letters in the incorrect place. Printed out QR Codes of the
Alphabet, capital and lower case
Educator is to ask the students to raise their hand if they recognise letters.
any errors within the sentences.
Printed out QR codes of various
Educator is to scaffold students correcting the sentence, students objects beginning with different letters
are welcome to come to the board and correct the sentence of the alphabet.
themselves.
Capital letter and lowercase letter
Ask the following three questions: flash cards
- When I write my name, or your name, do I use a capital
letter?
- When would I use a lowercase letter?
- Do you know what else we would use a capital letter for?
Lesson Body:
The educator will ask students to open up their iPads and go to the
camera, scanning the QR Code on the board.
Explain to students that they need to go on a hunt for all the different SPECIFIC LESSON
QR Codes within their environment. Once they scan a code and PROVISIONS OBJECTIVE
they can identify a letter or object, they are to sit crossed legged
until a buddy comes and takes a video of them staying the letter ASSESSMENT
name, sound and identifying if it is a capital or lower case. Students (what & how)
can keep scanning the QR codes.
Enables: The educator will enable
Educator is to outline to students the below lesson requirements: the student by modelling saying the
o Students can scan as many QR Codes as they like, but on letter sound and stating word of the
ask a friend to record one. object that appears on the QR Code.
o Students will be required to use their iPads to take a
recording of a peer. Extension: Students will be extended
o If students need help, please ask a friend prior to coming to by asking them to return to the
an educator. English books and write words
o Remind students when they are outside to respect the beginning with the letters or objects
environment and people around them. they found on the QR Codes.
Formatted: Not Highlight
difference between Success Criteria: Everyone
capital and lower case successfully records a friend, on
letters. the iPad, identify the letter or
object on the QR code.
Key questions to ask students while the students are searching for
QR Codes. Formatted: Not Highlight
o What did you find?
o What Is the object?
o Is this a capital or lower case letter?
o Would I write your name with a capital letter at the
beginning or the end?
o Have you taken a video of a friend?
Lesson Closure: Formatted: Not Highlight
Return students to the mat. Ask students if they would like to share,
get students in front of the class showing their video. Students are to
tell the class who took the video of them.
Use flash cards of the alphabet, students are to recall all together if
the letter is a capital or lowercase.
 FORWARD PLANNING DOCUMENT –TEACHING THE TEXT FORM TYPE OF LETTER WRITING

TERM: 1 Week: 10 YEAR LEVEL: Pre Primary LEARNING AREA/TOPIC: English – Letter Identification, Sounds & Capital Letter

WEEK/ W.A. LINKS SPECIFIC LESSON TEACHING & LEARNING RESOURCES

LESSON Lang Literacy OBJECTIVE EXPERIENCES (include timing)
Literature ASSESSMENT
(what & how)
Week 10: Lesson 1: Language: Objective 1: Create an iMovie Lesson Introduction: Class iPads 1:1
Using the unit of works Recognise and name using past videos and pictures Students will be asked what they have learnt this term in English.
photos and videos all upper and lower from the English unit. Educator is to guide students to review their videos and photos of Students recordings and videos from
students are required to case letters their learning journey. across the English unit across the
create an iMovie. (graphemes) and know Assessment 1: Students term.
the most common iMovie. Students at to do a think pair share, at the end the students are to
Students have had little sound that each letter share their partners learning.
experience with the iPad represents Objective 2: Recall activities
keyboard and iMovie. (ACELA1440) and learning experiences to Lesson Body:
The lesson will be taken demonstrate learnt knowledge. Educator outlines to the students that they are going to create a
in small groups of 4, with Understand that movie to show their learning journey, using the photos and videos of
the educator guiding the punctuation is a feature Assessment 2: Students voice the letter identification. Educator model to student where the iMovie
students. of written text different recorder on the iMovie recalling application on the iPad is. Demonstrate to students how to add
from letters; recognise what they learnt in a particular videos and photos in the iMovie, in the order from beginning to the
STUDENT PRIOR how capital letters are lesson. end. Work alongside students adding in the videos and photos. SPECIFIC LESSON
KNOWLEDGE used for names, and Asking students to type their name and any other words or letters PROVISIONS OBJECTIVE
that capital letters and Success Criteria: Student they wish.
Letter names, letter full stops signal the create an iMovie demonstrating ASSESSMENT
sounds & capital and beginning and end of their English learning journey. Once students have completed adding in their videos and pictures, (what & how)
lower case letters. sentences sit with students individually to add on a voice recorder, recalling the
Students are (ACELA1432) activities they completed in English. Enables: The educator will enable
demonstrating some Ask students key questions: the student by modelling and showing
understanding of when Technologies: o What is the first thing we learnt in English this year? the students to create an iMovie.
we use capital letter. Generate and record o What is the letter sound?
design ideas through o What is the letter name? Extension: Students will be extended
describing, drawing, o Where do we put capital letters? by asking them to layer on different
modelling and/or a o Where do we use letters? visual or audio elements to the
Sequence of written or o What are the letters in your name? iMovie.
spoken steps. o Do I write the first letter of your name with a capital or lower
case letter?
o What did you enjoy learning in English this term? Formatted: Not Highlight

Lesson Closure: Formatted: Not Highlight

When students have completed the iMovie they will be asked to
place the iPad on the floor and sit with their hands on their head.
Educator is required to ask the students to play their movie,
educator to ask students what the difference between a capital and
lower case letter. Students will then be able to move onto free play.
References

Department of Education, Employment and workplace Relations (DEEWR) (2009). Belonging, being and becoming: The early years learning
framework. Barton, ACT: Commonwealth of Australia. Available at http://k10outline.scsa.wa.edu.au/home/p-10-curriculum/early-years-
learning-framework

Macnish, J. & Jongste, J. (2019). EDUC2632/4632: transforming learning through ICT. Retrieved from http://ictfreo.weebly.com/

Pinterest. (2018). Retrieved from https://www.pinterest.com.au

School Curriculum and Standards Authority [SCSA] (2014) English (PP), Perth, WA. Available at http://k10outline.scsa.wa.edu.au/home/p-10-
curriculum/curriculum-browser/enlish