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 OUTCOME 2: Children are connected OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

strong sense of identity with and contribute to their world strong sense of well being involved 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 understanding emotional wellbeing curiosity, cooperation, confidence, creativity, others for a range of purposes

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 such Children engage with a range of texts and gain

autonomy, inter-dependence, resilience their own health and physical wellbeing 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 a

confident self identities from one context to another range of media

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

others with care, empathy and respect 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 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
relationships practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

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

Religious Education / Spiritual

Education

Concept: Term:
Weeks:

Science / Technology & Enterprise Health & Physical Education

Society and LOTE The Arts Colour Key

Environment Physical (Fine Motor)
Physical (Gross Motor)
Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral
PHYSICAL: Fine Motor PHYSICAL: Gross Motor
CREATIVE / AESTHETIC
 DEVELOPMENTAL DOMAIN
CONCEPT MAP
(o
ption 2)

Concept: Term:
Weeks:

SOCIAL / EMOTIONAL SPIRITUAL / MORAL

COGNITIVE / LANGUAGE
CONSTRUCTIVE PLAY MANIPULATIVES
(BLOCKS) LEARNING CENTRE
PLAN

Week to Week _

INVESTIGATION TABLE

PAINTING COLLAGE

ICT

DRAMATIC PLAY BOOK CORNER DRAWING / WRITING CENTRE

CLIMBING AREAS CREATIVE PLAY
OUTDOOR PLAN

Week to Week
SAND & WATER PLAY

MAT PLAY
INVESTIGATION

NATURAL ENVIRONMENT

ART/CRAFT TABLE BIKE PLAY

CHILDRENS INTERESTS/ FUTURE
PLANNNING
 FORWARD PLANNING DOCUMENT

TERM/WEEKS: YEAR LEVEL: LEARNING AREA/TOPIC:

EYLF Responsiveness Learning Intentional Learning Assessment for Cultural Continuity of Holistic approaches
PRACTICES to children through play teaching environments learning competence learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURC
/ Prin Prac CURRICULUM LESSON (what & how) EXPERIENCES QUESTIONS ES
LESS O/C
LINKS OBJECTIVE (include learner diversity)
ON
444 1,2 Le 1, Recognise and explore Recall and retell Teacher will Read Were going on a Bear Hunt by What sounds Book
4 ,5 arn 4, digital systems what sounds you print out a table Micheal Rossen. would you Were
ing 5 (Hardware and software would make going including target make going going on a
En components for a on a bear hunt. students names Ask Key Questions on a bear Bear Hunt
vir purpose (ACTDIK001) and a checklist hunt? by
on Recall what it of lesson Get children to watch video and copy Micheal
me Use interaction skills sounds like objectives. actions. What does it Rossen
nts including listening while walking at the sound like
others speak, using beach or at school. A tick will be Teacher also models actions for children when you Youtube
appropriate voice levels, placed next to siting on the matt. walk on the Video
articulation and body each lesson beach/throug https://ww
language, gestures and Demonstrate how objective target Students are to get into groups of h the w.youtube.
eye contact to: use wordle, student has preferably two. corridors/ com/watch
(ACELY1784) make a word cloud correctly through your ?
about sounds in the displayed. Students are allocated one Ipad per home? v=ytc0U2
story. Group. WAz4s
Lesson What does it
objectives will The task is to use the app Wordle to sound like ipad
be shown from make a word cloud of all the sounds when you sit
the word clouds. they can think of that were in the story. still and
really listen ?
Students enter their words in the box
and then click the arrow. The next
interface in the system is extremely easy
to use so the app is age appropriate.
This allows students to manipulate their
word clouds.

When students click save the word

cloud defaults as a saved image.
 ASSESSMENT & EVALUATION DOCUMENTS

INDIVIDUAL
BACKGROUND
PROFILE

INDIVIDUAL
OBSERVATION
(LINKED TO
DOMAINS)

LEARNER PROFILE
(IDENTIFY
STRENGTHS/WEAKNE FUTURE
SSES) PLANNING

GROUP PROFILE

LEARNING AREA
ASSESSMENTS

EVALUATION

BACKROUND
See attached documentsPROFILE
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

DOMAIN LINKS
COLOUR KEY
PLAN FOR FUTURE LEARNING EXPERIENCE: Physical (Fine Motor)
Physical (Gross Motor)
Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral
 LEARNER PROFILE

NAME: DATE:
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
TIME LEARNING AREA LEARNING 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?