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

autonomy, inter-dependence, resilience

Children take increasing responsibility for

Children develop a range of skills and processes such

Children engage with a range of texts and gain

their own health and physical wellbeing

as problem solving, enquiry, experimentation,

meaning from these texts

and sense of agency

Children develop knowledgeable and

hypothesising, researching and investigating

Children become aware of fairness

confident self identities

Children transfer and adapt what they have learned

Children express ideas and make meaning using a

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
relationships

2. Partnerships

3. High expectations & equity

4. Respect for diversity

5. Ongoing learning & reflective

practice

Practices:
Holistic approaches
Continuity of learning &
transitions

Responsiveness to children
Cultural competence

Learning through play

Assessment for learning

Intentional teaching
Learning environments

FORWARD PLANNING DOCUMENT

TERM/WEEKS:
EYLF
PRACTICES

Responsiveness
to children

PRINCIPLES
OUTCOMES

Learning
through play

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

YEAR LEVEL: 1

Intentional
teaching

Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

LEARNING AREA/TOPIC: Sciene

Assessment for
learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

Cultural
competence

Continuity of
Holistic approaches
learning &
transitions
4. Respect for diversity
5. Ongoing learning & reflective
practice
4.Children are confident
5.Children are effective
and involved learners
communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

LE
SS
O
N

EYLF
Prin

Prac

O/C

AUSTRALIAN
CURRICULUM
LINKS

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOU
RCES

3- High
expectactions
and
equality
5Ongoin
g
learning
and
reflecti
ve
practis
es

Respons
iveness
to
Childre
n
Intenti
onal
Teachin
g

2. Children
are
connected
with and
contribute
to their
world
4. Children
are
confident
and
involved
learners

ScienceUnderstanding:
(ACSSU211)
Science- Inquiry
Skills: (ACSIS025)

Students contribute
in class discussions.
Name and describe at
least one animal and
its features.

Students will
upload an image of
their Go Wild
Animals to the
class blog, which
they will then be
assessed on

Create a Go Wild
animal
Observational
assessment will
also take place
when the children
talk about their
creatures.

Introduction

Introduce subject- Animals and their

body parts

Play animal song

Ask key question 1.

Ask key question 2 and 3

Discuss the different types of animals

and prompt children to think about each
animals particular features that make
them unique.

Explain the class about their animal books

Task

Students create their own Wild Animal

using a PC. Theyll each need to choose
each of their animals body parts and the
habitat theyll live in.

Students then upload there animal

creations to the class blog for class
discussion.

The teacher then chooses a few Wild

Animal creations to show the class and
gets the children to discuss the body
parts they have chosen.

Ask question 4 and 5

Students could also try to impersonate

how the animal body parts for fun!

Children upload their Wild Animals to

their Book (book creator)
Lesson Closure

Class comes back together and answers

question 6 and 7

Think pair share: what Australian animals

can you think of?

Teacher will discuss what theyll be doing

next lesson: We will be learning all about
Australian animals and youll have to go on
an adventure around the classroom to
find out information on them.

1.

2.
3.

4.
5.

6.

7.

What are
your favorite
animals and
why?
Where would
you find
them?
What makes
them
different to
other
animals?
Why did you
choose these
animal parts?
What are
these animal
parts useful
for in the
wild?
Did you learn
about any
new animals
that you
didnt know
about
already?
What
Australian
animals can
you think of?

Animal
song:
https://w
ww.youtu
be.com/w
atch?
v=eqSCny
kY760
PC or
Laptop
computer
- one for
each
child.
Ipad
Build
Yourself
Wildhttp://w
ww.buildy
ourwildse
lf.com/

FORWARD PLANNING DOCUMENT

TERM/WEEKS:
EYLF
PRACTICES

Responsiveness
to children

PRINCIPLES
OUTCOMES

AUSTRALIAN CURRICULUM
General Capabilities:

Learning
through play

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

YEAR LEVEL: 1
Intentional
teaching

LEARNING AREA/TOPIC: Sciene

Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

Assessment for
learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

Cultural
competence

Continuity of
Holistic approaches
learning &
transitions
4. Respect for diversity
5. Ongoing learning & reflective
practice
4.Children are confident
5.Children are effective
and involved learners
communicators

Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

LE
SS
O
N
2

EYLF
Prin
3- High
expect
actions
and
equalit
y
5Ongoin
g
learnin
g and
reflecti
ve
practis
es

Prac
Respons
iveness
to
Children
Intentio
nal
Teachin
g

O/C
2. Children
are
connected
with and
contribute
to their
world
4. Children
are
confident
and
involved
learners

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

Personal and social

Competence

Intercultural Understanding

Sustainability

AUSTRALIAN
CURRICULUM
LINKS

SPECIFIC LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOUR
CES

ScienceUnderstanding:
(ACSSU211)

Students contribute in
class discussions.

Students will upload

at least 2 screen
shots of their QRs in
paddlet to their
Book.

Introduction

Introduce subject- Australian animals and

their habituates

Play habitat song.

Ask key question 1

Ask key question 2.

Brainstorm Australias habituate on Smart

board
Task

Watch the emu Video to help children learn

about an Australian animal and its body
parts and habituate.

Ask question 3

Students use QR reader on iPads to scan

QR codes and they have to look at the
pictures of different body parts or
description given to guess what Austrian
animal it is. There will also be animal
games and questions about their habitat on
the QR

Students must then record their findings in

Paddlet app on the iPad.

Encourage children to either write or record

(encourage writing) what the animal/body
part/ habitat is called, and some of its
features.
Lesson Closure

Class comes back together and answers

question 4

Think pair share: What did you learn about

Australian animals, their habituate and
their body parts?

Teacher will organize them into groups

(kangaroos, koalas, crocodiles, emu and
wombat) and theyll watch a clip that has
facts about their groups animal to
motivate them for next lesson.

1.

Habitate
song:
https://w
ww.youtu
be.com/w
atch?
v=924vA
N8Kiic

Science- Inquiry
Skills: (ACSIS025)

Name and describe

different animals and
their body parts using
the QRs
Creatively records their
QRs on paddlet app

Paddlet can also be

assessed

2.

3.

4.

What is a
habitat?
What habitats
are around us in
Australia?
What habitat do
you think an
emu lives in?
Did you find any
habitats/Austra
lian animals/
facts about
Australian
animals body
parts on the QR
codes that you
did not know

Smart
board: for
brainstor
m
Emu clip:
http://spla
sh.abc.ne
t.au/digib
ook/-/c/12
73965/ski
n-andscalesfeathersand-fur
QR
Readers
App
Paddet
app
Ipad
Group
Animal
Clips:
https://w
ww.youtu
be.com/w
atch?
v=OpBaR
qvNNKg
https://w
ww.youtu

be.com/w
atch?
v=HNq8
mjYDLSE
https://w
ww.youtu
be.com/w
atch?
v=dblOqv
7jxfQ
https://w
ww.youtu
be.com/w
atch?
v=L4l8LY
R4e1o
https://w
ww.youtu
be.com/w
atch?
v=WhwqY
zQABJ

FORWARD PLANNING DOCUMENT

TERM/WEEKS:
EYLF
PRACTICES

Responsiveness
to children

PRINCIPLES
OUTCOMES

Learning
through play

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

YEAR LEVEL: 1
Intentional
teaching

LEARNING AREA/TOPIC: Science

Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

Assessment for
learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

Cultural
competence

Continuity of
Holistic approaches
learning &
transitions
4. Respect for diversity
5. Ongoing learning &
reflective practice
4.Children are confident
5.Children are effective
and involved learners
communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

Personal and social

Competence
Sustainability

Intercultural
Understanding

WEE
K/
Prin
LES
SON
High
3 3.
expecta
tions &
equity
5.
Ongoing
learning
&
reflectiv
e
practice

EYLF
Prac

Learni
ng
throug
h play
Intenti
onal
teachi
ng
Contin
uity of
learnin
g&
transiti
ons

O/C

2.
Childr
en are
conne
cted
with
and
contrib
ute to
their
world
4.
Childr
en are
confid
ent
and
involv
ed
learne
rs

AUSTRALIAN
CURRICULUM
LINKS
Science
Understanding
ACSSU017

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURC
ES

Students are able to

define particular
features of certain
Australian animals
and match the facts
to the corresponding
pictures

A checklist of
how many
attempts it took
each student to
match the animal
fact with the
corresponding
picture.
Anecdotal notes
on how each
student
presented their
information and
successfully
filmed their
video.

Introduction:
Get students to review the
information they have already
learnt over the past two lessons on
Australian animals through thinkpair-share
Choose a couple of partners to
review some of the information
they recalled together
Lesson steps:
On interactive white board open
up the smart notebook interactive
game in which students are
required to match a fact to an
image of an Australian animal.
Each child must go once as there
are enough facts for everyone to
partake in the activity
Students then create a short video
in pairs using an iPad explaining
certain facts they know about their
assigned Australian animal
Ensure students are including
name of the animal, its habitat,
an interesting fact and its external
features
Lesson closure:
Once all students have handed in
their iPads, present some of the
videos on the interactive white
board by connecting the iPads to
the computer
Ask students how they found their
information and if there was
anything else they would like to
find out about their animal. How
might they be able to find this
out?
Play If you go into the bush video
by Robert Brown while waiting for
recess

1. What key
features can
you remember
about
Australian
animals?
2. Why are
these key
features
important in
the Australian
environment?
3. What are
some
interesting
facts you can
remember
about
Australian
animals?
4. What other
information
would you like
to find out
about
Australian
animals?
5. What other
ways can we
find
information
about
Australian
animals?

Interactiv
e white
board
with
smart
notebook
programm
e installed
on

Students are able to

construct a short
video answering the
questions they
posed in previous
lessons.

iPads
Chord to
connect
the iPads
to the
computer
YouTube
video of
If you go
into the
bush by
Robert
Brown

FORWARD PLANNING DOCUMENT

TERM/WEEKS:
EYLF
PRACTICES

Responsiveness
to children

PRINCIPLES

Learning
through play

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

OUTCOMES

YEAR LEVEL: 1
Intentional
teaching

LEARNING AREA/TOPIC: Science

Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

Assessment for
learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

Cultural
competence

Continuity of
Holistic approaches
learning &
transitions
4. Respect for diversity
5. Ongoing learning &
reflective practice
4.Children are confident
5.Children are effective
and involved learners
communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEE
K/
LES
SON

EYLF
Prin

3. High
expectat
ions &
equity
5.
Ongoing
learning
&
reflectiv

Prac

O/C

Learning
through
play
Intention
al
teaching
Assessm

2.
Children
are
connect
ed with
and
contribut
e to their
world

AUSTRALI
AN
CURRICUL
UM
LINKS
Science
Understandi
ng
ACSSU017
Science
Understandi
ng
ACSIS025

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

Sort and
present
information
based on
easily
observable

ASSESSMENT
(what & how)

Students
reflectio
n of
what
they
have

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURC
ES

Introduction:
Look over the student pages of
Super science on the smart
board, reflecting on what
students have done over past
three lessons.
Teacher reminds students they
will be making a book using

1. How will
you organise
the pages of
your book?

Interacti
ve white
board
with
smart
notebook
program
me
installed

2. How did
you find your
information?

e
practice

ent for
learning
Continuit
y of
learning
&
transitio
ns

4.
Children
are
confiden
t and
involved
learners
5.
Children
are
effective
commun
icators

characteris
tic with
teacher
guidance

Recognize
common
features of
animals
such as
head, legs
and wings
Describe
the use of
animal
body parts
for
particular
purposes
such as
moving and
feeding

learned.
Students
books
will be
assesse
d along
side
anecdot
al notes
taken
over the
four
lessons.

book creator. (Q 1)
Have students form partners
and share their thoughts.
Teacher models use of Book
creator app on iPad for the
class and shows where
students work is saved on the
iPad.
Lesson steps:
Hand out iPads to each child
and suggest they find a
comfortable space in the room
for independent work.
Students work independently
adding and arranging their
work from the three lessons
teacher circulates.
Students present Book to
teacher when all work had
been added (list of what needs
to be included is on smart
board)
Have students reflect on the
book they have created using
the voice recorder on the last
page. (Q 3,4)
Students who finish early can
edit/decorate their book.
Lesson closure:
Once all students have handed
in their iPads, present some of
the books on the interactive
white board by connecting the
iPads to the computer
Ask students how they found
their information and if there
was anything else they would
like to find out about their
animal. How might they be
able to find this out?
Thank students and remind
them that their books will be
added to their student page.

3. What did
you find
most
interesting?

on

4. What
would you
like to have
done better?

Chord to
connect
the iPads
to the
computer

iPads

Book
creator
app.