EYLF O: 1.

Children have a strong sense of identity

a.

EYLF O:2.Children are connected with and contribute to

the world.

Children feel Safe Secure & Supported.

a.

b.

c.

Children develop their emerging autonomy,

interdependence, resilience, and a sense of agency.
Children learn to interact in relation to others with care,
empathy & respect

Children develop a sense of belonging to groups and

communities and a understanding of reciprocal rights
and responsibilities necessary for community
participation.

b.

Children respond to diversity and respect

c.

Children become aware of fairness

d.

Children become socially responsible and respectful of

the environment

EYLF O: 3. Children have a strong sense of well being

a.

Children become strong in their social and emotional

well being

b.

Children take increasing responsibility for their own

health & physical well being

EYLF O: 4. Children are confident and involved learners

a.Children develop dispositions for learning such as curiosity,
cooperation, confidence, creativity, commitment,
enthusiasm, persistence, imagination and reflexivity.
b.

Children develop a range of skills and processes such as

problem solving, enquiry, experimentation,
hypothesising, researching and investigation

EYLF O: 5 Children are effective communicators

a. Children interact verbally and non verbally with others for a
range of purposes

b. Children engage with a range of texts and gain meaning from

these texts
c. Children express ideas and make meaning using a range of
media

c.Children transfer and adapt what they have learned from one
context to another

d. Children begin to understand how symbols and patterns work

a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
k)
l)

Personal and Social Competence

Initiates interactions and responds
positively to peers and adults
Builds and maintains positive
relationships
Takes turns and cooperates within a
small group
Expresses feelings appropriate to
the situation
Shows empathy for others
Recognises own and others
emotions
Takes responsibility for own actions
Shows curiosity, engagement and
purpose in learning
Perseveres when faced with
challenges
Considers options in making
decisions
Demonstrates self help skills
Demonstrates a positive self-image
(sees him/herself as worthwhile)

Term 1 Focuses

a)
b)
c)
d)
e)
f)

g)

h)
i)
j)

Literacy
Listens to and follows simple 2 step
instructions
Answers simple questions
Interacts with peers and adults to
participate in play and class
activities
Communicates with known adults
and peers
Talks with known peers or adults
about personal experiences
Demonstrates an awareness of
concepts of print (L to R, words,
letters vs words, letters have a
sound).
Phonological Awareness skills
(Rhyming, syllables, hear beg /
mid /end sounds, recognizes
relevant letters).
Role plays writing as part of play
Recognises own name
Tells peers or known adults about
simple ideas in visual texts

Numeracy
Imitates the use of numbers by their
community
b)
Subitises (recognisesand names)
small collections up to 6.
c)When asked to count says the number
names once in the conventional
order to 10.
d)
Responds to a request to count how
many by saying numbers and
pointing or touching objects.
e)
Understands that the same collection
can be arranged differentially
without changing its size.
f) Anticipates whether an indicated change
to a collection or quantity will make
it bigger, smaller or leave it the
same.
g)
Makes, copies and describes patterns
in drawing, music making, songs
routines etc.
h)
Sorts and classifies collections of
objects based on similarities and
differences.
i) Recognises key features of shapes.
j) Responds to and uses positional
language
k)
Distinguishes between sizes using
language to describe and compare
the attributes.
a)

Term 2 Focuses

d.

Children resourced their own learning through

connecting with people, place, technologies and natural
and processed materials.

Physical
a) Talks about what makes a healthy life
b) Willingness to participate in physical
activity
c) Locomotion
Runs, hops, jumps, skips demonstrating
the correct technique
d) Object Control - Uses small muscles and
implements with control and
coordination eg scissors,
paintbrushes.
e) Catches, throws and kicks using correct
technique.
f) Body Management
Balances and climbs using the correct
technique.

Term 3 Focuses

a)
b)
c)
d)
e)
f)
g)
h)

e. Children use information and communication technologies to

assess information, investigate ideas and represent their
thinking.

KUW
Recognises and respectssimilarities and
differences between people
Demonstrates respect for plants,
animals, places
Recognises familiar features in the
immediate environment
Engages in simple investigations to
develop an understanding of their
environment and community.
Uses and names a range of tools,
resources and techniques in
investigations.
Identifies cause and effect.
Recognises that there are rules that
influence them.
Participates in routines/systems

Creativity
Explores different ways of doing
things
b)
Explores own ideas through two an
three dimensional forms
c)
Creates simple representations of
events, people, objects and feeling
d)
Engages in music making.
e)
Uses language creatively
eg creating stories, rhymes.
f)
Engages in dramatic play
g)
Uses resources and materials
creatively
a)

Term 4 Focuses

EYLF: Outcomes 1 & 2

Ongoing from Term 1

Explicit teaching of the classroom routines, expectations and

areas.
Getting to know educators and peers positive separation
from carers.
Exploring the classroom and outdoor environments.
Developing self-help skills re: toileting, eating, playing and
seeking adult help.
Expressing emotions appropriately at school.
Sharing and taking turns.
Social stories.

Listening follow 2 step instructions

Semantics - Sorting and describing like objects and
connecting several sentences together. (foods, clothes,
animals, vehicles, toys etc.)
Focusing on using he/she/him/her correctly
Articulation - /y/
Activity Retellsfrom class exp. - in small grps using hoops
and visual prompts. At the end of the day as a whole class
reflection.
Simple story retells focus on sequencing 4 events with beg
& ending.
Use simple FAIRY TALES as a focus.
P.A.- Syllabification wks 1-4 explicitly teach. Week 5
screen.
Rhyming focus from week 5.
Shared stories, role play, and creative/ hands on explorations
related to emergent interests eg. Frogs.
Copying own name

Listening -Following two step instructions.

Listening in a small group and class context with eyes and
hands.
Using appropriate voices inside.
P.A - .Hearing and distinguishing different and the same
sounds in environment.
Breaking sentences into words
Rhyme and Rhythm
Semantics - Naming objects from familiar groups (eg. foods)
and sorting them into their grps using short sentences.
Modeled activity retells using visual prompt cards
Same and different
Colours
Sorting
More and less, same enough
Measurement comparison language taller / shorter
1:1 matching to compare collections
subitising
DIAGNOSTICS counting 1-9 sequence,
Developing fine motor skills and strengthening.
Screen for hand dom.
FMS Locomotion, climbing, balancing
Recognising own name.
Number rhymes and action songs.
Me, myself and I
My Family
SOCS testing.
Easter

Parent Education Focuses:

Healthy detachment
Meeting families / determining needs
Family survey
Class meeting
Nurse meeting
Teddy Bears picnic week 9

Numeracy -Focus on saying numbers in orderto 20

- subitizing
-Read and write numbers to 10 - . number of the week from
1.
- Early partitioning
-Autumn / winter season changes
- basic shape recognition
-simple patterns
-Using language to describe and compare objects (thin/ fat,
heavy / light).
DIAGNOSTICS early counting behaviours,Subitizing
Portfolios Out end of Term
Mothers Day

Parent Education Focuses:

Setting Limits Parent Workshop
Nurse screening
Remedial Focuses:
Screen syllabification
Refer for speech
Nurse to screen children with immediate needs

Ongoing from Term 2

Listening 3 step instructions.
Object description news show and tell with 2 x take home
boxes per class.
Continue activity retells. Continue story retell activities.
PA. Teach alliteration (hearing the initial sound) ;long and
then short sounds.
Rhyming incidentally. Syllables incidentally.
-Oral blending 2 and 3 letter words once chn have mastered
alliteration
concepts of print Explicitly teach left to right, top to
bottom, letters vs words, words have spaces in between.
Modeled sentence writing.
F/M
Tracing and copying name and then cutting it out to put on
sign in chart in the mornings.
Cutting straight lines with turns / straight edge shapes.
NumeracyRevise reading, writing and counting numbers and collections
to 10. Numbers 10- 15 towards end of term.
Sequence numbers 1 10 in order.
Looking at money (coins) around the Sustainability Fete
Partitioning to 10 number stories
Number stories using concrete materials.
Positional language focus
*ongoing subitizing, counting behaviours, counting aloud,
incidiental shape recognition
FMS see separate planner
Kristy to take intervention and extension groups as
needed.
DIAGNOSTICS Blocks in a box, Counting sequence.
Portfolio samples see separate list

Ongoing from Term 3

ChickaChicka Boom Boom introduce letters
Semantics ongoing. Describing and inferring about scenes.
Simple Event based News.
Coninue activity retells.
P.A. .
Introduce visual letters - s a t p I n - using letters and sounds
program.
F/M Wavey shapes and circles
Explicitly teach concepts of print left to right, top to bottom,
letters vs words, words have spaces in between.
Copying / writing own name independently.
Shared stories, role play, and creative/ hands on explorations
related to emergent interests.
Focus on counting numbers and matching to collections upto 10
and beyond.
Focus on developing early counting behaviours (1:1, collections
can change shape but remain the same)
Solve simple number stories using materials and drawings.
Using language to describe and compare objects (thin/ fat,
heavy / light).
Make, copy and describe patterns through various mediums /
contexts.
DIAGNOSTICS comparing bananas
SOCS testing
Portfolios Out
End of year concert
Christmas.

THEME Community Helpers wks 2-6. Possibly Spring weeks

7-10?
Review rules and holidays week 1
NAIDOC celebrations Wed / Fri- week 1
First Aid incursion - week 3
Sustainability Fete week 5
Book week character dress up week 6
Fathers Day week 7
Parent Education Focuses:
Parent Interviews
Fathers Day celebration
Kindergarten Readiness workshop in conjunction with Cockburn
Council
Remedial Focuses:
Refer for OT?
Literacy and numeracy interventions.

Parent Education Focuses:

Kindy Open Day
Remedial Focuses: