Evidence and Implications to Pedagogy (Supporting Learning)
General Learning Evidence
Capabilities
‘Students learn who they are by
ACARA internalising their subjective
interpretations of other people’s
Personal and beliefs, goals feelings and actions’
Social state Lian and Norman (2017)
Capabilities
Within the learning environments I
have created using the current
Being interests of the learners, the learners
Belonging and will have the opportunity to compare
Becoming their knowledge by interacting
(2009) verbally and through play within the
environments.
EYLF (2009) supports the notion of
play which ‘provides opportunities for
children to learn through discovery,
creating, improvising and imagining’.
The environments also allow for
collaboration with the learners and
the teacher as all learners are having
the opportunity to be the ‘MKO’
known as the more knowledgeable
other a coined term by Vygotsky
(McLeod, 2014)
Activities Forms of support
The activities are based around Outcome 2 of the Early Years Using the approach of play
Learning Framework (EYLF, 2009). Children are connected with and (as previously cited) the
contribute to their world, they explore and cooperate with others, learning environments will
are playful and demonstrate a sense of belonging while immersing support learners in offering
themselves in the learning experiences, (EYLF, 2009) opportunities to immerse
themselves in a learning
Children are developing a sense of belonging to groups and experience of their choice,
communities by understanding their place within the world and allowing the learners to be
their own community. (EYLF 2009). motivated and identify
where they want to develop
Responding to diversity with respect (EYLF 2009) Identifying ways their own learning needs.
that people can be different but also the same.
The personal and social
Reading Learning Experience capabilities support within
Learning about languages all over the world. Books about creatures, these learning experiences
cities, cultures of the world are offered in this space. An interactive are supported by the
world globe using speech and pictures to describe countries and Australian Curriculum
their cultures. Within this activity they will learn ways to (2018) and also EYLF (2009)
collaborate, share ideas, using appropriate interaction skills.
Identifying some of the ways people can be different but also the Support and resources
same. offered:
Activities they may engage in this area may be writing down some
questions they may like to ask the Indonesian sister school in our The opportunity to share,
Skype session, share some information by recording a small work together and to
presentation about their community or their family. collaborate and make
meaning. Allowing learners
Creating Area/Puppet Learning Experience to appreciate different
Understand Language can be used to
explore ways of expressing needs,
likes and dislikes (ACLA1429)
 Recognising some of the ways
we can use speech, gesture,
writing and media to
communicate feelings.
Share feelings and thoughts about
the events and characters in texts
(ACELT1783)
Recognise that texts are created by
authors who tell stories and share
experiences that may be similar
or different to students own
experiences (ACELT1575)
Listen to and respond orally to texts
and to the communication of others
in informal and structured
classroom situations (ACELY1646)
Use interaction skills including
listening while others speak, using
appropriate voice levels,
articulation and body language,
gestures and eye contact
(ACELY1784)
Learners have the opportunity to design a puppet or create a short cultures, perspectives,
film using the iPad, create and design something that is relevant to languages and explore
them and their community or their family to share with the culture, heritage and
Indonesian students. Within this activity they will learn ways to traditions of their own
explore language, collaborate, share ideas, using appropriate family and share these with
interaction skills. Activities they may engage in this experience may other learners within the
be producing a play using puppets, creating an art work using loose learning experience EYLF
parts related to their family or their community, (2009).
I will further support this
Dress Up and Cooking Learning Experience learning when observing and
Learners will have the opportunity to learn and experience different interacting with the learners
dishes that are eaten by other cultures. I will provide real rice and in the learning experiences,
pasta elements along with playdoh and technology such as rolling by modelling the language of
pins, sushi rollers and chopsticks, woks, pasta makers, rice fairness, sharing,
steamers. Cultural dress ups to contextualise amongst all learning collaboration and respect for
experiences in the room. Within this activity they will learn ways to others EYLF (2009).
explore language, collaborate, share ideas, using appropriate
interaction skills.
Writing area Learning Experience
Learners will have the opportunity to collaborate using the
technology and the Applications on the iPads, they will be able to
share ideas, assist each other, explore language, use and develop
their interaction skills whilst using the technology.
Technology Learning Experience
Learners will have the opportunity to collaborate using the
technology and the Applications on the iPads, they will be able to
share ideas, assist each other, explore language, use and develop
their interaction skills whilst using the technology.
Hands on Learning Experience
Learners will have the opportunity to collaborate using the
technology and the Applications on the iPads, they will be able to
share ideas, assist each other, explore language, use and develop
their interaction skills whilst using the technology. Learners will
also have the opportunity to use this medium for their project
presentation piece.
 Step One to Inspire the Learners
Language Literature and Literacy

General Learning Evidence Activities Forms of support

Capabilities
Language Vygotsky's research (David, 2007) summarised 'social learning precedes Reading Experience Individually support the
Literature development'. Vygotsky, goes on to summarise that learning appears twice for Learners will have the learners to identify a
Literacy the child learner, first on a social level amongst peers and then on an individual opportunity to be project that they may like
level. It is this theory of 'social play' I am most impressed with, Groom & Makin inspired with the to do.
(2002, p1, pp76) support the important role of socio-dramatic play and they research tools to propel  Identify project to
suggest that in early schooling it may be 'less valued'. The approach of teacher them forward in their present about their
direction and worksheets in early schooling saddens me, however with more decision on their project culture, town or
research and evidence based practice of teachers coupled with supporting new piece. They may choose to family
teachers in the development of lesson and unit planning, the tide is changing make a book after  Identify how they
and I am excited to be part of a new early childhood teaching pedagogy. Hence, reading the books, would like to
my teaching pedagogy is based on the theories which I have discussed around perhaps an informative present the project
play, research and collaboration with peers and extension of this to our broader piece on their culture, or Learners will have the
community to globalise my learners learning and my own. their town to share with opportunity to create a
the Indonesian school. piece of work to share
Below I have identified within each learning environment the specific Content Creating Area/Puppet with our Indonesian sister
descriptions for each of the environments and ordered them within the Learning Experience school. Learners will be
separate capabilities. The creating area will given some examples of
have technology and tools the different tools they
Language to create a piece of
could use to create their
artwork or a short film.
project but not limited to
Reading Experience:
their own
Understand that English is one of the many languages spoken in Australia and Dress Up and Cooking
that different languages may be spoken by family, classmates and community Learning Experience imaginative learning
(ACLA1426) This experience may process, examples such as
inspire the learners to a book, a postcard, or art
Creating Experience/ Puppetry: cook with their family work such as a drawing,
Understand Language can be used to explore ways of expressing needs, likes and prepare a cultural painting or a sculpture.
and dislikes (ACLA1429) dish or share one of their Lian & Norman (2017)
favourite home dishes suggest the idea that
 Recognising some of the ways we can use speech, gesture, writing and with the class, perhaps learners define their own
media to communicate feelings. they may film the cooking projects and learning
process or take a picture experience. Providing
Dress up Space linked with Cooking Experience: of the end product and
many options for the
write down the recipe.
learners to choose from
Understand that language can be used to explore ways of expressing needs, Writing area Learning
will encourage a
likes and dislikes (ACLA1429) Experience
Provides the opportunity commitment to their task
Writing Learning Experience: for inspiring learners and their learning.
Know how to read and write some high frequency words and other familiar through using technology
words (ACELA1817) with the word games and
Segment sentences into individual words and orally blend and segment onset their name cards.
and rime in single syllable spoken words, and isolate, blend and manipulate Learners may decide to
phonemes in single syllable words (ACELA1819) make a postcard to share
or write a letter or create
Technology Learning Experience: an artwork drawing. They
Segment sentences into individual words and orally blend and segment onset may decide to start a
and rime in single syllable spoken words, and isolate, blend and manipulate passport and add
phonemes in single syllable words (ACELA1819) elements of each learning
experience into the
Hands on space with playdoh, writing sheets and scrabble tiles passport, a drawing,
some words to describe
Know how to read and write some high frequency words and other familiar their family town, photos
words (ACELA1817) downloaded from the
computer showing
pictures of our town.
Technology Learning
Literature Experience
Learners may be inspired
Reading Experience: to use the applications to
produce a letter, a
postcard or print photos
Recognise that texts are created by authors who tell stories and share of our town and country.
experiences that may be similar or different to students own experiences They may decide to do a
(ACELT1575) collage of these on a large
sheet to present…
Share feelings and thoughts about the events and characters in texts Hands on Learning
(ACELT1783) Experience
An opportunity to use the
Creating Experience/ Puppetry: playdoh for sculpture and
Share feelings and thoughts about the events and characters in texts art, use the scrabble tiles
(ACELT1783) to write a sentence about
Identify some features of texts including events and characters and retell their family or
events from a text (ACELT1578) themselves.
Innovate on familiar texts through play (ACELT1831)

Dress up Space linked with Cooking Experience:

Share feelings and thoughts about the events and characters in texts
(ACELT1783)

Literacy

Reading Experience:
Listen to and respond orally to texts and to the communication of others in
informal and structured classroom situations (ACELY1646)

Using interaction skills including listening while others speak, using

appropriate voice levels, articulation and body language, gestures and eye
contact (ACELY1784)
Identify some features of texts including events and characters and retell
events from a text (ACELT1578)
Using interaction skills including listening while others speak, using
appropriate voice levels, articulation and body language, gestures and eye
contact (ACELY1784)

Creating Experience/ Puppetry:

Listen to and respond orally to texts and to the communication of others in
informal and structured classroom situations (ACELY1646)
Use interaction skills including listening while others speak, using appropriate
voice levels, articulation and body language, gestures and eye contact
(ACELY1784)

Dress up Space linked with Cooking Experience: Using interaction skills

including listening while others speak, using appropriate voice levels,
articulation and body language, gestures and eye contact (ACELY1784)

Listen to and respond orally to texts and to the communication of others in

informal and structured classroom situations (ACELY1646)

Writing Learning Experience:

Using interaction skills including listening while others speak, using
appropriate voice levels, articulation and body language, gestures and eye
contact (ACELY1784)

Technology Learning Experience:

Listen to and respond orally to texts and to the communication of others in
informal and structured classroom situations (ACELY1646)

Hands on space with playdoh, writing sheets and scrabble tiles Using
interaction skills including listening while others speak, using appropriate
 voice levels, articulation and body language, gestures and eye contact
(ACELY1784)

Ethical and Intercultural Capabilities

General Learning Evidence Activities Forms of support

Capabilities
Ethical and Allowing learners to develop an
Intercultural understanding of ethical concepts
Capabilities and issues by creating an awareness.
(ACARA 2018) that despite our
differences in culture, personal
attributes, the way we celebrate, our
schools, homes, language and land
we are all the same on the inside. We
have the same hearts, smiles, laughs,
hurts and cry the same. ‘Whoever you
are’ By Mem Fox.
In addition to this ACARA (2018)
cites that students in foundation year
are able to point out values that are
important to them and express their
own point of views as well as listen
to the views of others.
The activities below all explore
cultural aspects and awareness
and give the learners the
opportunity to explore and
research cultural aspects and
our own personal culture.
Reading Experience
Creating Area/Puppet Learning
Experience
Dress Up and Cooking
Learning Experience
Writing area Learning
Experience
Technology Learning
Experience
Hands on Learning Experience
Online tools such as Google Kids
The interactive world globe
Books and literature about our world and the book Whoever you
are by Mem Fox
Word wall showing the frequent words in the story
Pictures depicting the emotions that the story identifies
Text Converter Application to convert English to other languages
https://itunes.apple.com/au/app/translate-app-for-text-
voice/id288113403?mt=8
Puppet making supplies, loose parts, recycled materials
IPad for filming taking pictures of the creations
Playdoh and technological equipment specific to cultural food
preparation
Cultural ‘dress ups’
Avatar for text to speech so learners can type the word in and
hear the sounds of the words through speech
 Step Two Engage the Learners
Language Literacy and Literature
General Learning Activities
Capabilities Evidence
Language Literacy in the I will introduce a book called 'Whoever you are'
Literacy Community By Mem Fox. This book looks at the differences
Literature between people all around the world.
Learners will create a Differences such as skin, homes, schools, lands
piece of work ‘project’ and even words. Murray (1996) identifies the
to share with the sister need to develop phonemic awareness and has
Indonesian school. identified the importance, when using a shared
text, of modelling and scaffolding of sounds,
Learners are not limited
combination, names and shapes within the
to choice, but only to
text. The book along with my modelling whilst
their imaginations.
reading the book and the second lesson where by
other children are modelling the reading of the
story will support these strategies along with
demonstrating pictorially and by use of
language, learners will identify that we all are
really the same such as we have the same
hearts, hurts, smiles, laughs and we all cry the
same. I love the simplistic nature of the book
and the illustrations clearly depict the language
and words being used.
Learners will have the opportunity to experience
and engage in the learning environments and
within these environments learners will have
Forms of support
Online tools such as Google Kids
The interactive world globe
Books and literature about our world and the book Whoever
you are by Mem Fox
Word wall showing the frequent words in the story
Pictures depicting the emotions that the story identifies
Use of the games and interactive applications on
https://au.ixl.com/ela/foundation This application uses
speech words and pictures to identify words.
Puppet making supplies, loose parts, recycled materials
IPad for filming taking pictures
Playdoh and technological equipment specific to cultural
food preparation
Cultural ‘dress ups’
Jolly phonics apps with games that explore words and their
syllables and sounds
Avatar for text to speech
http://www.oddcast.com/home/demos/tts/tts_example.php
so learners can type the word in and hear the sounds of the
words through speech
White board markers and white boards for practicing their
writing of the words and for the use of artwork for their
project piece.
 the opportunity to create their piece of work
‘project’ to share with our sister school.

I will individually work with each child to:

 identify their project and
 identify how they want to present their
project of work within the lesson time.

Critical and Creative Thinking Capabilities

General Learning Evidence Activities Forms of support

Capabilities
Critical and Within this unit I have
Creative identified from ACARA
Thinking (2018) four elements that I
Capabilities believe learners will
experience. I will
intentionally maintain this
dialogue when talking to the
learners within the learning
experiences.
The Dialogic evidence based framework adapted by Lian & Our learners are very excited to share a
Norman (2017) identifies stages and their objectives in a little about their own family culture and
dialogic model of learning. background so I have also planned a
homework sheet to go home, this sheet will
Engagement – The learners will be inspired by the learning assist learners in discussing with their
environments as they have been designed with the current family and assist families communicate
interests of the learners. with myself and the other learners in the
class aspects of their family, the language
Evaluation – The learners will have the opportunity to
they may speak at home, their culture and
participate in class discussion surrounding the book ‘whoever
specific things they love about the
Inquiring, identifying,
exploring and organising
information and ideas
Generating ideas,
possibilities and actions
Reflecting on thinking and
processes
And analysing, synthesising
and evaluating reasoning
and procedures.
you are’ by Mem Fox and collaborate their ideas on what the community of Whyalla. Learners may
book is about and what we have learnt from reading the book. choose to include this in their passport or
By identifying the differences in cultures and personal in some other way in their presentation of
attributes this will enable learners to identify and decide what their piece of work. In addition, the
exactly they would like their Indonesia sister school to know information we obtain from our class
specifically about them, where they are from? What the families will be used to develop a map
weather is like here? How they celebrate holidays, what their visual showing the cultural diversity of our
school looks like etc.
classroom.
Project design – Learners will be individually encouraged to
identify their project they want to present and the purpose. Is
it to show an interesting part of our community or town,
depict a cultural aspect of your family or an Australian cultural
aspect? Learner will be able to choose and decide how they
want to present it.
Step Three Evaluate
Language, Literature and Literacy
General Learning Evidence Activities Forms of support
Capabilities
Language Literacy in the Community Learners have identified, created and presented their work in I have ensured a range of rich learning
Literacy a way they are happy with to the sister school. experiences allowing learners to
Literature Here our learners will look collaborate and learn from one another
at the learning intention of Learners have the opportunity to view the sister school using technology and creating an
the project. learner’s projects also and participate in learning about their awareness of cultural understanding
families, culture and town. through the text ‘Whoever you are’ by Mem
Have I created a piece of Fox.
work related to my own
culture, my town or my
family?

Within each of the learning

Environments I have also
included learning intentions
and success criteria to
ensure that when they are in
each environment they are
identifying the success
criteria and being successful
in their learning.