Planning

Documents
Early Childhood
ED1635
University of
Notre Dame
 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 OUTCOME 3: Children have a OUTCOME 4: Children are confident and OUTCOME 5: Children are effective

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 groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

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

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

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

self identities 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 connecting Children begin to understand how symbols and

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

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
 LEARNING CENTRE
PLAN
Lesson Outcomes (i.e. anticipated outcomes of this lesson, in point form beginning with an action verb)

As a result of this lesson, students will be able to:

- Re-tell and write students favourite part of text

- Observe and question the changes between the process of making bread and butter

NB: Lesson objectives are for teacher directed activity only

Proficiencies:(Mathematics only)

Assessment: (Were the lesson objectives met? How will these be judged?)
I
- Checklist – if student has completed work to best potential
- photos (of bread and butter – the process of students making it)

Mat session (Intro/focus session)

Have children sitting on the mat ready for further instructions
- remind children the way they behave while sitting on the mat and putting up hands when answering questions and eyes to the front (whole body listening)
- Read students ‘The Little Red Hen’. (have prediction prompts in book to engage students in the book).
- Students will turn to their partner and talk about their favourite part of the book for 2 minutes.
- Class discussion – pull 5 students names out of cup for sharing.
- Talk about the importance of team work, supporting friends and being there for them when they need help
- Modelled writing: (I do) On the board. ‘I liked when the Hen wasn’t afraid to ask for help.’
Ask students to help sound out words while writing on the board
Table Activity One (Teacher Directed) Lesson Preparation and Resources

Writing pencils, finger spaces,

colouring in pencils and sound charts
Writing activity: Based on the book ‘The Little Red Hen’. placed on two tables (teacher will go
A3 sheet of paper with box at the top for drawing and lines and the bottom for writing between both tables)
- students will have a go at sounding out words to make at least one sentence
A3 writing sheets to be printed
about their favourite part of ‘The Little Red Hen’.
- Years 1’s – unassisted writing from teacher (sound chart on the desks for prompts) Modelled in mat session
- Pre-primary – will have a go at writing on their own first – if struggling teacher is
able to help with sounding out (Pre-read ‘The Little Red Hen’ for
In the box at the top students will draw and colour in their favourite part of the book. predictions)

Provision for students at educational risk

J.T (Autism) – EA for one on one activities

Have a different sheet for the weaker students – mostly drawing and having a go at writing to build their confidence
Students who tend to misbehave will be seated at the front of the mat to prevent disruptions and distractions.
 Activity Table Two
All students to wash hands before making bread
Making bread
– all students will have a turn to put
ingredients in the bowl (flour, salt and
water)
– students will mix and then knead the
dough.
students will be observing how the
consistency is changing (from flour – to
dough – to bread).
Activity Table Three
making butter
– Students sitting on the mat in a
circle.
– Teacher will put cream and a
pinch of salt into a glass jar.
– The jar will go around in a circle
for students to have a turn
shaking the jar to make butter
Will keep going around in a circle until
there is butter.
(students observing how the cream is
then slowly turning into butter)
Activity Table Four
sequencing
Laminated cards with different
scenes of the book.
- Cards will be shuffled and
students will have a go at
putting all the cards in the
correct sequence of the book.
Role play: Laminated character and
props on pop sticks
- Students will all get 1 or 2 pop
sticks with characters on and
play out the book themselves.
Trying to use different voices
for different characters.

Lesson Closure

Students will come back to the mat to have a class discussions.

Discuss the process of making bread and butters with starter points
- ‘What did we notice when we first started making the butter to when we finished?’
- ‘It is interesting to see water going from liquid to mixing with flour and making dough’ … ‘Why do we think this happens?’
Discussions on the book ‘The Little Red Hen’
Eat the bread and butter as a class and again talk about the importance of helping and caring for friends.

Transition
Wash hands, hats and lunchboxes ready for recess.