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 strong

OUTCOME 2: Children are connected with

OUTCOME 3: Children have a strong

OUTCOME 4: Children are confident and involved

OUTCOME 5: Children are effective

sense of identity

and contribute to their world

sense of well being

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

inter-dependence, resilience and sense of

Children take increasing responsibility for

Children develop a range of skills and processes such as

Children engage with a range of texts and gain

their own health and physical wellbeing

problem solving, enquiry, experimentation, hypothesising,

meaning from these texts

agency
Children develop knowledgeable and confident

researching and investigating

Children become aware of fairness

self identities

Children transfer and adapt what they have learned from

Children express ideas and make meaning using a

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

CONCEPT MAP

English
Through out this lesson students are
involved in comprehending
information about Easter. The
information will be in different
formats and presented on different
mediums forcing them to use their
reading and writing skills to ensure
the information gathered is relevant
and correct.

(option 1)

Physically (Gross motor)

Students develop their gross motor
skills within this lesson as they are
running around. They are given the
opportunity to be active whilst learning.

Concept:

Society and Environment

The outcome for this lesson is to
gain an understanding of
different cultures ways of
celebrating Easter , through this
students will be able gain a
deeper understanding of the
world around them touch on
the historical aspect of Easter.

Term:

Weeks:

Social and Emotional

Students develop in the social and
emotional realm as they are provided
with an opportunity to learn about
cultures outside of their own and
develop a deeper understanding of it.
Students also spend this lesson in
groups and working as a team
promoting social interaction and
bonding.

The University of Notre Dame 2010 developed by C McGunnigle

ICT
Throughout this lesson students are asked to use iPads to research
the questions and record their information, this enables them to
become more fluent and develop further understanding of the tasks
an iPad can fulfil. Students are also given to opportunity to present
their information in any way. This allows them to become more
competent in their ICT and acknowledge the exploration of different
programs they have not used to add to their repertoire.

Health and PE
The students throughout this lesson
spend lots of their time outdoors; they
are running around attempting to find
their clues and answers the fastest.

Religious and Spiritual

Education
Throughout this lesson on group
of students will touch on the
religious aspect of Easter in our
society and describe it to the
class. This is important as it gives
them the opportunity to
understand the roots of Easter
and how society has moulded

Colour Key
Physical (Fine Motor)

Physical (Gross Motor)

Social
Emotional
Cognitive/ Language
Creative/Aesthetic
Spiritual / Moral

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1 Week
10

EYLF
PRACTICES

1. Responsiveness
to children

PRINCIPLES

2. Learning
through play

3. Intentional
teaching

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

OUTCOMES

YEAR LEVEL: 3/4

4. Learning
environments

LEARNING AREA/TOPIC: Easter, Celebrations, History

5. Assessment for
learning

2. Partnerships

3. High expectations & equity

2.Children are connected

with and contribute to their
world

3.Children have a strong

sense of wellbeing

6. Cultural
competence

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

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

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

WEEK/
LESSON

EYLF

AUSTRALIAN
CURRICULUM
LINKS

Prin Prac
O/C

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

RESOURCES

Week

Celebrations and

Students are able

1. The use of a

Students will sit on the mat and the

What have we

- Each groups

10

commemorations in

to:

checklist to

teacher will simulate a discussion about

already found out

set of cards,

other places around

- Identify the

highlight the

what the already know about Easter

about Easter?

clues and eggs

the world; For

meaning of Easter

specific lesson

and touch on previous activites. They

Can anyone tell

set up for

example, Bastille Day

(both a secular and

objectives that

will also talk about when Easter is and

me any facts

the students

in France,

religious) when it

have been

what they may be doing to celebrate

information?

to be involved

Independence Day in

occurs, why is occurs

achieved

Easter. The students are then put into

Who can tell me

in

USA, including those

and what meaning it

successfully.

groups. And each group is given a

about their last

- An iPad for

that are observed in

has.

2. Asking

certain package with a colour. The

Easter

each group

Australia such as

- Work as a group

questions can

students then engage in an Easter egg

celebration?

- Computers

Chinese New Year,

- make a

also be used as a

hunt Each group is provided with

Do you think that

- a prize for

Christmas Day,

presentation using

form of

different questions they must answer,

Easter is

the group

Diwali, Easter,

the form of their

assessment used.

they are given clues to help them find

celebrated around

who finishes

Hanukkah, the Moon

choice to present

3. Assessment

their next question and an iPad for each

the world in the

first

Festival and Ramadan

their work.

of the written

group enabling them to research the

same way?

(ACHHK064)

form of their

answers to their questions. Each group

How are you going

presentations

will be researching the different Easter

to present this

about Easter

celebration in different countries as well

information so

as the secular and religious celebration

that each person

of Easter. An Easter egg each will also

in the class can

be at each stop for the children. Once

understand and it

each group is finished they are to make

is fun and

a presentation of the information they

interactive?

have gathered and present it to the

class. Students are able to use
PowerPoint, Prezzie, storyboard, an oral
presentation, a dramatic play, iMovie or
anything that is deemed appropriate and
is accessible.