LOOKS LIKE

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TERM/WEEKS: 8 YEAR LEVEL: Pre- LEARNING AREA/TOPIC: HASS (Geography)

Primary
EYLF 1.Responsivenes 2.Learning 3.Intentional 4.Learning 5.Assessment 6.Cultural 7.Continuity of 8.Holistic
PRACTICES s to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

WEEK EYLF AUSTRALIAN SPECIFIC ASSESSMENT TEACHING & LEARNING KEY RESOURCE
/ Prin Prac CURRICULUM LESSON (what & how) EXPERIENCES QUESTION S
LESS O/C
LINKS OBJECTIVE (include learner diversity) S
ON
One 2 4 2 Knowledge and 1. Describe 1. The teacher Gather all students down onto the mat area What does Microscopes
5 4 understanding (People live what 3 will be with their listening ears on. Introduce new this object
5 in places) different taking this topic for activity they will participate remind you iPads
The places people live in objects group of today. Learning about places in our of?
and belong to (e.g. looks like students and schools and what it looks like. (e.g Butchers
neighbourhood, suburb, up close will be playground, classroom, oval natural What does it Paper
town, rural locality), the 2. Create a listening to surroundings) look like?
familiar features in the collage each Glue
local area and why places that looks students Explain to students that we will go Do you have
are important to people like their description exploring around the perimeter of the these at Tray with
(e.g. provides basic needs) outdoor of what school grounds and collect materials that home? different
(ACHASSK015) classroom objects look we can find. objects
like Where else (leaves, sand,
The representation of 2. Use the Students will then come back to the could we rocks ect)
familiar places, such as collage to classroom and be split into two groups, find these?
schools, parks and lakes on check if one group will be using the microscope
a pictorial map students can converters with the iPads to look at what
(ACHASSK014) create what the objects look like up close and the other
Collect, explore and the outdoor group will be creating a collage with the
sort data, and use digital classroom items they collected outside.
systems to present the data looks like
creatively (ACTDIP003)
FEELS LIKE

FORWARD PLANNING DOCUMENT

WEEK: 8 YEAR LEVEL: Pre- LEARNING AREA/TOPIC: HASS (Geography)

Primary
EYLF 1.Responsivenes 2.Learning 3.Intentional 4.Learning 5.Assessment 6.Cultural 7.Continuity of 8.Holistic
PRACTICES s to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

LESS EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURC
ON Prin Prac CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS ES
O/C
LINKS (include learner
diversity)
Two 2 4 2 Collect data and information 1. Students can 1. The teacher will be Students will all be seated on What does that Recording
5 4 from observations and use the taking this group of the mat and the teacher will use feel like? butterfly
5 identify information recording clips students and will be a feely bag and ask selected clips
and data from sources to describe the listening to each students to describe what the What does the
provided (ACHASSI002) different students items feel like. texture remind Tray with
textures in description of an you of? different
Collect, explore and objects object Teacher will then explain that objects
sort data, and use digital today they will be learning What else (leaves,
systems to present the data 2. Write the 2. Using the collage about the textures that are in feels like this? sand, rocks
creatively (ACTDIP003) texture of as a work sample to our school ect)
three objects check if students
identified Student will then split up into Students
appropriate textures groups, one group will work collages
with the recording clips to (from
create descriptions of the lesson 1)
objects and the other group will
use their collage from lesson Writing
one to write the texture of 3 materials
objects on their page. (They
switch activities half way
through)
FEELS LIKE

FORWARD PLANNING DOCUMENT

WEEK: 8 YEAR LEVEL: Pre- LEARNING AREA/TOPIC: HASS (Geography)

Primary
EYLF 1.Responsivenes 2.Learning 3.Intentional 4.Learning 5.Assessment 6.Cultural 7.Continuity of 8.Holistic
PRACTICES s to children through play teaching environments for learning competence learning & approaches
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & 4. Respect for diversity 5. Ongoing learning &
reciprocal relationships equity reflective practice
OUTCOMES 1.Children have a strong 2.Children are connected 3.Children have a strong 4.Children are confident 5.Children are effective
sense of identity with and contribute to sense of wellbeing and involved learners communicators
their world
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Asia and Australias engagement with Asia Sustainability
Cultures

LESS EYLF AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURC
ON Prin Prac CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS ES
O/C
LINKS (include learner
diversity)
Three 2 4 2 Pose questions about past 1. Students will 1. Teacher will Gather students to the mat area What sounds Materials
5 3 and present objects, people, investigate through a observe students and recap on the past 2 weeks can you hear for stations:
places and events variety of materials work what they have learnt about around the sand, rocks,
(ACHASSI001) to determine what places in the schools and their school? stones,
collaboratively
sounds the materials senses. twigs,
makes. with their peers in Where can branches,
Collect data and information small groups at a Introduce new sense (sound) else can you feathers,
from observations and 2. Using the materials time and listen to for the theme places in our hear these pictures of
identify information and data provided from around students engage in schools. Ask the students a sounds? (e.g children
from sources provided the school ground discussions. question what can you hear children laughing
(ACHASSI002) students use the when you step into the school laughing in the and
materials to make grounds?. Get the students to playground clapping
Collect, explore and sort music using the 2. Using the recording have a discussion with the and I can hear hands,
data, and use digital systems recording pegs to pegs students have person sitting next to them, children laugh marbles and
to present the data creatively. record it. recorded their own then come together as a whole at my home.) paper clips.
(ACTDIP003) class to share their answers.
music using
What do you Containers
materials from Students will then be placed think this holding the
around the school into small groups where they material might different
and describing will engage in an activity. sounds like? types of
what materials that There will be different station materials.
and at these stations there will Close your
the sounds makes.
be recording pegs that has eyes and listen Trays to
sounds already recorded on to the sound. pour the
them for students to investigate Where else materials
sounds around the school. For can you onto.
example, the1st station will imagine where
have earthy materials such as you are? Recording
sand, stones or rocks, pegs.
twigs/branches and leaves.
These items will be in
containers where children will
then pour onto trays to hear
what sound it makes and match
it to the recording pegs.
When students here time they
will move to the next station.

Station 1 has sand, stones,

rocks, twigs and branches.
Students will match the sound
from the recording pegs and
investigate by pouring the
container of materials onto the
tray or shaking the container.

Station 2 has marbles, crayons

and paper clips.
Students will match the sound
from the recording pegs and
investigate by pouring the
container of materials onto the
tray or shaking the container.

Station 3 has bird feathers, a

picture of a group of children
and a picture of hands.
Students will match the sounds
to the items.
(birds chirping = bird feather,
children laughing = picture of
group of children
Sounds of clapping = the
picture of the hands).

Activity two.
With the materials thats has
been provided students can
choose the materials they want
to use to make their own music
and record it with the recording
pegs. (e.g students may record
what a container full of rocks
sound likes when they shake it
or pour it.)