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

OUTCOME 2: Children are connected

OUTCOME 3: Children have a

OUTCOME 4: Children are confident and

OUTCOME 5: Children are effective

strong 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

Children become strong in their social and

Children develop dispositions for learning such as

Children interact verbally and non-verbally with

groups and communities and an understanding

emotional wellbeing

curiosity, cooperation, confidence, creativity,

others for a range of purposes

of the

commitment, enthusiasm, persistence, imagination

reciprocal rights and responsibilities necessary

and reflexivity

for active community participation

Children develop their emerging

Children respond to diversity with respect

autonomy, inter-dependence, resilience

Children take increasing responsibility for

Children develop a range of skills and processes such

Children engage with a range of texts and gain

their own health and physical wellbeing

as problem solving, enquiry, experimentation,

meaning from these texts

and sense of agency

Children develop knowledgeable and

hypothesising, researching and investigating

Children become aware of fairness

confident self identities

Children transfer and adapt what they have learned

Children express ideas and make meaning using a

from 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

Children begin to understand how symbols and

others with care, empathy and respect

respect for the environment

connecting with people, place, technologies and

pattern systems work.

natural and processed 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
Continuity of learning &
transitions

Responsiveness to children
Cultural competence

Learning through play

Assessment for learning

Intentional teaching
Learning environments

ICT
Throughout this lesson
students are exposed to
an interactive power
point allowing them to
become involved learns
as well as becoming
familiar with the different
types of ICT available.
Students are also using
story board in this lesson
allowing them to become
more competent in their
ICT and allowing the
exploration of different
programs they have not
used to add to their
repertoire.

CONCEPT MAP
(option 1)

Creative and Aesthetic

Students will develop creatively during
this lesson as the use of storyboard
gives them the opportunity to create
their own story and reinforces their
creativity and generation of ideas. It
enables their imaginations to set free
and further exploration of ideas.

Concept: Birthdays Term: 1

Weeks: 9

English
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 can become familiar with
the birth dates in the classroom
and allowing social interaction.

Through out this lesson students are

asked to comprehend the celebration
of birthdays in different countries and
cultures around the world. They will
then be asked to apply this knowledge
in a StoryBoard and present it. Literacy
will play a large roll in this lesson as it
underpins the students understanding
of celebrations and how they will
present and employ their information.

Maths
Maths does not play a large roll
within this lesson however
when dealing with birthdays,
dates and numbers do play a
large roll. Students are asked
to write their names and Date
of births on candles to put up
in the classroom and identify
other dates within other
cultures calendar.

Society and
Environment
The outcome for this
lesson is to gain an
understanding of different
cultures ways of
celebrating birthdays,
through this students will
be able gain a deeper
understanding of the world
Colour
around them touch on
theKey
Colour Key

Physical (Fine Motor)

Physical
Motor)
Physical (Gross
(Fine Motor)
Social
Physical (Gross Motor)
Emotional
Social
Cognitive/ Language
Emotional
Creative/Aesthetic
Cognitive/
Language
Spiritual / Moral
Creative/Aesthetic
Spiritual / Moral

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1
Week 9
EYLF
PRACTICES

1.
2. Learning
Responsiveness
through play
to children
PRINCIPLES
1. Secure, respectful &
reciprocal relationships
OUTCOMES
1.Children have a strong
sense of identity

YEAR LEVEL: 3/4

3. Intentional
teaching

4. Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

LEARNING AREA/TOPIC: Birthdays,

Celebrations, History
5.. Assessment
for learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

6. Cultural
competence

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

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

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

WEEK
/
LESS
ON

Week
9
lesso
n1

EYLF
Prin Prac
O/C

4
5

3
5
7
8

2
4
5

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

Personal and social

Competence

Intercultural
Understanding

Sustainability

AUSTRALIAN
CURRICULUM
LINKS

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOURC
ES

Celebrations and
commemorations
in other places
around the world;
For example,
Bastille Day in
France,
Independence Day
in USA, including
those that are
observed in
Australia such as
Chinese New Year,
Christmas Day,
Diwali, Easter,
Hanukkah, the
Moon Festival and
Ramadan
(ACHHK064)

Students are
able to:
- Identify the
meaning of
birthdays and
when and why
they occur.
- Work
independently to
create their own
story board
about birthdays

1. The use of a
checklist to
highlight the
specific lesson
objectives that
have been
achieved
successfully.
2. Asking
questions can also
be used as a form
of assessment
used.
3.Assessment of
completed story
board will take
place.

Motivation:
Students are on the mat and
discuss together what they learnt
from the previous lesson.
Teacher will stimulate a discussion
about each students birthday and
what they all do for their birthdays
and what else they know that may
be different. Students then will be
broken on the mat into each month
of the year, each group will be
given a cupcake to decorate how
ever they like and write their
birthdays on paper candles to be
stuck up in order of month in the
classroom.
Students will then be in the
computer lab or have access to one
computer each and the teacher will
present an interactive power point

What have we already

found out about
birthdays?
Can anyone tell me any
facts information?
Who can tell me about
their last birthday?
How old were you?
How did you celebrate?
Do you think it would be
fun if we put up
everyones birthday
around the classroom so
that we know?
Do you think thay
birthdays are celebrated
around the world in the
same way?
Which way did you like
the best?

- Cut out
black and
white
cupcakes
for
students
to
decorate
- Candles
for
students
to write
their
birthday
and name
on
interactive
presentati
on

about birthdays in different

cultures. The students will then
research different traditions and
rituals in other countries and use
the story board website to create
their own character that is from a
different country and make a story
up about the characters birthday,
ensuring they use specific
information about the culture they
refere to.
These storyboards will then be
present and assessed for learning.

How are you going to

make your storyboard so
that the reader can gain
a good understanding
how that culture
celebrates birthdays?