1

Children have a strong

sense of identity
1.1 Children feel safe,
secure and supported

1.2 Children develop

their emerging
autonomy, interdependence, resilience
and sense of agency

1.3 Children develop

knowledgeable and
confident self identities
1.4 Children learn to
interact in relation to
others with care,
empathy and respect

Early Years Learning Framework Outcomes

2
3
4
Children are connected Children have a strong
Children are confident
to and contribute to
sense of wellbeing
and involved learners
their world
2.1 Children develop a
3.1 Children become
4.1 Children develop
sense of belonging to
strong in their social
dispositions for
groups and
and emotional
learning such as
communities and an
wellbeing
curiosity, co-operation,
understanding of the
confidence, creativity,
reciprocal rights and
commitment,
responsibilities
enthusiasm,
necessary for active
persistence,
community participants
imagination and
reflexivity
2.2 Children respond to 3.2 Children take
4.2 Children develop a
diversity with respect
increasing
range of skills and
responsibility for their
processes such as
own health and
problem solving,
physical wellbeing
inquiry,
experimentation,
hypothesising and
investigating
2.3 Children become
4.3 Children transfer
aware of fairness
and adapt what they
have leaned from one
context to another
2.4 Children become
4.4 Children resources
socially responsible
their own learning
and show respect for
through connecting
the environment
with people, place,
technologies and
natural and processed
materials

5
Children are effective
communicators

5.1 Children interact

verbally and nonverbally with others for
a range of purposes

5.2 Children engage

with a range of texts
and make meaning
from these texts

5.3 Children express

ideas and make
meaning using a range
of media
5.4 Children begin to
understand how
symbols and pattern
systems work
5.5 Children use
information and
communication
technologies to access
information, investigate
ideas and represent
their writing

Year Level: Kindergarten

Semester: 2

Topic: Mathematics

Week:
1

Term: 3

Unit Focus: Shapes, Number represent

Concept
Shape: Students will be able to
identify basic shapes using their
correct names. Students will compare
and sort a variety of shapes.
Shape: Students begin looking at the
property of shapes. Students explore
using shapes to create art and discuss
what shapes they have used.

EYLF Focus
4.4 Develop knowledge of
measurement and geometry

Shape: Students will be able to use

the correct terminology for basic
shapes. They can identify the shapes
by its properties.
PF- Shape Asessement
Number representation: Students will
explore using 0-5 number frames.
They will subitise small quantities
and recite numbers in order of 0-5.

4.4 Develop knowledge of

measurement and geometry

Number representation: Students will

explore using 0-10 number frames.
They will recite number in order 010 and identify numbers 0-10 not in
order.

4.4 Develop knowledge of number

and algebra

PF- Number Assessment

Number representation: Students will

4.4 Develop knowledge of

measurement and geometry

4.4 Develop knowledge of number

and algebra

4.4 Develop knowledge of number

be able to use their knowledge of

numbers 0-10 to recite subitise and
order numbers in the correct
sequences. Students count with oneto- one correspondence.
Mapping: Students are introduced
and
explore
using
positional
language, such as on, under, behind
and between.

and algebra

Mapping: Students continue to

explore positional language and
mapping.

4.4 Develop knowledge of

measurement and geometry

4.4 Develop knowledge of

measurement and geometry

PF- Positional Language assessment

10

Year Level: Kindergarten

Mapping: Students use and explore

maps and using positional language.
Students identify places of interest
on the map.
PF- Mapping Assessment
Concept Revision: Shape- basic 2D
shape names and properties.
Number Recognition- reciting and
identifying numbers 0-10. MappingPositional language and location

Semester: 2

Topic: English

4.4 Develop knowledge of

measurement and geometry

4.4 Develop knowledge of number,

measurement and geometry.

Term: 3
Unit Focus: Phonological awareness

Week:
1

Concept
Holiday Recount and literacy based
games: Students will draw and
explain what they did on the school
holidays.
F : Students will practice using and
indentifying words that start with
F. Students engage in reading,
writing and viewing behaviours.

EYLF Focus
5.4 View and create with media

5.1 Develop phonological awareness

5.2 Engage in reading, writing and
viewing behaviours

L: Students explore the lettersound relationship of L. Students

engage in writing activities.

5.1 Develop phonological awareness

5.2 Engage in reading, writing and
viewing behaviours

PF- Tongue Twister

G: Students are engaged in G

activities and explore using words
beginning with the sound.

5.1 Develop phonological awareness

O: Students explore the O sound

and using words beginning with O.
They develop their writing through
modelled writing activities.

5.1 Develop phonological awareness

5.3 Investigates symbols and patterns

PF- Facts about owls writing

U: Students explore the U sound

and explore sounding and writing the
letter.

5.1 Develop phonological awareness

5.1 Convey and construct messages
for a range of purposes in a variety of
contexts

B: Students explore using the B

sound. Students engage in reading,
writing and viewing behaviours.

5.1 Develop phonological awareness

5.2 Engage in reading, writing and
viewing behaviours

PF- Writing sample

W: Students will explore the W

sound and a range of activities that
begin with that sound. Students will
engage in speaking, listening and
writing activities.

5.1 Develop phonological awareness

5.2 Engage in reading, writing and
viewing behaviours

10

Year Level: Kindergarten

J: Students explore using the J

sound and identify words that begin
with that sounds. Students engage in
J related activities. Engage in book
related activities- illustrations,
punctuation and book features.
PF- Jelly Retell
Sound Revision

Semester: 2

Topic: Global Studies

Week:
1

5.1 Develop phonological awareness

5.3 Develop concepts of print

Term: 3

Unit Focus: Countries around the glob

Concept
Introduction to term focus, Baxter
the Travelling Bear and Passports.
What places do the students already
know.
France: The language, the culture,
the food and the famous landmarks

EYLF Focus
2.2 Explore the diversity of culture,
heritage, background and tradition.
2.3 Investigate the interactions
between the environment and its
people.
2.2 Explore the diversity of culture,
heritage, background and tradition.

we will find there.

PF- Eiffel tower and writing

3

Italy: The language, culture, food and

landmarks or Italy

2.2 Explore the diversity of culture,

heritage, background and tradition.

PF- Pizza assessment

PF- Leaning tower of Pisa- writing

Great Britain: The food, landmarks

and location of Great Britain.

2.2 Explore the diversity of culture,

heritage, background and tradition.

PF- London Bus Number Recipe

Flag Sewing- Fine motor

Africa: The culture, how the people

live, the language, food and location.

PF- Kwanzaa Placemat weaving

2.2 Explore the diversity of culture,

heritage, background and tradition.
2.3 Investigate the interactions
between the environment and its
people.

United States of America- The

landmarks, food and culture of the
Americas.

2.2 Explore the diversity of culture,

heritage, background and tradition.

Indonesia- The culture, food,

traditions and people of Indonesia

2.2 Explore the diversity of culture,

heritage, background and tradition.

PF- Indonesian writing sample

Egypt- The heritage, culture and food

of Egypt.
PF- Hieroglyphics name writing

2.3 Investigate the interactions

between the environment and its
people.
2.2 Explore the diversity of culture,
heritage, background and tradition.
2.3 Investigate the interactions
between the environment and its
people.

Japan- The culture, food and the

people.

2.2 Explore the diversity of culture,

heritage, background and tradition.

10

The different countries and Australia

2.2 Explore the diversity of culture,

heritage, background and tradition.
2.3 Investigate the interactions
between the environment and its
people.

PF- Country posters