Ashleigh Bruijn, Evangeline and Bonnie

ASSESSMENT ITEM 3A

Joint statement of project details

Our understanding of the project is to plan a unit of work, spanning over four lessons, that
effectively incorporates the use of ICT and takes an inquiry based approach that encourages
children to engage in problem solving. We are to write forward planning documents
reflecting how the content will be taught and how ICT will be incorporated, with links to the
Australian Curriculum (Australian Curriculum, Assessment and Reporting Authority
[ACARA], n.d.) and Early Years Learning Framework (Department of Education,
Employment and workplace Relations [DEEWR], 2009) documents.
Project Plan
To date (4th of March):
ALREADY COMPLETED AS A GROUP:
- A draft of the four lessons and what theyll include and a joint statement regarding
what the project entails.
TO DO:
Together as a group in our uni breaks:
- Statement outlining the theories underpinning the project (BY 13/3)
- Submit 3a online (BY 17/3)
- Part 3b planning (BY 25/3)
- Part 3b submission (BY 3/4)
Ashleigh:
-Complete the developmental domains form for the lessons (BY13/3)
-Complete two lessons (forward planning documents) (BY16/3)
Evangeline:
-Complete mind map showing intentions and curriculum links (BY 13/3)
-Complete one lesson (forward planning document) (BY16/3)
Bonnie:

Ashleigh Bruijn, Evangeline and Bonnie

-Complete one lesson (forward planning document) (BY 16/3)

-A statement of the integrated ICT (why and how) (By 13/3)

Statement of the ICT incorporated:

Throughout our lessons we have included the use of multiple information communication
technologies. These include a microscope, interactive whiteboard, i-pads, bee-bots and
recordable pegs. The attached table (appendix one) outlines what the purpose of each is, how
it will be used and why.

Theories underpinning project

This project reflects the Multiple Intelligences Theory (Gardner, 1999) as it incorporates
various ways for children to learn and discover. For example, this project plan allows children
to learn linguistically through the various opportunities for using language to make and
construct meaning, logical-mathematically through investigating colours, bodilykinesthetically through opportunities to dance and run and interpersonally through the many
opportunities for team work and discussion.
Lev Vygotskys social constructivist theory, 1978, that children learn far beyond their own
capacity when they are interacting socially and playing is reflected in this project plan
through the various opportunities for children to work together and interact with others as
well as the many opportunities for them to play. Vygotskys theory of the Zone of Proximal
Development is also accounted for in this project plan as it offers many opportunities for
teachers to scaffold the childrens learning to push them further than what they already know.
The Six Pillars of Creative Development: freedom, failure, play, creation, empowerment and
positive connection (OConnor, 2013) are also reflected in this project plan. The children are
empowered and free to explore and experiment, create and play with colours and, are

Ashleigh Bruijn, Evangeline and Bonnie

provided tasks that permit suitable risks and failure which improve confidence and build a
strong sense of self.

References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (n.d.). The
Australian curriculum. Retrieved on 11th of March 2015 from
http://www.australiancurriculum.edu.au
Department of Education, Employment and workplace Relations (DEEWR). (2009).
Belonging, being and becoming: The early years learning framework. Barton, ACT:
Commonwealth of Australia.

Ashleigh Bruijn, Evangeline and Bonnie

Gardner, H. (1999). Intelligence reframed: intelligences for the 21st century. New York, NY:
Basic Books.
OConnor, D. (2013). Bright spark and shining star, love me for who I am and who you are:
The development of creativity through childhood education (Doctorial Thesis). UK:
The University of Sheffield.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Cambridge, MA: Harvard University Press.