LEARNING CENTRE PLAN:

RECIPE AND MARKET CORNER,

PRE-PRIMARY
EYLF Principles (2): EYLF Practices (2): Outcomes:
1. Secure, respectful and reciprocal relationships 1. Responsiveness to children Outcome 1: CHILDREN HAVE A STRONG SENSE OF IDENTITY
5. Ongoing learning and reflective practice 2. Learning through play Outcome 4: CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS
Outcome 5: CHILDREN ARE EFFECTIVE COMMUNICATORS
DESCRIBE THE CENTRE: EXPLICIT/ INTENTIONAL TEACHING RESOURCES/MATERIALS:
The learning centre, Recipe and Market corner will extend on from  Recipe books.
the mat session focused upon creating a recipe conducted prior to OBJECTIVES:  Measuring scales.
the students exploring and investigating the learning centre that will Identify at least one error made from the class recipe  Fruit and vegetable tubs.
take place within the classroom over a two-week period. made on cakes using the text Froggy Bakes a Cake.  Baskets to collect things in.
 Participate in shared editing of students' own  Milk cartons with labels on the front.
The students’ will be given a recipe table where they have available texts for meaning, spelling, capital letters and  Ingredients containers with labels as
elements to create a recipe or shopping list using either words or full stops (ACELY1652) to what will be in them; pasta, rice,
pictures, dependant on their capabilities. The table will also contain  Literacy flour, sugar.
templates provided for shopping lists, recipe formats and plain  Critical and creative thinking  Cups, plates, cutlery and napkins.
paper, the students’ can choose to use and explore with. The table  Personal and social capability  Cooking utensils.
will have a combination of recipe books and writing materials for the  Laminated money & till.
students to explore, use and create with. Interact positively and respectfully with one student  Money poster and number 1-100
when selecting produce in the market learning centre and poster on the wall.
Next to the writing table will be a small market, where the children group discussions.  Chalkboard with a message “Pre-
can use their shopping list to select products that they need for their  Outcome 1: CHILDREN HAVE A STRONG SENSE OF Primary Blue Market and kitchen”.
recipe. In this area, there will be laminated sheets of money and IDENTITY
 Paper templates of recipe or order
money posters on the wall for students to use if they desire to pay for
sheets and pencils.
the produce they are buying, in a till provided. At this learning Investigate and express interest in at least one element
station, the students will also have available to them scales for from the learning centre.
CONVERSATIONS TO SUPPORT PLAY:
weighing food items, baskets to carry and collect items in, pots and  Outcome 4: CHILDREN ARE CONFIDENT AND The educator or EA when observing the play
pans to play with, small cartoons and containers with labels on them. INVOLVED LEARNERS
in the writing center and the market can
prompt questions like:
This learning centre will become a home corner inside of the Engage in one enjoyable verbal conversation with
“What type of text is this?”
classroom for students to use and explore after the mat session and another student in the recipe and market learning centre.
“What can we use these materials for?”
throughout the weeks when they have the opportunity too.  Outcome 5: CHILDREN ARE EFFECTIVE
“Why do people use recipe books?”
COMMUNICATORS
“What exactly does a recipe include?”
The play within this learning centre is intended for the students  Listen to and respond orally to texts and to the
“Could you do these activities with another
within the pre-primary class such as Jane and Kate who are communication of others in informal and
person, or are they only to be done on your
interested in cooking and the process involved. This centre is a great structured classroom situations (ACELY1646)
own?”
way for children to gain understanding on the necessary steps in  Literacy
“Is there anything that you think on this table
creating food and healthy food choices.  Personal and social capability
is very interesting or that you like?”
“Do you like playing with other students in
ASSESSMENT STRATEGY TO RECORD PLAY/LEARNING: MAT SESSION (PRE-PLAY):
the class in this area?”
Each day over the course of the two weeks, two-three students will  The mat session will begin with the children on “What type of foods are there in the market?”
be selected as the focus group to assess. The educator will place their the mat and the educator reading of the text: (Scaffold conversation to discussing fruit and
names in a book where the educational assistant (EA) or the educator Froggy Bakes a Cake, by Johnathan London. vegetables and healthy eating choices.)
can write notes or insert post-it notes on behaviour observed in the  The reading of this novel will be a shared Educator or EA will discuss words at every
learning centre on that day. language experience for the class. opportunity and point out the author’s choice
1. Checklist:
The Checklist will include the following headings to be assessed;
 Identify at least one error made from the class recipe made
on cakes using the text Froggy Bakes a Cake.
 Interact positively and respectfully with one student when
selecting produce in the market learning centre and in group
discussions.
 Investigate and express interest in at least one element from
the learning centre.
 Engage in one enjoyable verbal conversation with another
student in the recipe and market learning centre
The teacher will put the following signs under each point according
to the students understanding and knowledge;
 O = Not Evident
 / = Developing
 /- = Sound
 /-\ = Consolidated
2. Observational and anecdotal notes:
Through actively listening to conversations amongst students when
reading the text, observing their participation and directing
questions to them the educator will complete anecdotal notes, make
comments for each student and complete the checklist after and
during the commencement of the lesson.
3. Direct questioning:
The educator will ask direct questions to certain students during the
mat session prior to the play and ask students why and what directed
questions during the commencement of the play. These direct
questions will form a basis on the anecdotal notes the educators will
make regarding the students’ ability to meet the lesson objectives
and learning.
 The educator will read the book once with the
students as a shared reading session.
 The class will then on a A3 sheet of paper write a
recipe together, using the ingredients and
procedure Froggy used to bake his cake, from
the text.
 The educator will make small mistakes in the use
of full-stops missing, capital letters in the wrong
place and spelling errors when writing the recipe
as a class.
 “Can anybody spot something wrong with the
end of this sentence?” (Full stop missing)
 “I think somethings missing from the begging of
that sentence, does anybody know what could
be missing?”(Capital letter)
 The educator will then go back over the recipe
written together as a class and direct a shared
editing session of the work.
 The educator will then discuss with the students
what must be done before cooking foods and
baking cakes. We must make a shopping list and
collect the food we need for the recipe.
 The educator will then model how to write a
shopping list and ask students if they have ever
created a shopping list and ask for their help
making the shopping list for the recipe.
 Next, the educator will then explain there is a
new home corner that they may have noticed in
the classroom today. There is a writing table
where they can be as creative as they can be and
our Pre-primary food market next door, that
they can explore for the next two weeks.
and why it is suitable in the context of the
recipe books. 

JUSTIFICATION:
The Recipe and Market Learning Centre has
been incorporated into the Pre-Primary
classroom as it fosters imagination, social
skills, challenges students’ thinking and
builds new understandings of the world. The
area will reinforce a positive environment
where students can ask questions, solve
problems they may encounter and critically
think about the items carefully selected to be
in the centre. The learning centre holds play
at its core, develops Early Years Learning
Framework Outcomes and links to the
various Western Australian Curriculum
learning outcomes. The centre has been
placed in the classroom for students to not
only engage in, enjoy, interact with others
but also learn and develop core social and
emotional learning as well. In the running
record Sand Play, it is evident Kate and Jane
are extremely interested in cooking and the
process of making cakes and celebrating
birthdays. Knowing the interests of these two
girls, the Learning Centre has been
constructed to foster interest and
engagement from these girls and their peers.