Weekly Planner Term：3 Week：4 Class：PNC

Big Idea/大方向：How the World Works / 世界如何运作

Concepts/概念：Movement / 移动/运动

Sequence of Inquiry 探究阶段: Tuning in 起步 Finding out 发现 Sorting out 整理 Going Further 延伸 Conclusion/Action 行动

Monday Tuesday Wednesday Thursday Friday

星期一 星期二 星期三 星期四 星期五

Morning Meeting/早会

Learning Objectives:  Learning Objectives: 学习目标： 学习目标：

 Responds to music and singing. (Early Language • Imitate adults’ behavior (Social and Emotional)  主动和他人保持互动（PRAISE 学习态度-坚  主动和他人保持互动（PRAISE 学习态度-坚
& Pre-Literacy Development) • Display order in arrangement of 毅性）(社会与情感) 毅性）(社会与情感)
 Point or look at pictorial representations (Early materials/resources (Early Numeracy & Natural  尝试使用打击乐器探索声音。(审美与创意  有意识地选择与熟悉的老师一起进行活动（PR
Language & Pre-Literacy Development) Environment)  表达) AISE 学习态度-专注性）
Teaching strategies (provision from simple to Teaching strategies (provision from simple to · 教学策略(从简单到复杂)： 教学策略(从简单到复杂)：
complex): complex): · 邀请:老师播放儿歌《跟我一起拍拍手、森 · 邀请：老师播放儿歌《拔萝卜》，在过程当
 Invite the children to the morning meeting by · Invite the children to the morning meeting by 林蹦蹦、头儿肩膀膝脚趾》等歌曲 ,在过程 中可以请幼儿自己找寻同伴，坐下并牵手跟
singing “Days of the Week and greet the teachers singing “Hello, Hello How Are You?” by The 当中可以请幼儿选自己想要的乐器 ,并跟着 着音乐摆动。
and friends. Kiboomers and greet the teachers and friends. 音乐一起敲打。 · 提问：为什么大家要一起帮忙拔萝卜呢？如
 Invite the children to listen to the story shared by · Revisit with the children the Classroom · 提问及协作:在过程当中可以提出问题,音乐 果请朋友帮忙我要说什么呢？引导说出请帮
teacher entitled, ‘Hands Up!’ by Breanna J. Agreements. 有甚么变化?我们如何表达快和慢?并且过程 忙
McDabiel  Looking Eyes 中老师鼓励幼儿表现及表达,最后幼儿提出 · 鼓励：鼓励幼儿和朋友一起互动，并保持温
 Encourage the children to identify the different  Listening ears 柔的力度和朋友拉手
的想法,并在与幼儿跟着音乐表达出快和
actions and movements the character did with  Indoor Voice · 协作:老师也可以一起加入幼儿，引导较内
 Gentle hands 慢。
her pair of hands throughout the story. 向或是没有找到同伴的幼儿，一起加入活
 Introduce the song “Shake your hands” by  Walking feet 动。
Pathy Shuklato the children. · Invite the children to corners and explain the 2
 Encourage the children to form a a circle and stations at the corners.
dance to the tune of the song with scarves. · Encourage the children to throw the dice and
 Challenge the children to dance along to the and jump forward on the hopscotch at station 1.
shake their hands with scarves. · Invite the children at station 2 and toss the
 Acknowledge the children’s responses and Public Holiday coloured rings onto the respective colours.
praise them for their effort and participation. Hari Raya Haji · Challenge the children complete both stations if
they could.
· Acknowledge children’s responses and praise
them for their effort and participation.

Resources: Resources: 资源： 资源：

 iPad  Dice · 歌曲《跟我一起拍拍手、长高歌、头儿肩膀膝 · 歌曲《拔萝卜》、《你叫什么名字》
 Speaker  Hopscotch 脚趾》 · 音乐播放器
 Song: Shake your hands” by Patty Shukla  Toss coloured rings  课室乐器
 Story: Hands Up! By Breanna J. McDaniel  Standing bottles

Small group exploration – Focus by English Teacher

Learning Space: Learning Space: Learning Space: Learning Space:

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Imagine and Create Design and Construct Wonder and Discover Express and Connect

Focus Domains: Focus Domains: Focus Domains: Focus Domains:

• Aesthetic & Creative Expression • Early Numeracy & Natural Environment • Early Numeracy & Natural Environment • Early Language & Pre-Literacy
• Physical Development • Early language & Pre-Literacy • Physical Development • Social & Emotional Development

Inquiry Objective/Question(s): Inquiry Objective/Question(s): Inquiry Objective/Question(s): Inquiry Objective/Question(s):

• How can you create lines with the cars and • How can you explore heavy and light weight with • What are the things we can explore with the • What are the different ways of washing cars at the
tramp? these materials? funnel and hose? car wash area?
• What are the different lengths and directions of • How much scoop of water can you pour to • How much water can you filled up through the • How do you feel working your day at the Car
lines the car formed? explore heavy and light weight? funnel and hose? wash area?

Provocations: Provocations: Provocations: Provocations:

• Ramp • DIY weighing scale (2 buckets) • Funnels • Car wash area
• Mahjong Paper • Hanger • Water Hose • Cars
• Coloured paints • Fruit toys • Sensory bins • Water hose
• Cars • Manipulative toys • Small containers • Sponge
• Bucket with water • Water • Car wash detergent
• scooper • Loose parts (suitable big size) • Car wash wax
• cloths
Public Holiday
Learning Objectives: Hari Raya Haji Learning Objectives: Learning Objectives: Learning Objectives:
• Explore a variety of art media on 2-dimentional • Notice that some objects are heavier (Early • Use safe tools to manipulate malleable materials. • Take the lead in continuing familiar
surfaces (Aesthetic & Creative Expression) Numeracy and Natural Environment) (Physical Development) communication and chant songs after educarer(s)
• Engage in a variety of fine motor experiences. • Point to or look at pictorial representations (Early • Notice that some objects are heavier (Early initial cue/prompt (Early language & pre-
(Physical Development) language & pre-Literacy) Numeracy and Natural Environment) Literacy)
• Demonstrate non-verbal representations through
imaginative play (Social & Emotional
Development)

Teaching strategies (provision from simple to
complex):
• Invite the children to explore forming lines and
observing the movement explored with cars and a
ramp.
• Introduce the inquiry words such as ‘roll’ and
‘down’ as the movement of the cars rolling down
the ramp on the mahjong paper.
• Demonstrate to children how to dip the cars into
the paint of colours and position it to roll down
the ramp.
• Encourage the children to explore the and take
turns to forms lines ith cars and ramp.
• Give Assistance to the children who needs some
guidance and facilitation.
• (PRAISE: Engagement)
• Document the children’s engagement and
perseverance during the learning experience by
taking photographs. (PRAISE: Engagement)
Teaching strategies (provision from simple to
complex):
· Introduce to the children the balancing scale.
Discuss how it works.
· Encourage the children to identify the different
materials that have been gathered for them to use
on the scale.
· Demonstrate to the children how they can use
the scale and explore heavy and light concepts.
· Invite the children to explore the balancing scale
using the objects.
· Challenge the children to pour water gradually
onto the scale for exploration.
· Acknowledge the children’s engagement and
perseverance during the exploration by taking
photographs.
· (PRAISE: Engagement)
Teaching strategies (provision from simple to
complex):
• Invite the children to explore the funnels, hose
and the loose parts.
• Encourage the children explore pouring loose
parts and water through the funnel and water
hose.
• Demonstrate to the children how to pour the
loose parts and observe the flow of the loose
parts.
• Challenge the children to explore and observe
with the provocations.
• Give assistance to the children who need
guidance in pouring and exploring.
• Acknowledge the children’s engagement and
perseverance during the exploration by taking
photographs.
• (PRAISE: Engagement).
Teaching strategies (provision from simple to
complex):
• Invite the children to the Car Wash Area.
• Introduce the children to the dramatic space and
introduce the cars, and other materials available at
the dramatic space.
• Demonstrate to the children how they can
explore moving the cars through the washing area
and hoe they can manually wash the cars with
sponges, detergents and cloth.
• Encourage the children to engage on the
imaginative play with their friends.
• Acknowledge the children’s engagement and
during the exploration by taking photographs.
• (PRAISE: Engagement).

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Weekly Planner Term：3 Week：4 Class：PNC

小组学习体验–华文老师

学习空间： 学习空间： 学习空间： 学习空间：

想象与创意 奇妙与探索 讲述与分享 表演与呈现

学习领域： 学习领域： 学习领域： 学习领域：

• 审美与创意表达 • 早期数学概念和自然环境 • 早期语言和读写能力 • 社会与情感
• 体育与运动技能 • 体育与运动技能 • 社会与情感 • 审美与创意表达

探究目的/问题： 探究目的/问题： 探究目的/问题： 探究目的/问题：

我们如何通过艺术表达自己？ 我们如何探索移动、运动？ 我们如何在运动中探索动词？ 我们如何通过日常经验探索运动？

激发材料： 激发材料： 激发材料： 激发材料：

• 盐巴 • 球、纽扣、瓶盖、积木 • 脚印 • 空间里的所有道具
• 胶水 • 厕纸筒跑道 • 音乐
• 颜料 • 厕纸筒
• 胶纸

学习目标： 学习目标： 学习目标： 学习目标：

• 在平面上尝试使用各种艺术媒介，例如，颜 Public Holiday • 用眼睛追踪移动的食物。（早期数学概念和自 • 向老师指出环境里的标志，例如麦当劳的商 • 与小组成员建立关系。如，给小组中的每个
料画，在干地上用水画画，沙画，各种不同 Hari Raya Haji 然环境） 标。（早期语言和读写能力） 人分发材料，并且与坐在身边游戏的同伴交
的涂鸦表面，包括不同颜色材料的纸，塑料 • 参与多种小肌肉运动体验。如，探索面团、 流。（社会与情感）
纸等。（美术与创意表达） • 看到别人情绪低落时表示关心，如靠近或关切 • 展现出对新材料和物品的好奇心和参与探索
沙，串珠，画画，倒水，搓粘土，挤捏材料
• 参与多种小肌肉运动体验。如，探索面团/ （体育与运动技能） 地注视 (PRAISE 学习态度 – 反思性)（社会 的兴趣。（审美与创意表达）
沙，串珠，画画，倒水，搓粘土 ，挤捏材 与情感）
料。（体育与运动技能）

教学策略(从简单到复杂)： 教学策略(从简单到复杂)： 教学策略(从简单到复杂)： 教学策略(从简单到复杂)：

• 邀请：老师邀请幼儿们来到学习空间。 • 邀请：老师邀请幼儿们来到学习空间。 • 邀请：老师邀请幼儿们来到学习空间。 • 邀请：老师邀请幼儿们来到学习空间。
• 老师给予幼儿们自由探索。 • 老师给予幼儿们自由探索。 • 老师给予幼儿们自由探索。 • 老师给予幼儿们自由探索。
• 提问：“这些东西可以怎样玩呢？” • 提问：“你发现了什么？”、“这些东西可 • 提问：“你看到了什么呢？” • 提问：“你发现了什么？”、“这些东西可以
• 投入：老师和幼儿们一同动手体验，老师拿 以怎样玩呢？” • 投入：老师可以提出指示，邀请幼儿跟着地 怎样玩呢？”
出盐巴和胶水并混合，邀请幼儿一起操作， • 投入：老师和幼儿们投入活动，拿出准备好 上的脚印听指示进行跳舞，如:往右跳、往 • 投入：老师和幼儿们投入活动。过程中，老师
老师也可以请幼儿试着加入颜料，增加弹力 得素材，请幼儿尝试把素材放进跑道里，然 前跳等。 向幼儿们介绍不同的工具，并示范用途。
球色彩。 后观察。过程中，老师对幼儿们说：“这些 • 制造挑战：老师播放歌曲，让幼儿随着歌曲 • 老师与幼儿们一同角色扮演，如，当有人要洗
• 协作: 过程中，老师也可以给予幼儿们指令 东西跑的动吗?”。 摆动并变换脚步。 车服务，我们可以怎么帮忙?车子要从哪编进
或是协 助，如，我们可以 把它 变得更圆 一 • 提问：除了球以外，哪些东西还可以滚呢？ • 去等等。
点、像这样把水分挤干。 • 制造挑战：老师可以拿出非圆形的素材，让 • 鼓励：过程中，老师鼓励幼儿们用一个单词或
• 制作挑战:当幼儿完成弹力球之后，老师可以 又尝试放入跑道中，并请幼儿观察变化 肢体语言进行表达。老师也可以让幼儿们说一
请幼儿试着丢丢看。 说自己的感受。

活动参考以下链接:
https://www.youtube.com/watch?v=ySgQMShXBro

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Weekly Planner Term：3 Week：4 Class：PNC

Outdoor Learning/户外学习体验 (AM/PM)

Motor Skills Development (Classroom) Motor Skills Development (Classroom) Motor Skills Development (Classroom) Motor Skills Development (Classroom) Motor Skills Development (Classroom)
体育和运动技能发展计划 体育和运动技能发展计划 体育和运动技能发展计划 体育和运动技能发展计划 体育和运动技能发展计划)

Learning Objectives: Learning Objectives: 学习目标： 学习目标：

· Imitate adults’ behavior (Social and Emotional) · Imitate adults’ behavior (Social and Emotional) • 探索与双脚向下跳技能有关的游戏和接力赛。 • 从较矮的地方向下跳时用双脚起跳。（体育与
· Roll ball in general space towards object with · Crawling forward towards ending (distance to （体育与运动技能） 运动技能）
force (distance to target) (Physical and Motor target) (Physical and Motor Skills) • 邀请他人加入自己的游戏。如，通过拉同伴的 • 看到别人情绪低落时表示关心，如靠近或关切
Skills) 手加入到游戏；给想要加入游戏的幼儿一个玩 地注视 (PRAISE 学习态度 – 反思性)（社会
具或是材料。（社会与情感） 与情感）

Motor Skills Development: Motor Skills Development: 运动技能： 运动技能：

· Rolling  Rolling • 跳 • 跳
· Crawling  Crawling • 跑 • 走

Teaching strategies (provision from simple to Teaching strategies (provision from simple to 教学策略(从简单到复杂)： 教学策略(从简单到复杂)：
complex): complex): • 邀请：老师把幼儿们分成两队，然后把他们  邀请：老师把幼儿们分成两队。
· Invite the children to the station for indoor motor · Invite the children to the station for indoor motor 分别带到后阳台。老师邀请幼儿们沿着地上 • 老师拿出准备好的平衡木并提醒幼儿们要注
skills. Public Holiday skills. 的格子双脚跳。 意安全。
 Reinforce the safety agreements for outdoor play: Hari Raya Haji  Reinforce the safety agreements for outdoor play: • 提供信息：老师先请幼儿们坐下，提醒他们 • 提问：过程中，老师向幼儿们提问，”你看
 Follow the teachers.  Follow the teachers. 要注意的事项和待会要进行的活动。 到了什么?我们可以怎么使用这个呢？”
 Listen to instructions.  Listen to instructions. • 老师提供指示，请幼儿像小白兔一样跳跃并 • 老师将平衡木摆好，让一组幼儿练习走在平
 Gentle hands (no pushing and pulling)  Gentle hands (no pushing and pulling) 跳到指定的格子里，待幼儿完成后，老师可以 衡木上，而另一组可以练习跨越平衡木。
· Divide the group into 2 and let them face each · Divide the group into 2 and let them face each 请幼儿挑战不同的动物动作，如:像狮子一样
other for about 2 meters. other for about 2 meters. 跑等。
· Demonstrate to the children how to crawl · Demonstrate to the children how to crawl
forward. forward.
· Encourage the children to explore the underarm · Encourage the children to explore crawling
rolling towards through the numbered tunnels forward from the beginning line
from 1 to 5. · towards the ending line.
· Give Assistance to the children who needs more · Demonstrate to the children to crawl and place
time to participate in the activity. their palm onto the letters pasted on the floor (e.g
· Acknowledge children’s participation and efforts – T and train, T and table) and (e.g I for ice-
while engaging in the activity. cream)
· Give Assistance to the children who needs more
time to participate in the activity.
· Acknowledge children’s participation and efforts
while engaging in the activity.

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Resources: Resources: 资源： 资源：

• Balls • Crawling path • 粉笔 • 平衡木
• Tunnels (coloured paper) • Tapes
• Integrated the numbers on the coloured papers • Letter and pictures laminated and pasted on the
floor

Storytelling/故事分享

Title of Book: Title of Book: Title of Book: Title of Book:

Motion Push and Pull, fast and Slow by Darlene Stille Which is heavier? By Jagger Youssef Let’s Learn Counting by Anna C. Peterson 有趣的形 Breathe like a Bear by Kira Willey
我的幼儿园 多变的天空 状 动物朋友

aringAfternoon Group Time/下午大组教学

Story Sharing Music and Movement Music and Movement Picture Talk
故事分享/展示与讲述 音乐和律动 音乐和律动 生活焦点分享

学习目标： Refer to Music and Movement Guided Planner Refer to Music and Movement Guided Planner 学习目标：
 关注图书里的插图或标志。(早期语言与读写 请参考“音乐和律动引导教案” 请参考“音乐和律动引导教案” • 关注图书里的插图或标志。（早期语言与读
能力发展) 写能力发展）
• 教師分享繪本时对数字的兴趣，如，4 個草莓 • 打喷嚏时遮住嘴巴或使用纸巾擦拭鼻涕。(健
(PRAISE 学习态度 – 专注性) 康与安全意识)。

教学策略(从简单到复杂)： 教学策略(从简单到复杂)：
 邀请及提问：教师分享《好饿的毛毛虫》绘 • 邀请：请幼儿们盘腿坐在垫子上。
本给幼儿聆听，过程中，教师提出问题寻问 • 老师阅读绘本《口罩小卫兵》。
幼儿，例如，这是什么颜色呢？毛毛虫吃了 • 提问：过程中，老师向幼儿们提问问题，如，
些什么呢?。 “要怎么样才能不让病毒从嘴巴及鼻子进入
Public Holiday 呢？”。
 制作挑战：请幼儿们一起进行数数,今天毛毛
虫吃了几颗水果呢?你又吃过哪一种水果?你
Hari Raya Haji • 老师可以向幼儿们展示一些与病毒相关的图
案，并进一步的讲解，让幼儿对病毒有更多的
喜欢吃哪一种水果呢 ?老师可以自己先举例 认识，以及戴口罩的重要性。
子,像是:我喜欢吃香蕉,因为它吃起来甜甜的 • 活动结束前，老师与幼儿们一起观看视频《我
幼儿进行分享.老师可以将幼儿的分享记录下 要戴口罩》。
来,最后与幼儿一起算算看有多少人喜欢吃苹
果、喜欢吃香蕉等等

绘本《好饿的毛毛虫》 资源:
• 绘本《口罩小卫兵》
• 与病毒相关的图案
• 歌曲《我要戴口罩》，链接
https://www.youtube.com/watch?
v=SaEf9SKEylw&ab_channe
Evaluation/Reflection
每日评估/反思
- Children's engagement and level of involvement -
Level of children's engagement. High or Low/
why?
- Lesson objectives/provocations - Did I meet my
lesson objectives?
- Teacher's implementation/Facilitation - Did I
make use of open-ended questions or sustain
conversations? At least 3 to 5 exchanges between
teacher and child.
- Learning dispositions - What did you observe in
children that displayed one or more aspects of
PRAISE?
- 孩子们的参与程度 - 孩子们参与程度? 高或低?

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为什么?
- 课程目标/课程挑拨 - 我有没有达到我的课程
目标?
- 教师如何实施课程或促进孩子的思维 - 我有没
有用开放式的问题来维持交谈？至少要有三到
五个教师与孩子之间的交谈?
- 学习倾向 - 你有没有在孩子身上观察到有一个
或多过一个方面的 PRAISE?

Principal’s comment/校长意见：
Morning Meeting
Great way to start the week with the music and movement. Good integration to the focus of inquiry.

Suggestion to consider for children to explore different movements while standing on different coloured shapes.

Small Group Exploration

Children may explore with ramp on different textures.

Suggestion to consider for children to explore muddy and car wash miniature for children to observe the changes of objects that being washed.

Outdoor Learning
Great learning experience planing for children to practice and master the progressive skills.

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Weekly Planner Term：3 Week：4 Class：PNC

小组学习体验–华文老师

请注意学习目标是否与教学策略对应
老师们可以根据该活动为幼儿设置延伸活动，例如，我们如何探索球与隧道之间的关系？不同角度的隧道对球产生怎样的影响？（请参考上周笔记）
小组学习空间的活动可以继续在这周沿用，但建议老师至少更换 2 种活动。

华文老师——大组教学

鼓励老师多提一些开放性的问题，例如，你觉得毛毛虫还喜欢吃什么？你觉得他变成蝴蝶后喜欢吃什么？教师可以和幼儿一起探索毛毛虫、蝴蝶或其他动物昆虫的移动方式
推荐一些绘本供老师们参考

华文老师——户外学习体验

请注意学习目标是否与教学策略对应
教师可以在幼儿模仿不同动物进行游戏时播放相关音乐增加游戏的趣味性，例如，播放《两只老虎》时鼓励幼儿模仿老虎移动，播放《小老鼠上灯台》时模仿老鼠移动。

附上一些小游戏供老师们参考，老师也可以和幼儿一起探索平衡板的多样玩法。

Date/日期：20 July 2021

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