Assessment 3 – Project

Planning Template
Section Notes Supporting Curriculum Supporting
Frameworks/standards References/Sources
(VEYLDF) (explain connection)
(can just use outcome numbers)
Introduction This series of playing experiences are aimed at groups of children from four to
five years of age. The designed experiences are used to develop children’s
literacy learning and development. The sequence of experiences is about the
shopping concept, which is the topic of daily conversation. The purpose of these
experiences is to support children’s vocabulary, develop multiliteracies and
enhance children’s use of simple sentences.

Experience 1 Title: Reading book “Pete the Cat’s trip to the Supermarket” 4 and 5 (Early Childhood Australia Reading books promotes
This activity will be done in group time. It introduces a lot of vocabulary and n.d.) emergent literacy.
appropriate content, which promotes emergent literacy. (Community Childhealth,
The Royal Children’s
Key Objectives: Hospital Melbourne and
● Introducing new vocabulary for the next sessions. Murdoch Children
● Helping the children to understand what a supermarket looks like. Research Institute, 2008).
● Engaging the children in a small discussion, in which they can express
their opinions in their own words. Fellows and Oakley
Session notes: (2014) state that open-
Before reading of the storybook, there will be a small discussion with open- ended questions are
ended questions, such as, “What kinds of food would you find inside a encouraged for children
supermarket?” and “Where do you go shopping?”. “Pete Cat’s trip to the to extend their language.
supermarket” introduces not only new words, but also what to do before going They also emphasize that
shopping, such as, the use of shopping lists. educators should speak
During reading of the book, educators should stress important key words such as fluently and with
pantry, grocery, snack, raspberries, apples, spaghetti and so on. To support appropriate intonation.
children from non-English backgrounds, the images in the book will be shown
and pointed to clearly to the whole class and read out aloud.
After this session, educators will have a small discussion about an upcoming, big
event for the class, an outing to Woolworths.

Experience 2 Title: Designing a map of a supermarket 2,3,4 and 5 (Early Childhood Hill (2007) explains that
This experience supports children’s multiliteracies, in which they can draw Australia n.d.) multiliteracies include
different symbols to represent different kinds of food. signs, symbols, icons,
drawings, colors,
Key Objectives: movements and so on.
 ● Giving children opportunities to express their ideas in different ways,
such as by saying words, using symbols, shapes, colors and so on, which The environment is
supports children from non-English backgrounds. considered the third
● Enhancing children’s motor skills by drawing shapes and lines. teacher in Reggio Emilia
● Improving children’s listening skills by listening to the staff and their education (Edwards
peers. 2011).
Session Notes
Before starting the session, the educators should demonstrate the activity, which Educators are encouraged
allows the children to follow the instructions and use their listening skills. The to model behaviours and
whole class will be divided into three or four groups to discuss and design a map ask open-ended questions
of a supermarket. Each group will be led by an educator. There are a few (Fellowes & Oakley
strategies suggested during the designing of a map of a supermarket session: 2014).

The materials include an A0 size piece of paper for each group and different Edwards (2011)
coloured pens. The large paper will have more space for children to express their recognizes the roles of an
ideas. Different colours of pens support children to demonstrate different colours educator, such as,
of food, such as green for salad, red for apple, and so on. That supports assessment and
multiliteracies by using, not only symbols, but also colours. observation.

The roles of educators are considered. The first one is modelling appropriate Australian Government
behaviours, such as turn-taking. This guides children in regards to how to behave Department of Education,
appropriately in a group or community. The observations can be done by taking Employment and
photos, videos or notes. This will help the educator to assess the children’s Workplace (2010) said
learning. Finally, educators can think of guiding the children’s learning by that educators can reflect
asking open-ended questions and making suggestions. It extends their language. and plan in a team.

After the session, educators can plan the next session with a group of staff. Fyfe (2011) states that
Different ideas from different staff can develop the plans by providing a variety documentation can be
of perspectives. used to interpret the
The next step involves reflecting on the planning with feedback from staff. It children’s learning path.
gives opportunities to develop new ideas from different perspectives and make
modifications. Finally, the map will be used as documentation, where educators
can interpret the children's learning path.
Experience 3 Title: Fish and chip restaurant. 2,3,4,5 (Early Childhood Australia Wohlwend and Marsh
This experience supports their literacy development through conversation, n.d.) (2011) state that dramatic
answering the phone and communicating with body language. play gives the children
opportunities to learn
Key Objectives: how to act appropriately
● Providing children opportunities for social practice. with different roles.
● Supporting children in business learning by practicing customer service.
 ● Providing opportunities for children to communicate in different ways, Hill (2007) explains that
such as, through the use of symbols, icons, signs, drama, actions and so multiliteracies include
on, which also supports the children from non-English speaking signs, symbols, icons,
backgrounds. drawings, colours,
movements and so on.
Links to the previous experience: The use of symbols, lines and actions, which
support their multiliteracies. Victoria State
Government (2020)
Session Notes: recommends socio-
The environment should be set up with a sign for the “Fish and Chip” restaurant, dramatic play areas, such
a board with a list of menu items, pretend telephone, pretend cash register, food as cooking areas, which
and drinks. Furthermore, paper and pens, onto which children can write simple encourage the children to
words, draw symbols or colours, are put next to the cash register for children to take different roles by
write orders. This environment encourages multiliteracies. acting out different
stories, different
The educators will be observing the children by listening to the conversation scenarios and solving
between the children. The educators can assess children’s literacy development, problems through a
including those not confident with verbal conversation, who communicate using variety of communication
other languages. Educators can also interact with the children by asking them modes.
questions, which encourages children to explain in their own languages. The
children’s responses show their literacy progress. Finally, educators can record The notes of conversation
the experience by taking photos, videos or notes, which will be reviewed later. between children are
The notes of conversation between children are strongly recommended by strongly recommended
Dodge et.al. (2004). by Dodge et.al. (2004).

After the session, educators assess the children by reviewing the observations
noted during the session. Next, they reflect on the plan and make modifications, The educators are
if necessary, to improve the next experience. The educators are encouraged to encouraged to reflect in a
reflect in a staff meeting, which allows for different perspectives. Finally, staff meeting, which
educators plan for the next session, which is an outing to Woolworths. allows different
perspectives (Australian
Government Department
of Education,
Employment and
Workplace 2010).

Edwards (2011)
recognizes the roles of an
educator, such as
planning.
Experience 4 Title: Outing to Woolworths 1, 3, 4 and 5 (Early Childhood Hill (2007) explains
This experience encourages children to look at the signs of the rows, which Australia n.d.) multiliteracies include
supports their multiliteracies and use their listening skills to follow the teacher’s signs, symbols, icons,
guidance. Furthermore, the shapes of food, especially fruit and vegetables, give drawings, colors,
the children opportunities to see and describe shapes in their own words. movements and so on.
Key Objectives:
● Building confidence for children to communicate with different Fellowes and Oakley
languages, known as multiliteracies. (2014) emphasize the use
● Enhancing listening skills by listening and following teacher’s guidance. of clear and fluent voice
● Recognizing the signs along the road. and oral interaction with
● Giving them opportunities to observe and describe the shape of fruits the children.
and vegetables and how the supermarket looks like.

Links of the previous experience by learning about the food and business
industry.
Session Notes:
Before starting going out, the educator should have a quick group time to
provide guidance by emphasizing “listening” and where the “safe zone” is. Then,
the whole class will be divided into three groups; each group has different colors
with stickers on the staff’s and the children’s hands. Each specific color will tell
them what group they should stick to.

During traveling to Woolworth and on the way back to the kindergarten,

educators make sure that the children hold each other’s hand. They also remind
them to stay in a safe zone, such as walking on the concrete. Showing the “stop”
and “pedestrian” signs also help them to understand what to do when they see
those signs. Crossing the road has to be emphasized by repeating “Look” and
“Listen”. Indeed, “Look” will be described as “Look to the left, right and
behind”, and “Listen” will be explained by “listen to the sound of the cars, or
trucks”.

Finally, inside the Woolworth, each group will be provided a shopping list. The
staff, who lead each group, will read out loud their lists. The children will notice
what to buy. The educators will ask them the shape of the items listed on the list.
Furthermore, it is interesting to discuss food they see on the shelf, such as
nutrition, shapes, tastes and price. The conversation between children and
educators will be noted to assess their learning.

After this activity, the educators will reflect and develop a new activity to
improve their learning and enhance their strengths.
 Conclusion In conclusion, these three experiences support their literacy development. All of
them not only support their communication skills, but also support their
multiliteracies. The children are recorded so as to interpret their learning part.

References:
Australian Department of Education, Employment and Workplace 2010, ‘Educators’ Guide to the EARLY LEARNING FRAMEWORK FOR AUSTRALIA’, EDUCATORS
BELONGING, BEING AND BECOMING, viewed 11 May 2021, <https://www.acecqa.gov.au/sites/default/files/acecqa/files/National-Quality-Framework-Resources-
Kit/educators_guide_to_the_early_years_learning_framework_for_australia_2.pdf>

Community Child Health, The Royal Children’s Hospital Melbourne & Murdoch Children Research Institute 2008, ‘Literacy in Early Childhood’, Policy Brief: Translating
early childhood research evidence to inform policy and practice, no. 13.

Early Childhood Australia 2011, ‘Becoming literate’, The Early Years Learning Framework Professional Learning Program, no. 18, viewed 11 May 2021,
<https://wudinnakgn.sa.edu.au/wp-content/uploads/2019/08/Becoming-literate.pdf>

Dean, J 2019, I can read: Pete Cat’s trip to the Supermarket, HarperCollins Publishers Inc, US

Dodge, DT, Heroman, C, Charles, J & Malorca, J 2004, ‘Beyond Outcomes: How Ongoing Assessment Supports Children's Learning and Leads to Meaningful Curriculum’,
YC Young Children, vol. 53, no. 1, pp. 20-28.

Edwards, C 2011, ‘Teacher and Learner, Partner and Guide: The Role of The Teacher’, in C Edwards, L Gandini & Forman G (eds), The Hundred Languages of Children:
Reggio Emilia Experience in Transformation, ABC-CLIO, LLC.

Fellowes, J & Oakley, G 2014, Language, Literacy and Early Childhood Education, Oxford University Press, Victoria.

Fyfe, B 2011, ‘The Relationship between Documentation and Assessment’, in C Edwards, L Gandini & G Forman (in eds), The Hundred Languages of Children: The Reggio
Emilia Experience in Transformation, ABC-CLIO, LLC, pp.273-291.

Hill, S 2007, ‘Multiliteracies: Towards the future’. In: Makin L , Jones Diaz C and McLachlan C (eds) Literacies in Childhood: Changing Views, Challenging Practices, 2nd
edn. Melbourne: Elsevier, pp. 56-70.
Victoria State Government 2020, Literacy rich environment, Victoria State Government, viewed 11 May 2021,
<https://www.education.vic.gov.au/childhood/professionals/learning/ecliteracy/emergentliteracy/Pages/literacyrichenvironment.aspx>

Wohlwend, DE & Marsh, J 2011, Playing Their Way into Literacies : Reading, Writing, and Belonging in the Early Childhood Classroom, Teacher College Press, New York.