EARLY YEARS LEARNING FRAMEWORK

Outcomes: COLOUR KEY: Term 1 Term 2 Term 3 Term 4

OUTCOME 1: Children have a strong OUTCOME 2: Children are connected with OUTCOME 3: Children have a strong OUTCOME 4: Children are confident and involved OUTCOME 5: Children are effective

sense of identity and contribute to their world sense of well being learners communicators

Children feel safe, secure, and supported Children develop a sense of belonging to groups Children become strong in their social and Children develop dispositions for learning such as curiosity, Children interact verbally and non-verbally with

and communities and an understanding of the emotional wellbeing cooperation, confidence, creativity, commitment, others for a range of purposes

reciprocal rights and responsibilities necessary for enthusiasm, persistence, imagination and reflexivity

active community participation

Children develop their emerging autonomy, Children respond to diversity with respect Children take increasing responsibility for Children develop a range of skills and processes such as Children engage with a range of texts and gain

inter-dependence, resilience and sense of their own health and physical wellbeing problem solving, enquiry, experimentation, hypothesising, meaning from these texts

agency researching and investigating

Children develop knowledgeable and confident Children become aware of fairness Children transfer and adapt what they have learned from Children express ideas and make meaning using a

self identities one context to another range of media

Children learn to interact in relation to Children become socially responsible and show Children resource their own learning through connecting Children begin to understand how symbols and

others with care, empathy and respect respect for the environment with people, place, technologies and natural and processed pattern systems work.

materials
Children use information and communication

technologies to access information, investigate ideas

and represent their thinking

Principles:

1. Secure, respectful & reciprocal 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice
relationships
Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & Cultural competence Assessment for learning Learning environments
transitions

©The University of Notre Dame 2010 developed by C McGunnigle

 MONTH: July YEAR LEVEL: Kindy LEARNING AREA/TOPIC: Plants
FORWARD PLANNING DOCUMENT

EYLF Responsiveness to Learning through Intentional teaching Learning Assessment for Cultural competence Continuity of Holistic approaches
PRACTICES children play environments learning learning &
transitions
PRINCIPLES 1. Secure, respectful & 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective
reciprocal relationships practice
OUTCOMES 1.Children have a strong sense 2.Children are connected with 3.Children have a strong sense of 4.Children are confident and 5.Children are effective
of identity and contribute to their world wellbeing involved learners communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural
thinking Competence Understanding
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability

AUSTRALIAN TEACHING & LEARNING

SPECIFIC LESSON ASSESSMENT
LESSON CURRICULUM NQS EXPERIENCES RESOURCES
OBJECTIVE (what & how)
LINKS (include learner diversity & play)
CONNECTING & QA1 – Checklist – seeing who Prior Knowledge: Over the past couple of weeks, we
CONTRIBUTING Education Students will be able has completed the have looked at reconciliation week, indigenous  Smart TV
 Show respect for al to: experience and dreamtime stories and shapes. Some children have
Program  Bindi Bindi wand
the environment  Have a go at achieved the lesson planted a couple of flowers in the garden.
and  “The Tiny Seed” by
Respect, care for Practice drawing a flower objectives
and sustain the Morning Mat Session: Eric Carle through the
QA3 – by themselves
environment Physical Observation & 1. The children will gather on the mat in a circle smart TV.
Week One  Identify 3
Suggest ways to Environm Anecdotal Notes – 2. Children and the teacher sing ‘Good Morning’ https://www.youtube.co
care for and sustain ent elements a plant observing their fine m/watch?
Monday song to start the day – started to learn and teach the
the environment QA5 – needs to survive motor skills and v=LlDOMQPptOM&ab
Relationsh children
Investigate the  Plant a seed in listening to children _channel=BuddySonSto
Tuesday ips with 3. Together, go through acknowledgement country
interactions outdoor garden answering questions
Children and the colour and meaning of the flags. rytime
between the
& 4. The teacher introduces the days of a week. This is  Colourful A4 paper cut
environment and its Photos of the children
peoples completing the learning new and will be done every day as part of their in half
Wednesday
Describe the basic experience morning mat routine to help remember the days of  Black artline pen
needs of people, the week.  Laminator
plants and animals, Work Sample
5. Children learn the days of the week song (Addams  Carnation seeds
and places where
they live Task outline, photo and family theme song – days of the week)  Soil
Infer, predict and link to EYLF and 6. Teacher introduces ‘Bindi Bindi’ the counting  Water
hypothesises in curriculum links for butterfly that counts how many kindy friends are
order to develop an portfolio here today. The children and the butterfly work  Fishbowl
increased together to count all the children in the room and  Sunflower seeds
understanding of then count that number on a number line. (New  iPad for photos
the interdependence
morning routine)  https://
between land,
people, plants and 7. Teacher will choose a special friend who can hold www.youtube.com/
animals Bindi Bindi when counting their friends. watch?v=gIRR-
8. Teacher introduces what they will be working on VdIP1M&ab_channel=
which is plants and how we can look after our BuzzWithBee
environment at home, at Kindy and everywhere we
go.
9. The teacher reads the story “The Tiny Seed” by
Eric Carle through the smart TV.
https://www.youtube.com/watch?
v=LlDOMQPptOM&ab_channel=BuddySonStoryt
ime
10. The teacher explains that we are going to plant our
own seeds (sunflower seeds) in the Kindy Garden
and watch it grow.

Lunch Mat Session:

1. The children sit in a circle on the mat
2. The teacher puts a glass bowl in the middle of the
circle with soil in it.
3. The teacher explains that next week that they will
plant their own seed in the outside Kindy garden
but we are going to have a class inside experiment
and watch a plant grow in the glass bowl to see
how a plant grows. Everyone has to work together
to water the class experiment and watch for
improvements.
4. The teacher asks what does a seed/plant need to
grow and survive
5. The teacher shows a video of what a plant needs to
survive https://www.youtube.com/watch?v=gIRR-
VdIP1M&ab_channel=BuzzWithBee
6. The teacher and the children will see if their class
experiment has all the things they need to survive
and will plant a few seeds.
7. The teacher will ask each student what a plant
 needs to survive and grow in order to wash their
hands for lunch.
8. The bowl will be on display in the classroom for
the children to observe and help spray water.

Afternoon Mat Session:

1. The class recaps what a plant needs to grow and
survive and what plants need to be careful of
2. The teacher will read children literature books
relating to plants and growth, e.g. the ‘Little
Sunflower’ https://www.youtube.com/watch?v=-
G0i0RY2qvo&ab_channel=StoryTimewithChristi
ne

Learning Experience:
1. On the jellybean table, the teacher will work with 1
to 2 children at a time while the other’s play in the
indoor/outdoor environment which has play
equipment that relates to the learning experience
and children’s interests
2. The children will receive a small yellow piece of
card
3. With a black artline pen draw their own sunflower.
4. The teacher will write the child’s name next to the
sunflower.
5. Teacher will cut and laminate their sunflower to
stick on a popstick ready for next week’s learning
experience.
6. Teacher will also take a Portrait photo of the child
for another activity for next week.

Learner Diversity:
Assistance children
 Teacher will have photos of sunflowers and
drawings to help them draw their sunflower

Extension children
 Ask children how they can keep the plants safe

Play:
Children will have indoor and outdoor play with the
 other educators while I work with 1-2 children at a
time. The indoor environment and outdoor environment
are set up with equipment and activities that relate to
the learning experience/intention.

Notes:
Mat session might mix and match or swap around
depending on time/changing things around, not always
the same.
The children need a lot of repetition for learning new
things.
Week Two CONNECTING & QA1 – Checklist – seeing who Morning Mat Session:  Carnation seeds
CONTRIBUTING Education Students will be able has completed the 1. The children will gather on the mat in a circle  Soil
Monday  Show respect for al to: experience and 2. Children and the teacher sing ‘Good Morning’  Water
Program
the environment  Plant a seed in achieved the lesson song to start the day – started to learn and teach the
and  Fishbowl
Tuesday Respect, care for outdoor garden objectives
Practice children
and sustain the QA3 –  Sunflower seeds
 Identify parts of 3. Together, go through acknowledgement country
& environment Physical Observation &  Smart TV
a flower (roots, and the colour and meaning of the flags.
Suggest ways to Environm Anecdotal Notes –  Bindi Bindi wand
Wednesday care for and sustain ent stem, leaves, observing their fine 4. The teacher introduces the days of a week. This is
the environment QA5 – seeds and petals) motor skills and  Collage materials for
new and will be done every day as part of their
Investigate the Relationsh  Build the parts of listening to children sunflower
morning mat routine to help remember the days of
interactions ips with answering questions  glitter, green popsticks,
Children a flower with the week.
between the collage materials green patty pans, yellow
5. Children learn the days of the week song (Addams
environment and its Photos of the children outline of sunflower
provided family theme song – days of the week)
peoples completing the learning head, string
Describe the basic experience 6. Teacher introduces ‘Bindi Bindi’ the counting
needs of people, butterfly that counts how many kindy friends are  PVA glue
plants and animals, Work Sample here today. The children and the butterfly work  Laminated parts of
and places where together to count all the children in the room and flower game
they live Task outline, photo and then count that number on a number line. (New
Infer, predict and link to EYLF and
morning routine)
hypothesises in curriculum links for
order to develop an portfolio 7. Teacher will choose a special friend who can hold
increased Bindi Bindi when counting their friends.
understanding of 8. Teacher and children recap what they learnt last
the interdependence week about plants and what they need to survive.
between land, 9. The teacher explains how they will look at parts of
people, plants and a flower. The teacher will show a song of parts of a
animals
flower for the children to learn and perform the
actions. https://www.youtube.com/watch?
v=9bFU_wJgvBI&ab_channel=FireflyFamilyThea
tre
10. Each child will name a part of a flower to wash
 their hands and eat morning tea.

Lunch Mat Session:

1. The teacher will show a video about plants, the
parts of plants and the functions.
https://www.youtube.com/watch?v=A-
xScqCN0GA&ab_channel=LearnBright
2. Teacher will ask questions to see who was
listening.

Afternoon Mat session:

1. The children will sit in a circle and the teacher will
have enlarged laminated cut out parts of the
flower.
2. The children and the teacher will go through them
together starting from the bottom and working to
the top of the flower.
3. The teacher will have small, laminated parts of the
flower to give one to each child. Around the circle
the child will say what part of the flower they have
and match it to the enlarged laminated parts of the
flower.

Learning Experience:
1. The children and the teacher will work outside
and plant their own sunflower seed. The teacher
will work with one child at a time.
2. The child will dig a hole place the seed in the hole
and cover it up in soil
3. The child will then place their sunflower they drew
last week next to where they planted their seed so
they can watch their flower grow.
4. Once all seeds are planted, the children and teacher
work together to make sure the seeds receive all
the nutrients they need and water the seeds.
5. Children will need to care for their sunflower
everyday.

Part two:
1. The children will receive a cut out of a sunflower
head. They will put glue on the petals of their
 sunflower and sprinkle glitter on top.
2. The teacher will give them the photo of the portrait
photo that’s cut in a circle for them to stick in the
centre of their sunflower.
3. Children will use popsticks, patty pans and string
to create the stem, leaves and roots of a flower as
they have been learning about parts of a flower
4. We will create a classroom display of the Kindy
Sunflower Garden

Week Three CONNECTING & QA1 – Checklist – seeing who Morning Mat Session:  Smart TV
CONTRIBUTING Education Students will be able has completed the 1. The children will gather on the mat in a circle  Bindi Bindi wand
Monday  Show respect for al to: experience and 2. Children and the teacher sing ‘Good Morning’  A3 white paper
Program
the environment  Identify what a achieved the lesson song to start the day – started to learn and teach the
and  Paint brushes
Tuesday Respect, care for plant needs to objectives
Practice children
and sustain the  Water colour paints
QA3 – survive 3. Together, go through acknowledgement country
& environment Physical Observation &  Pictures of gardens
 Identify parts of and the colour and meaning of the flags.
Suggest ways to Environm Anecdotal Notes –
Wednesday care for and sustain ent a flower observing their fine 4. The teacher introduces the days of a week. This is
the environment QA5 –  Paint their own motor skills and new and will be done every day as part of their
Investigate the Relationsh garden at home listening to children morning mat routine to help remember the days of
interactions ips with answering questions
Children and describe the week.
between the what is in their 5. Children learn the days of the week song (Addams
environment and its Photos of the children
garden family theme song – days of the week)
peoples completing the learning
Describe the basic experience 6. Teacher introduces ‘Bindi Bindi’ the counting
needs of people, butterfly that counts how many kindy friends are
plants and animals, Work Sample here today. The children and the butterfly work
and places where together to count all the children in the room and
they live Task outline, photo and then count that number on a number line. (New
Infer, predict and link to EYLF and
morning routine)
hypothesises in curriculum links for
order to develop an portfolio 7. Teacher will choose a special friend who can hold
increased Bindi Bindi when counting their friends.
understanding of 8. The teacher reads a story on the smart TV called
the interdependence “In a garden”, https://www.youtube.com/watch?
between land, v=l4l2p8kwfXo&ab_channel=SimonKids
people, plants and
animals 9. The teacher uses this story to explain everything
that is in a garden and will asks the children, what
is in your garden at home?
10. The teacher will explain the learning experience
that they will be completing this week
Lunch Mat Session
1. The teacher will show a song of parts of a flower
for the children to learn and perform the actions.
https://www.youtube.com/watch?
v=9bFU_wJgvBI&ab_channel=FireflyFamilyThea
tre
2. The children will sit in a circle and the teacher will
have enlarged laminated cut out parts of the
flower.
3. The children and the teacher will go through them
together starting from the bottom and working to
the top of the flower.
4. The teacher will have small, laminated parts of the
flower to give one to each child. Around the circle
the child will say what part of the flower they have
and match it to the enlarged laminated parts of the
flower
5. Each child will name a part of a flower to wash
their hands and eat morning tea.

Learning Experience
1. Children will receive an A3 piece of paper and
water colour paints
2. Children will have picture prompts of gardens
around the painting easel
3. Children are to paint their garden at home
4. While painting the teacher will ask the child
questions such as what are the parts of a flower
and how would they look after their garden at
home.
5. The teacher will also ask what is in their garden
and the teacher will scribe for them
6. This is the final portfolio work, they will be
working on and showing us what they have learnt
about plants and how they can look after their
environment
7. Teacher will write observations on a plain piece of
paper

Learner Diversity:
Assistance children
 Teacher will have photos of gardens and drawings
to help them paint their garden

Extension children
 Ask children how they can keep the plants safe

Play:
Children will have indoor and outdoor play with the
other educators while I work with 1-2 children at a
time. The indoor environment and outdoor environment
are set up with equipment and activities that relate to
the learning experience/intention.

Notes:
Mat session might mix and match or swap around
depending on time/changing things around, not always
the same.
The children need a lot of repetition for learning new
things.