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: August YEAR LEVEL: Kindy LEARNING AREA/TOPIC: Superheroes
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 KEY
LESSON CURRICULUM NQS EXPERIENCES RESOURCES
OBJECTIVE (what & how) QUESTIONS
LINKS (include learner diversity & play)
IDENTITY  QA1 Prior Knowledge: Children have been interested in
Build 1.1.1 Students will be Individual Descriptor for superheroes and playing good and bad guys during Who is your Bindi bindi
knowledgeable 1.1.2 able to: portfolio – includes indoor and outdoor play. favourite wand
and confident self- 1.1.3  Create a photo of child making superhero?
identities  Show 1.2.1 superhero mask, wearing mask and Morning Mat Session: Smart TV
confidence in own 1.2.2 name in superhero pose 1. The children will gather on the mat in a circle What are some
learning and 1.2.3 2. Children and the teacher sing ‘Good Morning’ superpowers Whiteboard
Week One  Design and
capabilities  1.3.1 Work sample song to start the day – started to learn and teach heroes can and markers
Show curiosity, 1.3.2 create their have?
Monday own superhero the children
engagement and 1.3.3 Photos for story park Blank masks
purpose for mask 3. Together, go through acknowledgement country What powers
Tuesday and the colour and meaning of the flags.
learning; participate QA2  Identify their Checklist to see who has would you like? Paints
in dramatic play, 2.2.1 made a mask 4. The teacher introduces the days of a week. This
& superhero
role play and is new and will be done every day as part of their If you could Glitter
name
learning QA3 morning mat routine to help remember the days choose just one
Wednesday
experiences that 3.1.1 of the week. power, what Collage paper
explore aspects of 3.2.1 would it be?
5. Children learn the days of the week song
identity and points 3.2.2 Pom poms
of view (Addams family theme song – days of the week) What would
QA4 6. Teacher introduces ‘Bindi Bindi’ the counting your superhero https://
CONNECTING & 4.1.1 butterfly that counts how many kindy friends are name be? www.youtube
CONTRIBUTING 4.1.2 here today. The children and the butterfly work .com/watch?
 Work with together to count all the children in the room and What are the v=obnC8ZltD
others to develop QA5 then count that number on a number line. (New rules for being a 2A&ab_chan
skills for 5.1.1 morning routine) superhero? nel=Storytime
communication 5.2.1 Anytime
7. Teacher will choose a special friend who can
and inquiry about Could kindness
themselves and QA6 hold Bindi Bindi when counting their friends. be a https://
their world  6.1.1 8. Teacher introduces what they will be working on superpower? www.youtube
Develop skills for 6.1.2 which superheroes, Why or why .com/watch?
working with others 6.1.3 9. The teacher asks the children, “who is your not? v=6P-
 Listen to others favourite superhero?” Y_M9q7RM
and share own ideas 10. Ask a group, we will brainstorm the different Can everyone &ab_channel
have kindness =ReadingPion
powers superheroes could have on the
as a eersAcademy
whiteboard superpower?
11. Before heading to morning tea to wash their
hands, the children will tell the teacher one
power they wished they had if they were a
superhero

Lunch Mat Session:

1. The children will sit in front of smart TV where
the teacher will introduce a story for the children
to listen to about superheroes, “Ten rules of
being a superhero”
https://www.youtube.com/watch?
v=obnC8ZltD2A&ab_channel=StorytimeAnytim
e
2. The teacher will see what rules the children can
remember from the story in order to be a
superhero

Afternoon Mat Session

1. The teacher will show a story called “Kindness is
my Superpower”
https://www.youtube.com/watch?v=6P-
Y_M9q7RM&ab_channel=ReadingPioneersAca
demy
2. The teacher will explain how that everyone can
have kindness as a superpower, and you don’t
need to be strong, fast or fly to have a
superpower you can just be kind to everyone
 around you.

Learning Experience 1:
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 blank superhero eye
mask for them to decorate
3. Using their fine motor skills, arts and crafts
skills, the children will decorate the mask
however they would like
4. The teacher will ask the children two important
questions:
 What is your superhero name?
 What is your power?
5. Teacher will take photos of the children wearing
the masks and make into a comic strip for the
children’s portfolio. The photo will also have
their superhero name and their superpower

Learning Experience 2:
1. Children will receive superhero puzzles of
different superheros and their bodies cut into
three parts.
2. Children are to mix and match the parts of
the superhero and build the superhero with
the correct body parts. E.g., spiderman legs,
body and head go together

Learner Diversity:
Assistance children
 Teacher will assist students with a name for their
superhero
 Children use at least 2 colours
 Pictures of superheros masks as guidance

Extension children
 Design their mask before they paint their mask
 Create a pattern on their mask
 Tell the teacher what each colour represents on
the mask

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 or if other educators would like to
give a mat session
The children need a lot of repetition for learning new
things.