Planning

Documents
Early Childhood
University of
Notre Dame

EARLY YEARS LEARNING FRAMEWORK

Outcomes: 2, 4, 5

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

inter-dependence, resilience and sense of

Children take increasing responsibility for

Children develop a range of skills and processes such as

Children engage with a range of texts and gain

their own health and physical wellbeing

problem solving, enquiry, experimentation, hypothesising,

meaning from these texts

agency
Children develop knowledgeable and confident

researching and investigating

Children become aware of fairness

self identities

Children transfer and adapt what they have learned from

Children express ideas and make meaning using a

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, 3, 4, 5
1. Secure, respectful & reciprocal relationships

2. Partnerships

3. High expectations & equity

4. Respect for diversity

5. Ongoing learning & reflective practice

Practices: 2, 5, 6, 7, 8
1. Holistic approaches

2.Responsiveness to children

3. Learning through play

4. Intentional teaching

5. Continuity of learning &

6. Cultural competence

7. Assessment for learning

8. Learning environments

transitions

English

CONCEPT MAP

In order to complete the

COGNITIVE / LANGUAGE
Students in year three/four are

StoryJumper activity students are

required to use a strong sense of

required to have a sound knowledge

language in this learning experience;

in spelling simple words, however may

require assistance with more advanced
words.
When completing the task the

they are required to write sentences

Concept: Christmas Celebration

Term: 1
Week: 8

to go alongside the images and symbols

in their Christmas stories.
Students need to communicate with

students must be able to

their partners in order to come to

agreements

comprehend task instructions given to

them by the educator and be able to
ask and answer particular questions.

Technology & Enterprise

Students will need to match the

text written with appropriate images

that coincide with the text.

The lesson relates to the

Allow for students to use internet access or

Going in pairs for the task

literature to research facts or ideas about the

Students are aware of having a

Christmas celebration that they were not aware

Society and Environment

Maths

maximum of 10 pages in their

online story

of.

This can assist them when in pairs and when they

ACARA link (ACHHK064),

begin to create their stories using the iPads and

which focuses on celebrations;

computers. It will give them some new sound

Christmas Time!
Christmas is relatable to Society
and our Environment, as it has
been a traditional event that is
celebrated every year.

knowledge, to help guide their stories.

The Arts

given the opportunity to present

Use of StoryJumpers to create their own

their online StoryJumpers to

imaginative, online Christmas story.

their classmates. It is vital that

Educator will need access to the Interactive

children are given the chance to

Whiteboard;

present the work they have

In order to have prior brainstorming and discussion

with the students.

Students in the classroom are

TO demonstrate how to use StoryJUmper

And it is also used for the children to present
their online Christmas StoryJumpers.

completed and achieved.

Children take part in singing wellknown traditional Christmas carols

as a class.

DEVELOPMENTAL DOMAIN CONCEPT MAP

(option 2)

CREATIVE / AESTHETIC

Students are guided by educators to be as creative

with their Christmas stories as possible. With their
own choice of images, colours, written text and
plot line.

Children can branch off each others creative

imaginations to produce a unique Christmas story.

SOCIAL / EMOTIONAL

Students are able to listen to

children who are talking or answering
questions on the mat, without
interrupting and listening
attentively.

Allowing both children in the pairs

to take turns controlling the
technological device equally between
one another.

Students are given

Concept: Christmas Celebration

Term: 1
Week: 8

SPIRITUAL / MORAL

Depending on the situation of the

schools religious beliefs; the
educator can delve into the
spiritual aspect of Christmas.
-What happened to Jesus on
Christmas Day?
-Did he have any special friends
that helped Jesus?
Who came to Mary with the very
special news about baby Jesus?

FORWARD PLANNING DOCUMENT

TERM/WEEKS: Term 1, Week
8

YEAR LEVEL: 3/4

LEARNING AREA/TOPIC: Christmas Celebrations

(History)

AUSTRALIAN CURRICULUM
EYLF
PRACTICES

1. Holistic
Approaches

PRINCIPLES

2. Responsiveness
to children

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

OUTCOMES

Literacy

Numeracy

3. Learning
Through Play

4. Intentional
Teaching

2. Partnerships
2.Children are connected
with and contribute to their
world

ICT

General Capabilities:
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures

5. Continuity of
learning &
transitions
3. High expectations & equity

6. Cultural
competence

3.Children have a strong

sense of wellbeing

4.Children are confident and

involved learners

Critical and creative

thinking

Asia and Australias engagement with Asia

Prin Prac O/C

Week 7,

Celebrations and

- Children will be able to

-Children in the class will be

Lesson 1

commemorations in other

have a clear

Focusing on

understanding of

Christmas

Celebration

EYLF

AUSTRALIAN CURRICULUM
LINKS

places around the world;

for example, Bastille Day
in France, Independence
Day in the USA, including

4. Respect for diversity

Ethical Behaviour

WEEK/
LESSON

SPECIFIC LESSON
OBJECTIVE

7. Assessment For
Learning

ASSESSMENT
(what & how)

8. Learning
Environments

5. Ongoing learning & reflective

practice
5.Children are effective
communicators

Personal and social

Competence

Intercultural Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTIONS

RESOUR
CES

Introduction:

1. Can anyone

Christma

able to present their Christmas

Introduce the lesson with

tell me the

s Carols

stories with the rest of the

perhaps some Christmas carols

name of a

Christmas ideas, symbols

class through the interactive

to allow children to learn about

special

and traditions

whiteboard.

the Christmas celebration

Christmas carol

through new mediums.

- Children will be able to

-Teacher is able to have access

-Have a brief discussion about

create their own

to the students StoryJumpers

what they learnt in their QR

2. Can anyone

QR Code

Christmas story book

and can then re assess once

Code Scavenger Hunt.

tell me an

Questions

Chinese New Year,

online using technology

they have been shared with the

-Teacher would have previously

interesting fact

handy to

Christmas Day, Diwali,

such as iPads, through

class.

seen their QR Code Scavenger

that they

refer to

Easter, Hanukkah, the

ICT application

Hunt worksheet, to see the

learnt or new

-The educator can ensure that

areas of knowledge that still

about the

they have met all objectives, by

need to be covered.

Christmas

-Children will be able to

using a checklist and marking

Lesson Steps:

celebration?

work in pairs to

each child based on the

-Children will be organised into

those that are observed

in Australia such as

Moon Festival and

Ramadan (ACHHK064)

StoryJumper.

collaborate ideas for

Christmas story they have

pairs to create their own

their online Christmas

produced.

imaginative and creative online

story.

Christmas story book. The ICT

that the children will be using
is called StoryJumper
-Teacher will demonstrate on

iPads/

the Interactive Whiteboard as

Compute

to how StoryJumper works;

rs

how to add text, title page,

StoryJum

images and colours.

per

And explain the aim of the

activity; creating their own
Christmas story online to then
share with the class.
Also explain the task
instructions:

http://w
ww.story
jumper.co
m/book/
docreate/
-1

-Maximum of 10 pages for the

story
-Must have a title page, with
the authors and illustrators
names on the front
-Allow time for the children to
complete the activity.
Closure:
-Ensure that every child has
the opportunity to present
their online Christmas
StoryJumper Book to the rest
of the class on the Interactive
Whiteboard.
-Educator can explain that they
will combine all the online
Christmas stories into one big
class story to keep and for
everyone to read.

Interactive
Whiteboard