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 relationships 2. Partnerships 3. High expectations & equity 4. Respect for diversity 5. Ongoing learning & reflective practice

Practices:

Holistic approaches Responsiveness to children Learning through play Intentional teaching

Continuity of learning & transitions Cultural competence Assessment for learning Learning environments
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH Writing, Recount
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Week 1 Language: By the end of this Use a checklist to Introduction: What type of Multiple forms of
Lesson 1 Understand that lesson students identify if the - Show children different types of recount writing is this? recount
- See what is similar about all texts What is a - Event
purposes text serve should be able to objectives were recount?
- Go through structure of recount - Diary
Modelling
Familiarising
shape their structure in 1. Correctly ✓ Met - Model how to complete next activity and analyse a
What does a - Retell
Analysing predictable ways order parts ~ Needed some recount have to
- Journal
recount include?
(ACELA1447) of a recount assistance - Biography
What order do we
2. Create an X Unable to Body: put information in
Language: complete - In groups of 4 children are each given a bag of a recount a recount?
appropriate
Recognise that different independently cut up
types of punctuation, title for their - Children can work together to order the recount correctly What needs to be Bags of cut up strips
Objective 1:
given with strips of paper first? of part of recounts
including full stops, View students’
- Independently write an appropriate title for this recount What words are Scrap books
question marks and recount work before they used for order? Pencil
- Once viewed by teacher children glue the recount in
exclamation marks, glue in their book How do we end a Glue sticks
correct order in their book and write title
signal sentences that to see if they have recount? Coloured pencils
- Early finisher: draw a picture of what happened in the
make statements, ask ordered correctly recount
questions, express and written an
emotion or give appropriate title Conclusion:
commands (ACELA1449) Objective 2: - Verbal exit strip: children must name one part of a recount
- Ie: what, when, who first, next, finally, emotion
Write an
Understand how to spell appropriate title Learner diversity: What is one part
one and two syllable for their recount of a recount?
- Extending: Group with strong students are given a more
words with common using correct complex recount for example, a journal entry
letter patterns grammar (Capital - Enabling: weaker students are given a simple recount to
(ACELA1778) letter) order for example, an event retell
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH Writing, Recount
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON CURRICULUM OBJECTIVE (what & how) EXPERIENCES QUESTIONS
LINKS (include learner diversity)
Week 2 Language: By the end of this lesson Objective 1: Introduction What’s an Walking Through
Lesson 2 - Engagement activity: Walking Through the Zoo song and The Zoo song card
Understand that students will be able to: Give students a actions
animal we saw
purposes text serve ticket for each at the zoo? Slide show of zoo
- Show slide show of images and videos taken on the Zoo
Modelled shape their 1. Write words, element correctly excursion photos
Guided - Outline objectives (written on the board) and success criteria
structure in phrases or planned What is a
predictable ways pictures to - Title Body recount?
(ACELA1447) - When Modelled writing:
complete a - Fill out each box on a recount planning sheet about the class
- Who What event
guided recount Zoo excursion
Understand how to will I write
plan - What - This plan can either be written, drawn or both
spell one and two - Focus on sounding out each word to spell it correctly about?
2. Use the sounding - Where A3 recount
syllable words with - Script attached
common letter out strategy - Sequence planning sheet &
Guided writing: What three
patterns of events Marker
independently to - Students write their own plan on Zoo excursion key events on
(ACELA1778) spell one and two - Feelings - Offer support to those students who need it
the excursion
- Encourage students to use sounding out strategy – and write
syllable words down who used the strategy and what words they used it for will I choose to
Objective 2: include in my A3 recount plans
Make anecdotal Conclusion
planned
notes on sticky - Revise the structure of a recount by selecting students
randomly using pop sticks and asking children to give a part of recount?
notes and attach the recount placing the card on the board once identified
to students work, - Exit question – name an animal seen at the zoo
word you heard Recount element
Learner diversity cards
them sounding
- Enabling: Weaker students can draw in each box, but must
out and if they Pop stick names
attempt writing one word per box
used the, - Extension: Must use majority of writing in plan, write a
sounding out sentence
strategy
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH Writing, Recount
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 3 Language By the end of this In a checklist write Intro: What are Images from
Lesson Understand that the lesson students should students ability to - Quick write activity: In pairs children are given an adjectives? sports carnival
3 purposes text serve shape be able to: complete the image from the sports carnival and must write down
What adjectives
their structure in 1. Write words, objectives: different adjectives related to the event relate to the
Shared or phrases
predictable ways sports carnival?
Guided correctly in a Objective 1: Give Body:
(ACELA1447) child a number to
recount plan - Shared writing: Plan a recount on sports carnival,
represent use of How is a recount Large recount
Explore differences in 2. Include a including drawings, words and adjectives
words or phrases in structured? plan
words that represent WOW - Children are holding their image and adjectives and What information
their plan
people, places and things adjective in 1: Below average suggest adjectives to use in shared recount plan do I place in each
2: Expected level - Guided writing: Children write their own plan about box? A3 recount plan
(nouns, pronouns) each box to
Which WOW
happenings and states make the 3: Exceeding the sports carnival including adjectives for children
adjectives can in
(verbs), qualities writing more average - Use quick write activity to help include adjectives include?
(adjectives) and details engaging
Objective 2: Conclusion:
such as when, where and
✔: student used - Children are all given a piece of information about Is that telling you Recount plan
how (adverbs) (ACELA1452) introduction Information word
WOW adjectives the sports carnival
X: student used information or an or phrases from
- A recount plan in up on the wall event that
simple adjectives sports carnival
- Students must place their word or phrase in the happened?
correct information box
Learner diversity
- Extending: Writing phrases, including adjectives
- Enabling: Draw pictures, one word for idea one
word adjective
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH Writing, Recount
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 2 Literacy: By the end of this Collect students’ Introduction: What is a
Lesson 4 Create short imaginative lesson students should work samples of - Outline learning objective success criteria for the lesson recount?
and information texts that be able to: their edited draft - Recap recount topic What needs to
Model - Kung Fu punctuation – to remind students of different
show emerging use of recount. Note down be included in a
Guided
1. Using a giving a grade their punctation recount?
appropriate text structure,
written plan achievement of Show me a full
sentence-level grammar, Body:
to assist them each of the stop (repeat for
word choice, spelling, objectives - Modelled writing: Using previous lesson shared plan on all punctuation)
punctuation and form words the sports carnival model a draft recount
appropriate multimodal into sentences - Guided: Using their plan on sport carnival recount from Sport Carnival
A: Achieve way What plan
elements, for example and write a beyond target last lesson children write their own draft recount information Large lined paper
illustrations and diagram draft recount B: above target - Model: Bring children back onto the mat and using needs to be in Children’s own
(ACELY1661) 2. Edit their C: At target multiple strategies and a green pen model the editing the first plan
recount D: Below target process of draft recount, focussing on punctuation sentence? English Note book
Language: effectively, - Guided: Children edit their own work using similar What ordering
Recognise that different strategies as modelled words should I Mr Spacey,
using
use in my Editing fan
types of punctuation, strategies to Conclusion: recount? (The Writing
including full stops, improving - Read modelled edit version of sport carnival draft as a
question marks and class and doing Kung Fu punctuation action every time Book, pg. 190)
punctuation
exclamation marks, signal and word use punctuation is used
sentences that make
statements, ask questions, Learner diversity:
- Extending: Provide little support when writing and editing
express emotion or give Edited recount
work
commands (ACELA1449) - Enabling: Offer closer support while working in small
groups with a teacher when writing and editing
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH Writing, Recount
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week 3 Literacy: As a result of this Use a checklist to Introduction Ben, what did Talking bear
Lesson 5 Create short imaginative and lesson students Objective 1: - Morning circle time you do on the
information texts that show should be able to: List if a child - Topic: what did you do on the weekend weekend? A3 recount plan
Independ
emerging use of appropriate 1. Independently successful wrote a
ent
text structure, sentence-level write a plan of a Body
Guided plan recount:
grammar, word choice, recount - Independent writing: children write a plan recount of
✔: independently
spelling, punctuation and 2. Use verbal their weekend. This includes phrases, drawings and Can you think of
appropriate multimodal X: needed guidance a better
communication adjectives Green pencil for
elements, for example to help edit and
adjective?
Objective 2: - Think pair share: Children verbally retell and discuss editing
illustrations and diagram
improve their their recount
(ACELY1661) Comment on How can you
own and a
phrases or words - Partner can help include better or more adjectives improve your
partners plan
Language you heard being and use prompt word “because” when discussing plan? English
Understand that the purposes 3. Write a draft Why did you
used by children conclusion and feelings about the weekend notebook
text serve shape their copy of their feel that way?
to improve their - Guided writing: Children use their plan and ideas
structure in predictable ways plan
own or others discussed with partner to write a draft recount of
(ACELA1447) What did you do
plan their weekend first, next and
Explore differences in words finally?
that represent people, places Objective 3: Conclusion
Show me how
and things (nouns, pronouns) Give a grade on - Acting activity: On the mat ask students to find their you felt?
happenings and states (verbs), child’s draft own space and act out their weekend
qualities (adjectives) and recount
details such as when, where A: Achieve way Learner diversity:
and how (adverbs) beyond target - Partners include a weak students with a strong
(ACELA1452) B: above target student to help support and build English knowledge
C: At target of the weaker students
D: Below target - Enabling: students will be given more guidance and
support while writing drafts
 FORWARD PLANNING DOCUMENT
TERM/WEEKS: 1 YEAR LEVEL: 1 LEARNING AREA/TOPIC: ENGLISH Writing, Recount
AUSTRALIAN CURRICULUM
General Capabilities:
Literacy Numeracy ICT Critical and creative Ethical Behaviour Personal and social Intercultural Understanding
thinking Competence
Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and Cultures Asia and Australia’s engagement with Asia Sustainability
WEEK/ AUSTRALIAN CURRICULUM SPECIFIC LESSON ASSESSMENT TEACHING & LEARNING KEY RESOURCES
LESSON LINKS OBJECTIVE (what & how) EXPERIENCES QUESTIONS
(include learner diversity)
Week Literacy: As a result of this Use a checklist to Introduction Which one did Boring recount
4 Create short imaginative and lesson students note the child’s - Read to students a boring recount of your own you like better? Exciting engaging
information texts that show What made it recount
Lesson should be able to: completion of weekend and an exciting, interesting recount
better?
6 emerging use of appropriate 1. Confer with objectives: - Discuss the differences How can we make
text structure, sentence-level sure our recounts
grammar, word choice, another
Objective 1: Body: exciting and
spelling, punctuation and student to - Guided writing: In partners children take it in turn to interest? Weekend draft
appropriate multimodal Excellent
improve improve their draft recount from previous lesson recount
elements, for example Good Can you add any
their draft Unsatisfactory - Use editing strategies and a green pen
illustrations and diagram adjectives to your https://www.youtu
(ACELY1661) recount of - Go noodle in between writing? be.com/watch?v=d
their Objective 2: - Other child’s recount is now being improved NL6RwymoNg
Do any full stops
Re-read student’s own weekend A: Achieve way - Once recounts are edited children draw a picture on
and capital letters Mr spacey and
texts and discuss possible 2. Publish a beyond target the back of the paper need to be editing fan (The
changes to improve final copy of B: above target - Independent: One child video records the other added? Writing Book, pg
meaning, spelling and C: At target reading out loud their recount of their weekend to 190)
their recount Is this now your
punctuation (ACELY1662) D: Below target produce a final published copy final good copy of iPads
orally in a Comment on writing?
Use interaction skills video pace, tone, pitch, Conclusion:
including turn-taking, recording writing quality - Shared writing: Reflect on lesson and what they What did we do Large recount plan
recognising the learnt by filling out a recount plan first, next and
finally today?
contribution of others, Upload video to How do you feel?
Learner diversity:
speaking clearly and using SeeSaw for
- Extending: students writing longer more complex
appropriate volume and parents to view
sentences about the events that happened on the
pace (ACELY1788) what their child
weekend
has been learning
- Enabling: offer more support in partnership when
editing draft recount
Rationale

I used the gradual release of responsibility in a dynamic way in order to create the content

and teaching in the Forward planning document. The decision to reorder and adjust the

release model was to best suit the writing genre of recount. Writing a recount, learning how

to retell an event or experience, practices sequencing, and helps children understand that

writing can convey meaning. A recount can be personal, imaginative or factual. I used the

release model in conjunction with the writing process to ensure each process was being

taught, and then gave the children an opportunity for the children to practise their writing.

My lesson steps followed the concept that before children are able to practise

independently, they need to be guided through the process. (Cameron & Dempsey, 2013).

Due to my writing genre being recount, the writing needed to follow a specific structure and

process. This meant some explicit teaching was necessary. Every lesson in my Forward

Planning document focussed on either the structure of the recount or actually writing a

recount. Each lesson also had a second focus to integrate the English curriculum. For

example, while planning and writing a recount of the sports carnival, the task was to also

include adjectives to improve the children’s writing. As each step of the writing process was

introduced I would begin by modelling it, then allow the children to have a go through

shared, guided or independent writing. To make the teaching of recount in Year 1 more

meaningful, the students recounted events that happened in their daily life. The lessons also

included verbal discussions, examples of recounts and physically acting out recounts to

provide opportunities for children that need more movement to focus. I endeavoured to

ensure students consistently had opportunities to engage with and demonstrate their

learning in the lessons, rather than just being informed by me.

References

Camerson, S., & Dempsey, L. (2013). The writing book: A practical guide for teachers.
Auckland, N.Z.: S&L Publishing.

Government of Western Australia. (2014). School curriculum and standard authority.

Retrieved from https://scsa.wa.edu.au