8802369-483846Learning Plan 1 (Early Childhood)

8802369-483846Learning Plan 1 (Early Childhood)

Title of Experience: Date: Age group: Content / concepts being explored:

Links to the Early Years Learning Framework:

Rationale: Why did you choose this particular experience? e.g., community event, childrens interest, identified as missing from the curriculum.

Childrens Background Knowledge: What is your starting point what do the children already know, how does this experience connect to or build on their existing knowledge / interests?

Learning Objectives: What will the children learn? These should be measurable and achievable in the time frame. List these as statements in dot point format.

Teaching Focus: What areas will you concentrate on? e.g., teaching strategies, equity, communication (use of terminology) etc.

Learning Environment: Where will the experience take place?

Resources: What resources and materials will you need to have prepared? Consider the use of ICT.

Assessment Strategies: How will you identify what the children have learnt and how will you record this?

Stage of the Learning Experience

Plan for all stages of the experience.

Approx. Time

Full day, morning play block?

Pre-Service Teachers Actions

What will you do during this time? What prompting questions might you need to prepare? How might you assess and record learning? How will you cater for individual differences?

Child/Childrens Actions / Tasks

What will the children be doing during this time?

Stage 1 Introduction

How will you introduce the experience/concept(s) and engage the interest of the children?

Stage 2

Main Body

Describe the experience.

What will the children be doing?

How will concepts be explored?

List at least three focus questions, relating to your learning objectives, that the children will be asked.

Stage 3

Conclusion

How will you conclude the learning experience and reflect on learning with the children?

8802369-483846Learning Plan 2 (Early Childhood)

Title of experience: Date: Age group: Content / concepts being explored:

Links to the Early Years Learning Framework:

Rationale: Why did you choose this particular experience? e.g., community event, childrens interest, identified as missing from the curriculum.

Childrens Background Knowledge: What is your starting point what do the children already know, how does this experience connect to or build on their existing knowledge / interests?

Learning Objectives: What will the children learn? These should be measurable and achievable in the time frame. List these as statements in dot point format.

Teaching Focus: What areas will you concentrate on? e.g., teaching strategies, equity, communication (use of terminology) etc.

Learning Environment: Where will the experience take place?

Resources: What resources and materials will you need to have prepared? Consider the use of ICT.

Assessment Strategies: How will you identify what the children have learnt and how will you record this?

Stage of the Learning Experience

Plan for all stages of the experience.

Approx. Time

Full day, morning play block?

Pre-Service Teachers Actions

What will you do during this time? What prompting questions might you need to prepare? How might you assess and record learning? How will you cater for individual differences?

Child/Childrens Actions / Tasks

What will the children be doing during this time?

Stage 1 Introduction

How will you introduce the experience/concept(s) and engage the interest of the children?

Stage 2

Main Body

Describe the experience.

What will the children be doing?

How will concepts be explored?

List at least three focus questions, relating to your learning objectives, that the children will be asked.

Stage 3

Conclusion

How will you conclude the learning experience and reflect on learning with the children?

Self-reflection on the learning experience: How does your lesson sequence demonstrate your professional role as an advocate for Indigenous education, children and families? How does your lesson sequence demonstrate your own attitudes and values with relation to Indigenous education and how may this impact upon your teaching practice and the development of professional, respectful relationships?

Lesson Plan 1 (Primary)

Lesson title: Date: Year level: Topic: Duration of lesson: Links to the Australian

Curriculum: Learning area(s) Strands & sub-strands Content descriptors

General Capabilities Cross-curriculum priorities Lesson rationale: What influenced your lesson choice? e.g., student interest, global/local event, curriculum requirements.

Students background knowledge: What is your starting point what do the students already know, how does this lesson connect to or build on their existing knowledge?

Teacher focus: What areas will you concentrate on yourself? e.g., appropriate use of terminology, student motivation.

Learning intentions:

What will the students learn?

Success criteria:

How will the students demonstrate what they have learnt?

Learning environment Where will this lesson take place? e.g., indoors, outdoors.

Resources: What resources will you need to have prepared? Consider the use of ICT.

Assessment strategies: How will you identify what the students have learnt and how will you record this?

Stage of lesson Approx.

time Pre-service teachers actions

What will you do during this time? What prompting questions might you need to prepare? How might you assess and record student learning? How will you cater for individual differences? Student actions/tasks

What will the students be doing during this time?

Stage 1 Introduction

How will you gain the students attention, engage the interest of the students and introduce the concept(s)?

Stage 2

Body of lesson

Describe each activity and the order in which it will be undertaken. Include aspects of differentiation here.

Stage 3: Conclusion

How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task?

Lesson Plan 2 (Primary)

Lesson title: Date: Year level: Topic: Duration of lesson: Links to the Australian

Curriculum: Learning area(s) Strands & sub-strands Content descriptors

General Capabilities Cross-curriculum priorities Lesson rationale: What influenced your lesson choice? e.g., student interest, global/local event, curriculum requirements.

Students background knowledge: What is your starting point what do the students already know, how does this lesson connect to or build on their existing knowledge?

Teacher focus: What areas will you concentrate on yourself? e.g., appropriate use of terminology, student motivation.

Learning intentions:

What will the students learn?

Success criteria:

How will the students demonstrate what they have learnt?

Learning environment Where will this lesson take place? e.g., indoors, outdoors.

Resources: What resources will you need to have prepared? Consider the use of ICT.

Assessment strategies: How will you identify what the students have learnt and how will you record this?

Stage of lesson Approx.

time Pre-service teachers actions

What will you do during this time? What prompting questions might you need to prepare? How might you assess and record student learning? How will you cater for individual differences? Student actions/tasks

What will the students be doing during this time?

Stage 1 Introduction

How will you gain the students attention, engage the interest of the students and introduce the concept(s)?

Stage 2

Body of lesson

Describe each activity and the order in which it will be undertaken. Include aspects of differentiation here.

Stage 3: Conclusion

How will you draw the lesson ideas together so that the students can evaluate what they have learnt? How will you prepare the students for the next task?

Self-reflection on the lesson sequence: How does your lesson sequence demonstrate your professional role as an advocate for Indigenous education, children and families? How does your lesson sequence demonstrate your own attitudes and values with relation to Indigenous education and how may this impact upon your teaching practice and the development of professional, respectful relationships?