teacher interacts with children to support discussions and learning. 1.00 Literacy-focused learning and teaching with preparatory year teacher. Experiences may include: shared reading modelled writing jointly constructing texts to be used in other experiences. Note: The experiences between 1.00 and may be rearranged to allow for a library specialist lesson (once a week). 1.20 Writing and drawing Children draw and explore early forms of writing to communicate ideas to others (peers and adults). Adult/s provide support by scribing, helping children to use current knowledge about letters and sounds, and drawing attention to new symbols and ideas about writing and representing. 1.50 Indoor negotiated experiences that may include: cross-curriculum project work negotiated play experiences – dramatic play Arts projects working with computers small group construction experiences self-selection of games and puzzles, etc. 2.50 Prepare for going home.
EXAMPLE PLAN 2: WEEKLY PLAN – INDOOR AND OUTDOOR EXPERIENCES Monday Tuesday Wednesday Thursday Friday page 1 of 4 Outdoor: Teacher-initiated Outdoor: Teacher-initiated Outdoor: Teacher-initiated Outdoor: Teacher-initiated Outdoor: Teacher-initiated Outdoor: Child-initiated spontaneous, negotiated Outdoor: Child-initiated spontaneous, negotiated Outdoor: Child-initiated spontaneous, negotiated Outdoor: Child-initiated spontaneous, negotiated Outdoor: Child-initiated spontaneous, negotiated Individual planning Individual planning Individual planning Individual planning Individual planning Adult support Adult support Adult support Adult support Adult support
Lunch Indoor Play Sharing Language Language CL1 CL2 CL3 LA1 LA4 CL2 LA1 CL2 CL5 LA1 LA4 CL2 LA1 CL2 CL5 LA1 LA4 CL2 LA1 Afternoon Tea Read and Rest Afternoon Activities 1. 2. 3. 4. 5. Carpet Time CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5
Tuesday Prep Yr 1 Yr2 P 1 2 Carpet Time Outdoor Play Writing Support Maths LA4 CL1 CL1 CL3 LA2 LA4 LA5 LA4 CL1 CL1 CL3 LA2 LA4 LA5 LA4 CL1 CL5 LA1 CL5 LA3 Snack Outdoor Play Maths Maths Writing Support CL1 CL3 LA2 LA4 LA5 CL1 CL3 CL5 LA3 CL5 LA1 CL5 LA1 Lunch Sharing Indoor Play Language Language CL2 LA1 CL1 CL2 CL3 LA1 LA5 CL2 LA1 CL2 CL5 LA1 LA5 CL2 LA1 CL2 CL5 LA1 LA5
Afternoon Tea Read and Rest Afternoon Activities 1. 2. 3. 4. 5. Carpet Time CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 Wednesday Prep Yr 1 Yr2 P 1 2 Carpet Time Outdoor Play Maths CL4 LA1 CL1 CL3 LA2 LA4 CL4 LA1 CL1 CL3 LA2 LA4 CL4 LA1 CL1 CL3 CL5 LA3 Snack
Outdoor Play Maths Maths CL1 CL3 LA2 LA4 CL1 CL3 CL5 LA3 CL1 CL3 CL5 LA3 Lunch Sharing Indoor Play Language Language CL2 LA1 CL1 CL2 CL3 LA1 LA3 LA4 CL2 LA1 CL2 CL5 LA1 LA4 CL2 LA1 CL2 CL5 LA1 LA4 Afternoon Tea Read and Rest Afternoon Activities 1. 2. 3. 4. 5. Carpet Time CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5 CL2 LA1 CL1 CL2 CL3 CL4 LA2 LA5 CL4 LA5
Thursday Prep Yr 1 Yr2 P 1 2 Carpet Time Outdoor Play Maths CL4 LA1 CL1 CL3 LA2 LA4 CL4 LA1 CL1 CL3 LA2 LA4 CL4 LA1 CL1 CL3 CL5 LA3 Snack Outdoor Play Maths Maths CL1 CL3 LA2 LA4 CL1 CL3 CL5 LA3 CL1 CL3 CL5 LA3 Lunch Sharing Indoor Play Music Language Language CL2 LA1 CL1 CL2 CL3 LA1 LA3 LA4 CL5 LA2 CL2 LA1 CL2 CL5 LA1 LA4 CL5 LA2 CL2 LA1 CL2 CL5 LA1 LA4 CL5 LA2
Year 2 Diagnostic Net: Writing Phase C experimenting with emerging understanding of written, visual and multimodal texts to communicate meanings writing process: information reports and narrative innovation joint construction scaffolding independent construction planning & reflecting books focused analysis (see criteria sheet) ongoing work samples: Year 2Net records ongoing work samples: folios
power: F.3, F.4, F.5, 1.3, 1.4, 1.5 negotiator continued focus on behaviour levels and social constructs of learning during afternoon carpet time Social Construct Level 1 cooperating with others in social situations developing a sense of personal identity as a capable learner acting with increasing independence and responsibility towards learning and personal organisation. Children build early understandings about diversity by: investigating and communicating positively about the social and cultural practices of people in their community. conversation, discussion, play, responses to text, etc Observation Checklist: Refer to Social Construct Level 1 Health and Physical Learning: SOSE & HPE Learnings Assessment Children build a sense of their own wellbeing by: HPE: Developing concepts and skills for physical activity: F.1, F.2, F.3, 1.1, 1.2 making choices about their own and others’ health and safety with increasing independence fine-motor activities gross-motor activities including “Obstacle Course Engineers” Outdoor play: PMP specialist PE lessons transitions observation recorded annotations checklists using and extending gross-motor skills when integrating movements and using equipment using and extending fine-motor skills when integrating movements and manipulating equipment, tools and objects Early mathematical understandings and active learning processes (thinking & investigating): Mathematics, Science, SOSE & Technology Learnings Assessment Children think and enquire by: generating and discussing ideas and plans and solving problems Frog pond planning Problem-solving sessions Everyday child-centred problem solving Morning carpet session “Planning & reflecting” samples Observation