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    This document outlines an early years learning framework for children with 5 learning outcomes over 4 terms. It includes a color-coded chart showing how the outcomes will be focused on each term. It also lists key principles and practices for learning. Additionally, it provides a concept map for a unit on color, showing how the concept can be developed across different developmental domains, including physical, creative, cognitive, social/emotional, and spiritual areas over 2-3 weeks.

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    This document outlines an early years learning framework for children with 5 learning outcomes over 4 terms. It includes a color-coded chart showing how the outcomes will be focused on each term. It also lists key principles and practices for learning. Additionally, it provides a concept map for a unit on color, showing how the concept can be developed across different developmental domains, including physical, creative, cognitive, social/emotional, and spiritual areas over 2-3 weeks.

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    This document outlines an early years learning framework for children with 5 learning outcomes over 4 terms. It includes a color-coded chart showing how the outcomes will be focused on each term. It also lists key principles and practices for learning. Additionally, it provides a concept map for a unit on color, showing how the concept can be developed across different developmental domains, including physical, creative, cognitive, social/emotional, and spiritual areas over 2-3 weeks.

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    © All Rights Reserved
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    Download as doc, pdf, or txt
    84 views4 pages

    FPD Extra Information

    Uploaded by

    api-281597709
    This document outlines an early years learning framework for children with 5 learning outcomes over 4 terms. It includes a color-coded chart showing how the outcomes will be focused on each term. It also lists key principles and practices for learning. Additionally, it provides a concept map for a unit on color, showing how the concept can be developed across different developmental domains, including physical, creative, cognitive, social/emotional, and spiritual areas over 2-3 weeks.

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    Planning

    Documents
    Early Childhood
    University of
    Notre Dame

    EARLY YEARS LEARNING FRAMEWORK


    Outcomes:

    COLOUR KEY:

    Term 1 (This Unit)

    Term 2

    Term 3

    Term 4

    OUTCOME 1: Children have a

    OUTCOME 2: Children are connected

    OUTCOME 3: Children have a

    OUTCOME 4: Children are confident and

    OUTCOME 5: Children are effective

    strong sense of identity

    with and contribute to their world

    strong sense of well being

    involved learners

    communicators

    Children feel safe, secure, and supported

    Children develop a sense of belonging to

    Children become strong in their social and

    Children develop dispositions for learning such as

    Children interact verbally and non-verbally with

    groups and communities and an understanding

    emotional wellbeing

    curiosity, cooperation, confidence, creativity,

    others for a range of purposes

    of the

    commitment, enthusiasm, persistence, imagination

    reciprocal rights and responsibilities necessary

    and reflexivity

    for active community participation


    Children develop their emerging

    Children respond to diversity with respect

    autonomy, inter-dependence, resilience

    Children take increasing responsibility for

    Children develop a range of skills and processes such

    Children engage with a range of texts and gain

    their own health and physical wellbeing

    as problem solving, enquiry, experimentation,

    meaning from these texts

    and sense of agency


    Children develop knowledgeable and

    hypothesising, researching and investigating


    Children become aware of fairness

    confident self identities

    Children transfer and adapt what they have learned

    Children express ideas and make meaning using a

    from 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

    Children begin to understand how symbols and

    others with care, empathy and respect

    respect for the environment

    connecting with people, place, technologies and

    pattern systems work.

    natural and processed 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
    Continuity of learning &
    transitions

    Responsiveness to children
    Cultural competence

    Learning through play


    Assessment for learning

    Intentional teaching
    Learning environments

    PHYSICAL: Fine Motor


    - pencil/paintbrush grip
    - manipulating play-dough
    - using i-pads
    - manipulating recordable pegs
    - squeezing for tie dye
    - controlling the bee-bots

    CREATIVE / AESTHETIC
    - creating new colours
    - exploring and experimenting with colour
    - creating artworks using colour
    - creating tie-died artworks
    - using ICT to create artworks
    - dancing and singing

    PHYSICAL: Gross Motor


    - dancing
    - running

    SENSORY
    - touch
    - sight
    - sound

    DEVELOPMENTAL DOMAIN
    CONCEPT MAP
    (o
    ption 2)

    Concept: Colour
    Weeks: 2 and 3

    SOCIAL / EMOTIONAL
    - group and team
    activities
    - class questioning
    sessions
    - sharing

    Term: 1

    COGNITIVE / LANGUAGE
    - experimentation and
    exploration
    - predicting and observing
    - following instructions
    - problem solving
    - discussing/sharing
    observations and ideas
    - learning the meaning of
    colour terms and using them
    - reflecting and evaluating

    SPIRITUAL / MORAL
    - sharing
    - respect for the
    opinions and ideas of
    others

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