Use ONE theme/subject/topic broken up into 4 activities for explicit teaching and learning for understanding.
When deciding on a theme/subject/topic try and think how you could break this down into four smaller, more concise and achievable, accomplishments.
The description of the activity is to be dot pointed, this is so that other teachers can follow the activity step by step and know exactly what to do.
Describe what the students are being asked to do.
Inform teachers what to do, including specific information they need to know.
Be specific in your instructions- do not assume that other teachers have the required knowledge.
• Tell when a web link is to be viewed, with the title and link included IN the appropriate place IN the activity
• Insert photo of artefact when it is to be used
• Explain other resources
• If you are asking students questions insert the answers in (brackets) or, if open ended, some expected answers
__Guest speakers and/or incursion are NOT to be used in the activities. If a guest speaker/incursion aligns well with the activities list this separately-when this will happen, at what point in the series of activities, who is it, what will they do? Be specific in these details (do research). _______________________________________________________________________
_________________________________________________________________________
Early Childhood Educator students
Belonging, Being & Becoming – The Early Years Learning Framework (EYLF)for Australia
FOUR Learning Outcomes and relevant element/s (cut & paste) from table per Activity. See Assessment 2 explanation for instructions to access LO, Title and examples
Select 1 Learning Outcome, the Element listed as title to the table, children example and Educator example and Elaboration for children
https://docs.education.gov.au/documents/belonging-being-becoming-early-years-learning-framework-australia
_______________________________________________________________
*Insert at least 3 artefacts from Bunjilaka and/or alternative excursion or cultural artefact (make sure the images are small) that will be utilised in EACH different activity, i.e. 3 artefacts minimum per activity. Explain what they are (with specific details and facts) and how they will be used to inform the activity.
*The excursion IS NOT an activity
• Before submitting the document cut all instructions page.
Student name:
Student number:
Theme of unit:
Time lining content: delete as required
Pre-colonisation
Post-colonisation
Contemporary
Future
Aim of Activity 1:
Description of Activity 1:
_________________________________________________________________________
Location / Setting
Classroom. Specialist area. Other?
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬_________________________________________________________________________
Early Years Learning Framework
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
Time lining content:
Pre-colonisation
Post-colonisation
Contemporary
Future
Aim of Activity 2:
Description of Activity 2:
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬_________________________________________________________________________
Location / Setting
Classroom. Specialist area. Other?
_______________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬
Early Years Learning Framework
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
Time lining content:
Pre-colonisation
Post-colonisation
Contemporary
Future
Aim of Activity 3:
Description of Activity 3:
_________________________________________________________________________
Location / Setting
Classroom. Specialist area. Other?
¬¬ Early Years Learning Framework
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
Time lining content:
Pre-colonisation
Post-colonisation
Contemporary
Future
Aim of Activity 4:
Description of Activity 4:
________________________________________________________________________
Location / Setting
Classroom. Specialist area. Other?
_______________________________________________________________________
¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬¬ Early Years Learning Framework
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
_______
Learning Outcome:
Element title:
Children example:
Educator example:
List the Standard and Modules of 1.4 and 2.4 that align with each activity
Add a BRIEF explanation on how the chosen module/s aligns to the activity
AITSL focus area 1.4, 2.4 with relevant modules explicitly aligned to activities (cut & paste the Standard and relevant Module/s). READ the elaborations of the Modules before choosing- be careful of your choices.
http://www.curriculum.edu.au/leader/helping_teachers_support_aboriginal_and_torres_str,36825.html?issueID=12826
Activity 1-
Standard:
Module:
Explain_
Activity 2-
Standard:
Module:
Explain-
Activity 3-
Standard:
Module:
Explain-
Activity 4-
Standard:
Module:
Explain-
AITSL 3.5 – Verbal and non-verbal communication strategies used to support student engagement for these activities
Refer back to Session 1
• Use listed strategies from: Basic list of verbal communication strategies
• Use listed strategies from the Different Types, Forms of Non-verbal Communication
List in brackets which Activity aligns with which strategy. For example:
Verbal communication
Share ideas- After asking a question, pause to let the students think (act 1,3,4)
Exchange information- Don’t just accept “yes” or “no” answers (act 2,3,4)
Give orders (teacher voice) (act 1,2,3,4)
Non-verbal communication
Signs and symbols (act 3)
Posters (act 3)
Silence (act 1)
It should be explicitly obvious that these strategies will be used in the activities, therefore NO elaborations required
Cross Curriculum Priority- Indigenous learning Area:
use ‘Key Ideas’- Full description (cut & paste) and codes required.
https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-and-torres-strait-islander-histories-and-cultures/
Choose the ‘Key Ideas’ Organising Idea title and individual code with description that aligns with each activity (more than one may be relevant in different activities)
Activity 1:
Organising Idea:
Code and descriptor:
Activity 2:
Organising Idea:
Code and descriptor:
Activity 3:
Organising Idea:
Code and descriptor:
Activity 4:
Organising Idea:
Code and descriptor:
Resources
Web links and resources for content support for STUDENTS
Title and URL required
Locate web links to direct students to that are age appropriate.
Are students researching? What are some suggested sites?
Are there books that students could explore?
Activity 1:
Activity 2:
Activity 3:
Activity 4:
Web links and resources for TEACHER support
Title and URL required
Are there any curriculum links that teachers should be aware of?
Are their web links that teachers will look at but not show students?
Is there content information that teachers may explore before delivering the activity?
Activity 1:
Activity 2:
Activity 3:
Activity 4:
The last page of your package of 4 activities you must include:
Harvard referenced resources list (including all URLs and images used)
Your cultural/belonging place and brief explanation- 3 artefacts required
Please make sure that photos are small