E$%&' 'E$%( &E$%)*)+ ,%$ME-O%.

Outcomes:

CO&OU% .E':

Term 1

Term 2

Term 3

Term
OUTCOME : Children are confident and involved learners
Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

OUTCOME 1: Children have a strong sense of identity

Children feel safe, secure, and supported

OUTCOME 2: Children are connected with and contribute to their world

Children develop a sense of belonging to groups and communities and an understanding of the reciprocal rights and responsibilities necessary for active community participation

OUTCOME 3: Children have a strong sense of well being

Children become strong in their social and emotional wellbeing

OUTCOME !: Children are effective communicators

Children interact verbally and non-verbally with others for a range of purposes

Children develop their emerging autonomy, inter-dependence, resilience and sense of agency Children develop knowledgeable and confident self identities Children learn to interact in relation to others with care, empathy and respect

Children respond to diversity with respect

Children take increasing responsibility for their own health and physical wellbeing

Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating

Children engage with a range of texts and gain meaning from these texts

Children become aware of fairness

Children transfer and adapt what they have learned from one context to another

Children express ideas and make meaning using a range of media Children begin to understand how symbols and pattern systems work. Children use information and communication technologies to access information, investigate ideas and represent their thinking

Children become socially responsible and show respect for the environment

Children resource their own learning through connecting with people, place, technologies and natural and processed materials

"rinci#les:
1. Secure, respectful relationships reciprocal !. "artnerships #. $igh expectations equity %. &espect for diversity '. (ngoing learning practice reflective

"ractices:
$olistic approaches Continuity of learning transitions &esponsiveness to children Cultural competence )earning through play +ssessment for learning *ntentional teaching )earning environments

The University of Notre Dame 2010 developed by C McGunni le

,O%-$%/ "&$))*)+ /OCUME)T

TER.78EE9S2
EYLF PRACTICES PRI"CIPLES ,-TC,.ES Responsiveness to children Learning through play

YEAR LE:EL2
Intentional teaching &$ Partnerships &$Children are connected /ith and contri0ute to their /orld Learning environments

LEAR"I"1 AREA7T,PIC2
Assessment for learning e)uity Cultural competence Continuity of !olistic approaches learning transitions *$ Respect for diversity +$ ,ngoing learning reflective practice *$Children are confident and +$Children are effective involved learners communicators

#$ Secure% respectful reciprocal relationships #$Children have a strong sense of identity

'$ !igh e(pectations

'$Children have a strong sense of /ell0eing

A-STRALIA" C-RRIC-L-.
1eneral Capa0ilities2 Literacy "umeracy ICT Critical and creative thin3ing Asia and Australia6s engagement /ith Asia Ethical 4ehaviour Personal and social Competence Sustaina0ility Intercultural -nderstanding

Cross5curriculum priorities2 A0original and Torres Strait Islander histories and Cultures

-EE .0 &E(( O)

E'&,
"rin O0C "rac

$U(T%$&*$) CU%%*CU&UM &*).( ,easurement and geometry Using units of measurement 1. -se direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language .+C,,/00 12 Elaborations comparing ob3ects directly, by placing one ob3ect against another to determine which is longer or by pouring from one container into the other to see which one holds more using suitable language associated with measurement attributes, such as 4tall5 and 4taller5, 4heavy5 and 4heavier5, 4holds more5 and 4holds less5

("EC*,*C &E((O) O12ECT*3E 6he student uses comparative language to solve problems and answer questions. Student5s compare and order two or three concrete ob3ects according to length .longer7shorter than, or the same2.

$((E((ME)T 4what 5 how6 8ormative assessment "hotos on i"ads of students comparing the lengths of two7three ob3ects smaller7longer than their crayon. -pload these photos into students electronic portfolios

TE$C7*)+ 5 &E$%)*)+ E8"E%*E)CE( 4include learner diversity6 *ntroduction .' min2 *9: (livia (ctagon exploring measurement http;77www.hbschool.com7activity7ol ivia<octagon7activity'7a'Shell<'.ht ml =o not continue the game until the end of the lesson. :ody .10 min2 >6his purpose of this lesson is to be a formative assessment of what students already know so try not to give too much instruction. +sk students to find another classmate who is taller than them. 6his will be their partner for the lesson. $ave students find a crayon each then come back and sit in a circle. $and out the i"ads .1 between the pair2 ask students to put the crayon and i"ads behind them. ? 6his is so they don5t get distracted while you give instructions. +sk students; @Can you find things that are shorter than your crayonAB @Can you find things that are longer than your crayonAB Cxplain to them that with their partners5 they must take turns finding their ob3ects while the other photographs them comparing and measuring their ob3ects. +llow students to go forth and explore their environment finding ob3ects to compare. 8loat around the classroom

.E' 9UE(T*O)( Can you find things that are shorter7longer than DA

%E(OU%CE ( *9: http;77ww w.hbschoo l.com7acti vity7olivia< octagon7a ctivity'7a' Shell<'.ht ml i"ads Crayons

111 1

$ow do you know that it5s longer7shorterA

-EE. 0 &E((O ) 2

"rin O0C

E'&, "rac

$U(T%$&*$) CU%%*CU&UM &*).( ,easurement and geometry Using units of measurement 2. -se direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language .+C,, /0012 Elaborations comparing ob3ects directly, by placing one ob3ect against another to determine which is longer or by pouring from one container into the other to see which one holds more using suitable language associated with measurement attributes, such as 4tall5 and 4taller5, 4heavy5 and 4heavier5, 4holds more5 and 4holds less5

("EC*,*C &E((O) O12ECT*3E Students explore and use comparative language to describe the attribute of length. i.e. smaller, shorter, taller, longer, bigger, ect. E=irectly compare two ob3ects with a measurable attribute in common, to see which ob3ect has @more ofB7@less ofB the attribute, and describe the difference. 8or example, directly compare the heights of two children and describe one child as taller7shorter.

$((E((ME)T 4what 5 how6 :ubble us brainstorm ? student5s contributions. Students correct use of comparative language when comparing ob3ects during discussions Children can place ob3ects in order according to their length.

TE$C7*)+ 5 &E$%)*)+ E8"E%*E)CE( 4include learner diversity6 *ntroduction .'min2 &ecap previous measurement lesson. -se the i"ads to show the students comparing their ob3ects. +sk @what is lengthAB 6alk about the words longer, shorter, taller, bigger, and smaller. $ow are they the sameA $ow are they differentA 9hen would you use themA +sk students what they compared to their own height when they were out of class. /et them to share their observations and comparisons and type them up on the *9:. :ody .10min2 -se bubble.us and have ask students to contribute other comparative language that they can use to compare length. "rint out the :rainstorm and place on the wall above the *9:. Cxploration *nstruction; Choose three crayons and put them in order from longest to shortest. =raw them in your maths scrapbook. Conclusion 6ouching on baseline =uring share time sayB @* noticed you lined the crayons up on one end as you put them in order. 9hy did you do thatA 9hat would happen if you didnFt do thatAB

.E' 9UE(T*O)( 9hat is lengthA $ow long a particular ob3ect is. 6alk about the words longer, shorter, taller, bigger, and smaller. $ow are they the sameA $ow are they differentA 9hen would you use themA

%E(OU%CE ( i"ads *9: "rinter Crayons :ubble.us https;77bu bbl.us7 ,aths scrapbook s

:aseline 9hy did you put the crayons up one endA 9hat would happen if you didn5t line them up

-EE. 0 &E((O ) 3

"rin O0C

E'&, "rac

$U(T%$&*$) CU%%*CU&UM &*).( ,easurement and geometry -sing units of measurement 3. -se direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language .+C,, /0012 Claborations comparing ob3ects directly, by placing one ob3ect against another to determine which is longer or by pouring from one container into the other to see which one holds more using suitable language associated with measurement attributes, such as 4tall5 and 4taller5, 4heavy5 and 4heavier5, 4holds more5 and 4holds less5

("EC*,*C &E((O) O12ECT*3E Students directly compare the length of an ob3ect. -sing their comparisons students estimate where to place their ob3ect according to length in a line-up of other ob3ects from shortest to longest. i.e. students place their obviously small ob3ect closer to the shortest ob3ect rather than the longest. Students use a baseline to measure and compare the length of different ob3ects

$((E((ME)T 4what 5 how6 (bserve and take photos of children estimating where to place their ob3ects down in the line-up

TE$C7*)+ 5 &E$%)*)+ E8"E%*E)CE( 4include learner diversity6 *ntroduction Students sit in a big circle. /ive them 1 to ! ob3ects from around the classroom that can easily be ordered by length. Cxplain that as a class we are going to order these ob3ects from longest to shortest. Start by putting one ob3ect down ensuring that the bottom is touching the baseline .the edge of the carpet2 >&eview; 9hy is it important to line ob3ects up on one endA Come up with a strategy with the students asking @should we make sure all of the ob3ects are placed against the line at the edge of the carpetA :ody (ne by one, call on students to place his7her ob3ect down. +ssessment >=o not tell them where to put it .observe2.6hey have to estimate where it will go. +llow students to put things where they think they will go moving things around as they go.to make room for more ob3ects. >may need to guide students with questioning; @would it make sense to put the paperclip so close to the metre rulerAB while guiding them to place the metre ruler closer to the longest end. :ut mostly let student5s problem solve themselves. 6he task gets harder as more ob3ects are placed on the floor. Students will have to really compare the siGes of their

.E' 9UE(T*O)( &eview questions; 9hy is it important to line ob3ects up on one endA

%E(OU%CE ( Collection of ob3ects that can be easily measured by length. i"ad

9ould it make sense to place the D so close to the DA =o you think that the D belongs down this end with the shorter items or the longer itemsA $ow do you know that your item belongs between the D and the DA * noticed you left a lot of

-EE. 0 &E((O )

"rin O0C

E'&, "rac

$U(T%$&*$) CU%%*CU&UM &*).( ,easurement and geometry -sing units of measurement #. -se direct and indirect comparisons to decide which is longer, heavier or holds more, and explain reasoning in everyday language .+C,,/0012 Claborations E comparing ob3ects directly, by placing one ob3ect against another to determine which is longer or by pouring from one container into the other to see which one holds more E using suitable language associated with measurement attributes, such as 4tall5 and 4taller5, 4heavy5 and 4heavier5, 4holds more5 and 4holds less5

("EC*,*C &E((O) O12ECT*3E Students identify and document things in their environment that are longer than they are. Students plan and draft their 9hat is long measurement books.

$((E((ME)T 4what 5 how6 (rdering themselves from tallest to shortest. =raft7plan of their Creative :ook What is long? by: (students name)

TE$C7*)+ 5 &E$%) E8"E%*E)CE( 4include learner dive

*ntroduction &ecap previous me comparison and so activity. +sk students if the compare and order from shortest to ta 9hile they are com ordering themselve questions. 6ake a photo of the

:ody ? Creative book build >Students have used C:: times during literacy to he their news and stories. 6h length book however is hi structured and the words be used on each page are on the whiteboard. >* have prepared one for t to read first. *t includes th .with comparative languag photos of myself comparin to other ob3ects.2 &ead own story to the *9: or i"ad if t work. *n pairs have get st start planning their take photos on the items that are talle them7longer thanD

Conclusion Share drafts and p Cnsure students sa photos in their albu i"ads.