william rose school early years unit of learning term 3

William Rose SchoolEarly Years

Unit of LearningTerm 3

Per the Department of Education guidelines all Early Years students will participate in the one unit of learning during the Learning from Home period. This unit of learning will be delivered whether they are participating in learning from home or onsite at school. Students who attend onsite will be supervised and supported to engage in the unit of learning but this may not be with the students normal classroom teacher.

The following unit of learning incorporates a range of learning tasks across each Key Learning Area addressing core outcomes that link to our planned unit on This is Community and My Living World.

A sample weekly “timetable” for the unit of learning is provided as an example but the unit is designed to be flexible. Please note that tasks are designed so that they can easily be repeated. For example, the shared reading activity in English could be done as a daily activity either sharing a different book each day or revisiting the same book across multiple days with a different focus. Similarly, the yoga activity in PDHPE could be a daily task with a focus on a different element each day.

You can modify and adapt each task to suit the students needs as and when required. Just record modifications on the task sheet. Additionally, brief observations of how students engaged in the task can be made on the task sheet and you can take photos of students participating in tasks that can be shared with their class teacher when students return.

Please direct any questions regarding the unit of learning to your child’s class teacher.

Week OneSample learn at home timetable

Tuesday Wednesday Thursday Friday

Morning Session

(English and Maths)

• Shared story

• Writing my name

• Shapes• Position

and Direction

• Shared story

• Writing my name


and Direction

• Shared story

• Writing my name


and Direction

• Shared story

• Writing my name


and Direction

Middle Session

(Science, Geography & Creative Arts)

Music• Listening to

sounds• Making

rhythms

Science• Exploring

textures• Gardening

Geography• Exploring

the weather

• Leisure in the community

Visual Arts• Using

different tools

• Making a picture collage

Afternoon Session

(PDHPE)

• Yoga• Out and

About• Things that

I like

• Yoga• Out and


I like

• Yoga• Out and


I like

• Yoga• Out and


I like

This sample timetable is designed to provide some simple structure and routine to the students day and show how learning tasks can be implemented across the day.

This is just an example and the learning tasks can be completed flexibly per each students individual needs.

Early YearsRemote Learning Program

KLA: EnglishOutcomes:

ENe-1A: communicates with peers and known adults in informal and guided activities demonstrating emerging skills of group interaction.

ENe-2A: composes simple texts to convey an idea or message.

ENe-4A: demonstrates developing skills and strategies to read, view and comprehend short predictable texts on familiar topics in different media and technologies.

Towards Independence

Everyday Living

Parent/Carer Guide - Speaking and Listening

1 How do you say no ? (signing, speaking or gesture)

2 How do you say yes? (signing, speaking or gesture)

3 Can you show me where there is a toilet to use?

4 Show me how you can ask for help. (signing, speaking or gesture)

Parent/Carer Guide – Shared Story

1 Show that you can:

• Listen to a short story

• Respond to or join in with a short story

2 Find some books that you like:

• Look at them with a friend

• Show or tell someone about your books

3 Find your favourite book:

• Show or tell a friend why you like the book

• Show or tell them what the book is about

• Show them your favourite part of picture


Developing Communication SkillsTowards Independence

Developing Communication Skills

Parent/Carer Guide – Writing my name

1 Write, copy or trace your own name

2 Write, copy or trace the name of your school

3 Find things in your school that begin with the first letter

of your name

4 Show these things to your friends

5 Write, copy or trace the name of your friend

6 Write, copy or trace the names of other people in your

family or friendship group


Developing Communication SkillsTowards Independence

Developing Communication Skills


KLA: MathematicsOutcomes:

MAe-1WM : describes mathematical situations using everyday language, actions, materials and informal recordings.

MAe-16MG: describes position and gives and follows simple directions using everyday language.

Parent/Carer Guide – Shapes

1 Cut out of a range of shapes from different coloured paper or other material

2 Put your shapes into groups: circles, squares, rectangles and triangles

3 Find everyday objects around you with these shapes

4 Use your shapes to make pictures of these objects

5 Show you know what each shape is called

6 Display your work and share it with your friends


DEVELOPING NUMERACY SKILLS

Parent/Carer Guide – Position and Direction

1 Demonstrate an understanding of directional language in three different ways e.g. experience an obstacle course –over, under, around

2 Look for objects which have been hidden

3 When playing a game or activity follow simple directions e.g. move forward, move backward and spin around


DEVELOPING NUMERACY SKILLS


KLA: ScienceOutcomes:

STe-1WS-S: observes, questions and collects data to communicate ideas.

STe-3LW-ST: explores the characteristics, needs and uses of living things.

Parent/Carer Guide - Exploring textures

1 Explore a range of baking textures with your hands.

For example:

• Soft (flour, baking powder, butter, icing sugar, cocoa powder)

• Grainy (sugar, edible glitter)

• Lumpy (broken biscuits, cereal, chocolate)

• Sticky (icing, buttercream, honey, treacle)

• Rough (coconut, citrus peel, cake decorations)

• Runny (milk, golden syrup, icing)

• Other

2 Show your responses to the baking textures.

• Show which ones you liked

• Show if there were any you disliked


Food Technology

Parent/Carer Guide - introduction to gardening

1 Select two gardening tools that can be used in the garden

e.g. watering can, hose

2 Using the selected tools decide on two activities that could be taken part

in when growing and caring for plants

3 Take part in two activities when growing and caring for plants

e.g. planting and watering

4 Show two safety precautions that can be followed when growing and

caring for plants

Lifeskills Challenge

Gardening


KLA: GeographyOutcomes:

GEe-1: identifies places and develops an understanding of the importance of places to people.

Parent/Carer Guide – What’s the weather like?

1 Look out of the window or go outside to find out what the weather is like

today.

Share your thoughts about today’s weather with another person at home

or at school.

2 Make a display or poster that shows as many different words, signs or

symbols to describe weather as you can.

3 Watch the weather forecast on the TV or look at one in a newspaper or

on the Internet.

• What is the weather going to be like tomorrow?

• Share this information with another person at home or at school, and

show how you feel about this sort of weather.


GeographyTowards Independence

Geography

Parent/Carer Guide - Leisure in the community

1 Research (show) the leisure activities you do (or would like to do) in the

community. For Example:

• Sport

• Shopping

• Dancing

• Fishing

• Riding

• Fitness class

• Cinema

• Taking photos

• Walking

• Eating out

• other

2 Show the clothes you wear for the activity. Is it different to what you

would wear to school and/or work?

3 Show the equipment you need.

4 Show you know the safety rules.

5 Show the activity you like doing best.


Using Leisure Time


KLA: Creative ArtsOutcomes:

VAES1.1: Makes simple pictures and other kinds of artworks about things and experiences.

VAES1.2: Experiments with a range of media in selected forms.

MUES1.4: Listens to and responds to music.

Parent/Carer Guide – Using different tools

1 What can you use to make marks on paper?

For example:

• Pencils

• Textas

• other

2 What do you want to draw?

For example:

• Car

• Person

• other

3 Add things to your drawing

For example

• Shapes

• Different colours

• Different sizes


Making Pictures

Parent/Carer Guide – Make a picture collage

1 Collect pictures, words and items in different colours and sizes.

2 Glue your pictures, words and other items on a piece of paper or

cardboard.

3 Take a photo to share your work.


Making Pictures

Parent/Carer Guide – Listening to sounds

1 Go for a walk around the block in your local community. Listen to the

sounds in your local area.

2 Make a list of sounds you can hear in the community.

For example:

• Music

• Sirens

• Dogs barking

• Birds chirping

• The wind

• Traffic

• Children playing

3 With the above listen go through a share what noise you like and what

noises you dislike from the community sounds.


Music

Parent/Carer Guide - Making rhythms

1 Clap your hands, tap a part of your body or stomp your feet to a regular

beat.

2 Clap, tap or stomp:

• Slow beats

• Fast beats

3 Clap, tap, or stomp to your first name.

4 Clap, tap, or stomp to the names of others.

5 Listen to a song and clap, tap or stomp to the rhythmic beat.


Music


KLA: PDHPEOutcomes:

PDe-3: communicates ways to be caring, inclusive and respectful of others.

PDe-6: explores contextual factors that influence and individual’s health, safety, wellbeing and participation in physical activity

Parent/Carer Guide - Yoga actions

1. Move and wriggle your fingers.

2. Rub your fingers and then clap your hands.

3. Gently tap different parts of your body with your hands:

• Head

• Shoulders

• Arms

4. Shake our your arms and your hands.

5. Shake out one leg at a time.

6. Make a fist with your hand and then open your fingers wide.

7. Move your hands up and down.

8. Move your feet up and down.

Stamp your feet :

• Softly on the floor

• Loudly on the floor


Yogacise

Parent/Carer Guide - Things that I like

1 Show your favourite food.

2 Show your favourite music.

3 Show your favourite TV programme or movie.

4 Show your favourite clothes.

5 Show your favourite activities.

6 Show your favourite toy or game.


Myself and Others

Parent/Carer Guide - Out and about

1 Practice cleaning your face and changing your dirty clothes.

2 Find pictures on what to wear outside when it is :

• Hot and sunny

• Raining

• Cold

3 Practice crossing the road safely with an adult.


Everyday Living

Literacy

❖ Traditional Dreaming stories and related activities:

- How the birds got their colours

HSIE

❖ Research about a famous Aboriginal sports person and

create a poster

CAPA

❖ Designing clapping sticks using dot painting

SCIENCE

❖ Cooking Damper

PDHPE

❖ Indigenous sports and games to play in class or as

part of group sports.

NAIDOC Activities 2021 We will celebrate NAIDOC Week in week 2 (19th July to 23rd July). Most of these suggested activities are

designed to fit in with your regular timetable and can be adapted as necessary.

More information and resources can be found Faculty-> Local2->

Special events NAIDOC Week 2021

Art & Craft

What’s included

in the pack

What I need 2 branches cut, paint, q-tips, paint brush

Activity

1 Cut 2 branches 15-20cm

2 Remove bark from the branches

3 Paint entire stick with one colour

4 Make dot painting designs using q-tips

5

Student reflection (please tick): Additional comments:

Date:

Aboriginal clapping sticks

Science

What’s included

in the pack

What I need 3 cups self raising flour, pinch of salt , 80g butter, ¾ cup water

Activity

1 Combine flour and salt in a large bowl

2 Use fingertips to rub the butter into the flour

3 Add water to flour mixture.

4 Mix to make a dough and knead for 2 minutes

5 Make dough into disc shape and place on tray. Dust the damper with extra

flour.

6 Bake in preheated oven (200 degrees Celsius) for 30 minutes


Date:

Cooking- Making Damper

Poster- Famous

Aboriginal sports person HSIE

What’s included

in the pack

What I need A3 Cardboard, markers, photos,

Activity

1 Research about a famous Aboriginal Sports person e.g. Name, achievements

2 Print photos and information

3 Paste/write information and create a poster,

4 Share with other classes/ Display in class

5

6


Date:

Sports- GorriPDHPE

What’s included

in the pack

What I need Large Gym Ball or hula hoop, cones, Tennis balls

Activity

1 Mark a line. Students stand behind the line

2 Players throw small balls (shotput style) at a moving target (large ball or hula

hoop rolling across field).

3 Repeat step 2 few times.

4

5

6


Date:

Dreamtime stories

How the birds got their colours Literacy

What’s included

in the pack

What I need Storybook/ YouTube- online (How the birds got their colours),

Activity

1 Read/ listen to the story ‘How the birds got their colours’

2 Complete activity1. Students choose and colour/paint birds.

3 Complete activity 2. Students sequence pictures.

4

5

6


Date:

All the birds got colours.

The dove pricked his foot.

Colours exploded from the dove’s foot-

all over the parrot!

The parrot pecked the dove’s foot.

The dove got very sick.

All the birds were black.

1

2 3

4

5 6

How The Birds Got Their Colours

william rose school early years unit of learning term 3

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