Tuesday Wednesday Thursday Tuesday Wednesday Thursday

GROUP TIME Read My Family My

Culture Book and show
country on map
Read story on culture
Hendas Surprise
Read bug book and play
bug game
Read My Family My
Culture Book and
show country on map
Read book on
different houses
people can live in
Read My Family My
Culture Book and show
country on map

Read My Family My
Culture Book and
show country on map
LINK TO EYLF Outcome 1A. Children
feel safe, secure and
supported
Outcome 1A. Children
feel safe, secure and
supported
Outcome 1A. Children feel
safe, secure and
supported
Outcome 1A. Children
feel safe, secure and
supported
Outcome 1A. Children
feel safe, secure and
supported
Outcome 1A. Children
feel safe, secure and
supported
TEACHING
TECHNIQUES
Telling and instructing
Telling children is a
conventional teaching
technique in which
someone with
information or
knowledge passes that
information to someone
who does not have it.
(MacNaughton &
Williams, 2009)
Telling and instructing
Telling children is a
conventional teaching
technique in which
someone with
information or
knowledge passes that
information to
someone who does
not have it.
(MacNaughton &
Williams, 2009)
Telling and instructing
Telling children is a
conventional teaching
technique in which
someone with information
or knowledge passes that
information to someone
who does not have it.
(MacNaughton &
Williams, 2009)
Telling and instructing
Telling children is a
conventional teaching
technique in which
someone with
information or
knowledge passes that
information to
someone who does
not have it.
(MacNaughton &
Williams, 2009)
Telling and instructing
Telling children is a
conventional teaching
technique in which
someone with
information or
knowledge passes that
information to
someone who does not
have it. (MacNaughton
& Williams, 2009)
Telling and instructing
Telling children is a
conventional teaching
technique in which
someone with
information or
knowledge passes
that information to
someone who does
not have it.
(MacNaughton &
Williams, 2009)
REFLECTION I felt this went really
well and the children
showed a lot of interest
in the book and finding
the country on the map.
Unfortunately I was
unable to have time to
read a story today.
The children had
previous knowledge of
this book and were
able to read along
also. It was interesting
talking to them about
the different looking
houses they could see
in the book.
Unfortunately the My
Family, My Culture did
not come back today.
The children were very
loud today so to get them
calm I read a book that
they didnt know which I
found they were very
engaged in. Then I decided
to play a little bug game
which the children
enjoyed it maybe did go a
little too long I think.
(keep sort and sweet next
time)
Unfortunately the My
Family, My Culture did not
come back today.
After the discussion
about houses in
Hendas surprise I
thought this would
lead really well into a
book on different
houses. During the
different houses book
the children were
having really great
discussions about
different house and
relating them to
around the world. No
My family, My culture
book.
Today the My family,
my culture book came
back. We read this as a
class and just discussed
how some people dont
come from anywhere
different they just
come from here. We
had some extra time so
we also read the skin I
am in book which the
kids really enjoyed.
Today we read the My
Family, My culture
book again and
showed on the world
globe. This activity is
going really well and
the kids seem to be
enjoying a lot which is
exciting for me.
ACTIVITY 1
INDOOR FLOOR
Place books out on bugs
and culture
Place books out on
bugs and culture
Place books out on bugs
and culture
Place small dolls and
wooden people in tubs
on floor
Place wooden stacks
and material on floor
for children to build a
different house with.
Place wooden stacks
and material on floor
for children to build a
different house with.

LINK TO EYLF Outcome 5B. Children
engage with a range of
texts and gain meaning
from these texts
Outcome 5B. Children
engage with a range of
texts and gain
meaning from these
texts
Outcome 5B. Children
engage with a range of
texts and gain meaning
from these texts
Outcome 1A. Children
feel safe, secure and
supported
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment

TEACHING
TECHNIQUES
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and
support.
(MacNaughton &
Williams, 2009)

REFLECTION Unfortunately this did
not happen. However
today the children
extended their home
corner play onto the mat
which was really
interesting.
Again today this did
not happen and the
children again
extended their home
corner play onto the
mat. With the addition
of chop sticks to the
home corner this
made a little more
cultural play happen
and it was interesting
watching the children
try to use them.





Today I decided again not
to place the books onto
the floor and allow the
children to extend their
home corner play to the
map again.
This went really well I
was worried that it
would not get played
with but they were.
We also found a
memory world maps
game and this was a
big HIT! Some found it
hard but learnt fast.
This was a great activity
the children really
enjoyed it! They spend
a long time getting
their house ready and
playing inside. Lots of
discussions and
negotiation.
Today the house
building went well
again. Not as many
children played today
but this seemed to
work better because
the few children that
did had really great
conversations. We
then moved the house
outside for an
extension which they
liked.
ACTIVITY 2
INDOOR TABLE
AT FRONT
Snails and snail swirls
See through table so the
children can look at the
snails from all angles
coloured paper added to
show snail trails. Swirls
hung on net above table.
Snails and snail swirls
See through table so
the children can look
at the snails from all
angles. Added sticks so
the swirls can be stuck
to and taken home.
Snails and snail swirls
See through table so the
children can look at the
snails from all angles.
Sticks remained.
Snail viewing area
paper available for
drawing
Snail viewing area
paper available for
drawing
Snail viewing area
paper available for
drawing
LINK TO EYLF Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
TEACHING
TECHNIQUES
Demonstrating To
demonstrate something
is to show how it is
done. (MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Demonstrating To
demonstrate
something is to show
how it is done.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Demonstrating To
demonstrate something is
to show how it is done.
(MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
REFLECTION The interest in this
activity was really
amazing the children
were so engaged. They
enjoyed watching and
interacting with the
snails. The swirls went
well the wanted to do
multiples of them they
enjoyed cutting around
the line this did for some
children take some
scaffolding.
Again this was really
engaging for the
children I was worried
they would not be
interested again but
they were. One snail
shell broke so the
activity was furthered
by researching what
would happen to the
snail now named Pom
Pom.
There was less interest in
the cutting of swirls today
and I left the table a lot
more alone today. The
children were still concern
over Pom Pom and were
watching him all day
today.
We set up the viewing
table but the tank was
not appropriate for
snails so we needed to
change it. One of the
children said I want to
draw what we can
build for pom pom and
this carried on with
the other children. We
then created a home
when we went
outside.
There were some great
drawing coming from
this table today and we
spend the day trying to
find pom pom in his
new home.
There was not as
much interest in Pom
Pom today but there
were still some great
drawing that the
children were doing.
ACTIVITY 3
INDOOR HOME
CORNER
Pictures on different
cultures in frames &
dress ups.
Pictures on different
cultures in frames,
dress ups & different
cultural utensils and
eating ware

Pictures on different
cultures in frames, dress
ups & different cultural
utensils and eating ware
Tea Party Tea Party and house
building
Tea Party and house
building
LINK TO EYLF Outcome 1C. Children
develop knowledge and
confident self identities
Outcome 1C. Children
develop knowledge
and confident self
identities

Outcome 1C. Children
develop knowledge and
confident self identities
Outcome 1C. Children
develop knowledge
and confident self
identities
Outcome 1C. Children
develop knowledge and
confident self identities
Outcome 1C. Children
develop knowledge
and confident self
identities
TEACHING
TECHNIQUES
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Co-constructing To
co-construct is to form
with others.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Co-constructing To
co-construct is to form
with others.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
Co-constructing To
co-construct is to form
with others.
(MacNaughton &
Williams, 2009)
REFLECTION This activity went well
but I felt as though it did
need something extra so
I looked for extra things
to add.
Today I decided to add
chop sticks and
Chinese bowels this
challenged the
children as well as
bringing a cultural
aspect. The children
extended the home
corner to the mat area
which was really
interesting as I had not
seen that in the past.
This went well today and
the children still extend
onto the mat area again.
For next week I am going
to change it a little take
things away and add
different things such as
tea ware to try and create
more3 conversation and
different roles. Also with
house building I hope this
will encourage
negotiation.


The tea party went
well the children were
using the tea party
things but there was
minimal conversation.
Today the tea party got
moved to the house
and this together
seemed to create
conversation more with
the tea party which
was great the
negotiation of roles
and things happened
which was good.
Today there was not
as much interest in
the house and home
corner. The children
that did go into the
house and home
corner held really
good conversation
and negotiation roles
well.
ACTIVITY 4
INDOOR TUB
Dirt or sand search for
bugs with logs and other
natural materials
Dirt or sand search for
bugs with logs and
other natural materials
Dirt or sand search for
bugs with logs and other
natural materials
Gloop soap flakes
and water with
Gloop soap flakes and
water with
Gloop soap flakes
and water with
LINK TO EYLF Outcome 4B. Children
develop a range of skills
and processes such as
problem solving, inquiry,
experimentation,
hypothesising,
researching and
investigating

Outcome 4B. Children
develop a range of
skills and processes
such as problem
solving, inquiry,
experimentation,
hypothesising,
researching and
investigating
Outcome 4B. Children
develop a range of skills
and processes such as
problem solving, inquiry,
experimentation,
hypothesising, researching
and investigating
Outcome 4B. Children
develop a range of
skills and processes
such as problem
solving, inquiry,
experimentation,
hypothesising,
researching and
investigating
Outcome 4B. Children
develop a range of
skills and processes
such as problem
solving, inquiry,
experimentation,
hypothesising,
researching and
investigating
Outcome 4B. Children
develop a range of
skills and processes
such as problem
solving, inquiry,
experimentation,
hypothesising,
researching and
investigating
TEACHING
TECHNIQUES
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and
support.
(MacNaughton &
Williams, 2009)
REFLECTION This activity worked well
the children stayed
engaged and interactive
with it for some time. It
created conversation
between the children
and they were searching
for more chairs to add
so they could join in
which I allowed. I
thought just have dirt
Again today this
activity was popular I
am finding it is
attracting more boys
than girls which is
interesting.
Today I found more girls
joined this activity which
was good to see. The
children really enjoyed
this activity and I found it
created so much
imagination and
communication.
There was so much
interest in this activity
today. I had more
children than the
three wanting to have
a go but we enforced
and redirected
children to other
activities while they
waited for a turn. They
enjoyed feeling the
Today there was not as
much interest but
always someone at the
activity. The slime had
thickened a little and
the children talked with
each other about the
changes to the slime.
Today we did not have
much interest in
playing with the slime
I had hoped they
would want to get
there hands in and
play with the slime
but not many of them
seemed to want to do
this. To remove the
slime before the
and bugs looked
uninviting so I added
other natural materials
as well.


































water and soap flakes
and beating with the
beaters.
holidays we took it
outside to have a play
but tipping it away.
The children seemed
more interested in it
outside and were
happy playing with
the toys and putting
their hands in it. They
also loved helping to
tip it down the drain
which turned messy
but good.
ACTIVITY 5
INDOOR CRAFT
TABLE
Pictures of bugs and
materials to make bugs
Pictures of bugs and
materials to make
bugs
Pictures of bugs and
materials to make bugs
Masks and things to
stick to on mask with
pictures of different
masks
Masks and things to
stick to on mask with
pictures of different
masks
Masks and things to
stick to on mask with
pictures of different
masks
LINK TO EYLF Outcome 4A. Children
develop dispositions for
learning such as
curiosity, cooperation,
confidence, creativity,
commitment,
enthusiasm, persistence,
imagination and
reflexivity
Outcome 4A. Children
develop dispositions
for learning such as
curiosity, cooperation,
confidence, creativity,
commitment,
enthusiasm,
persistence,
imagination and
reflexivity
Outcome 4A. Children
develop dispositions for
learning such as curiosity,
cooperation, confidence,
creativity, commitment,
enthusiasm, persistence,
imagination and reflexivity
Outcome 4A. Children
develop dispositions
for learning such as
curiosity, cooperation,
confidence, creativity,
commitment,
enthusiasm,
persistence,
imagination and
reflexivity
Outcome 4A. Children
develop dispositions
for learning such as
curiosity, cooperation,
confidence, creativity,
commitment,
enthusiasm,
persistence,
imagination and
reflexivity
Outcome 4A. Children
develop dispositions
for learning such as
curiosity, cooperation,
confidence, creativity,
commitment,
enthusiasm,
persistence,
imagination and
reflexivity
TEACHING
TECHNIQUES
Demonstrating To
demonstrate something
is to show how it is
done. (MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Demonstrating To
demonstrate
something is to show
how it is done.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Demonstrating To
demonstrate something is
to show how it is done.
(MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Demonstrating To
demonstrate
something is to show
how it is done.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Demonstrating To
demonstrate
something is to show
how it is done.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Demonstrating To
demonstrate
something is to show
how it is done.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
REFLECTION My mentor teacher
suggested that I make a
bug to show the children
how to make one which
worked well they copied
what I had made but
also extended it further.
Some of the creations
were amazing as
recording in
observations.
Again today there
were some amazing
bugs being made. The
pictures of bugs on the
table really helped.
Today there was not as
much bug making being
done still a small amount
but not as much as other
days. On others day alot of
girls were at the craft
table but today a few boys
had a go which was great
to see.
The masks were
amazing all the
children loved creating
masks and showing
them off to everyone.
A lot of them wore
their mask for the
whole day.
Again still today the
mask table was a big
hit. One of the children
today suggested we
have a parade with the
masks, so we decided
to make this the
following day for our
last day of term.
Today there was still
so much creating
happening on the
mask table the
interest did not
change or go. The
parade was a hit the
children were so
excited all day for the
parade and it went
well.
ACTIVITY 6
INDOOR PLAY
DOUGH
Pipe cleaners with play
dough and bug pictures
Pipe cleaners with play
dough and bug
pictures
Pipe cleaners with play
dough and bug pictures
Pipe cleaners with play
dough and bug
pictures
Pipe cleaners with play
dough and bug pictures
Pipe cleaners with
play dough and bug
pictures
LINK TO EYLF Outcome 5A. Children
interact verbally and
non-verbally with others
for a range of purposes
Outcome 5A. Children
interact verbally and
non-verbally with
others for a range of
purposes
Outcome 5A. Children
interact verbally and non-
verbally with others for a
range of purposes
Outcome 5A. Children
interact verbally and
non-verbally with
others for a range of
purposes
Outcome 5A. Children
interact verbally and
non-verbally with
others for a range of
purposes
Outcome 5A. Children
interact verbally and
non-verbally with
others for a range of
purposes
TEACHING
TECHNIQUES
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)

Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)

Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)

Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)

Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions about
someone or something,
we are trying to find
out about them or it.
(MacNaughton &
Williams, 2009)

Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)

REFLECTION I wondered whether I
needed to have made a
bug as a demonstration
but today showed that
was not needed. There
were such imagination
and creation put into
every bug that was
made.





As seen in the
observations there
were some amazing
bugs being made again
today.
Even today there were still
some amazing bugs being
made the children were
still engage and enjoying
the challenge. The picture
that I place on the table
worked so well in helping
them to create things.

I decided to leave the
activity the same for
this week because
there was so much
interest in this activity.
There was still so
much interest in this
today the creation
were still amazing and
there were trying to
create bugs of their
own not just what was
pictured which was
good.
Today still the interest
was high for this table. I
noticed the children
would have a go at a
bug leave and then
return again at some
stage during the day.
Today there was still
imagination on this
table I noticed the
pictures were hardly
used and the children
were using their
imagination to create
their bugs.
ACTIVITY 7
INDOOR PAINT
Place plastic bugs on
paint easel
Place plastic bugs on
paint easel
Place plastic bugs on paint
easel
Place cultural pictures
on easel of Aboriginal
dot art
Place cultural pictures
on easel of Aboriginal
dot art
Place cultural pictures
on easel of Aboriginal
dot art
LINK TO EYLF Outcome 4C. Children
transfer and adapt what
they have learned from
one context to another
Outcome 4C. Children
transfer and adapt
what they have
learned from one
context to another
Outcome 4C. Children
transfer and adapt what
they have learned from
one context to another
Outcome 4C. Children
transfer and adapt
what they have
learned from one
context to another
Outcome 4C. Children
transfer and adapt
what they have learned
from one context to
another
Outcome 4C. Children
transfer and adapt
what they have
learned from one
context to another
TEACHING
TECHNIQUES
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions about
someone or something,
we are trying to find
out about them or it.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
REFLECTION Having the bugs on the
easel helped to give the
children a visual to copy
or learn from. This
worked really well and
questioning the children
about what they have
created and asking
questions about the
bugs.





This again was a great
activity the children
made some beautiful
pictures of bugs.
Today there were still
some pictures being
created of bugs and
almost every child had a
go. It was great having the
bugs next to the children
for them to copy.
Today the children
who had a go at this
seemed to find it hard
I found myself staying
near the activity to
give them some
direction and help. A
lot of the children did
not understand that
the pictures were all
made of dots but
some did some great
paintings.
Today the dot concept
came through a lot
more and the children
were able to
understand the
concept and create
more dot rather than
line in their paintings.
There was not a lot of
interest in this activity
today but the children
who had a go had the
dotting going well.
ACTIVITY 8
INDOOR TABLE
NEAR PAINTS
Colouring materials and
paper with culture
picture around
Colouring materials
and paper with culture
picture around
Colouring materials and
paper with culture picture
around
Draw a picture for
Assan
Draw a picture for
Assan
Draw a picture for
Assan
LINK TO EYLF Outcome 3A. Children
become strong in their
social and emotional
wellbeing
Outcome 3A. Children
become strong in their
social and emotional
wellbeing
Outcome 3A. Children
become strong in their
social and emotional
wellbeing
Outcome 3A. Children
become strong in their
social and emotional
wellbeing
Outcome 3A. Children
become strong in their
social and emotional
wellbeing
Outcome 3A. Children
become strong in
their social and
emotional wellbeing
TEACHING
TECHNIQUES
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and
support.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
REFLECTION When we got the
children to go off and
choose an activity alot of
the children stopped
and looked at the
pictures around the
mirror. It didnt inspire
any of them to sit down
and draw but I was
happy that they took
notice of the pictures.





Today no one stopped
and looked or sat
down and did a
picture; I still decided
to leave this set up as
is to see what would
happen tomorrow.
Today the two girls that
had been away sat down
and drew a picture.
Although it may not have
had anything to do with
the picture around the
mirror I think the colours
might have helped them.
Unfortunately we
were unable to get a
picture of Assan so the
table was just used for
free drawing instead.
Unfortunately we were
unable to get a picture
of Assan so the table
was just used for free
drawing instead.
Unfortunately we
were unable to get a
picture of Assan so
the table was just
used for free drawing
instead.
ACTIVITY 9
INDOOR
TECHNOLOGY
Search for bugs we can
keep at kinder on
internet and take picture
for Assan
Search for bugs we can
keep at kinder on
internet and take
picture for Assan
Search for bugs we can
keep at kinder on internet
and take picture for Assan
Take photos for Assan Take photos for Assan Take photos for Assan
LINK TO EYLF Outcome 5E. Children
use information and
communication
technologies to access
information, investigate
ideas and represent
their thinking
Outcome 5E. Children
use information and
communication
technologies to access
information,
investigate ideas and
represent their
thinking
Outcome 5E. Children use
information and
communication
technologies to access
information, investigate
ideas and represent their
thinking
Outcome 5E. Children
use information and
communication
technologies to access
information,
investigate ideas and
represent their
thinking
Outcome 5E. Children
use information and
communication
technologies to access
information,
investigate ideas and
represent their thinking
Outcome 5E. Children
use information and
communication
technologies to access
information,
investigate ideas and
represent their
thinking
TEACHING
TECHNIQUES
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions about
someone or something,
we are trying to find
out about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and
support.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
REFLECTION This did not happen
today as it was a very
busy day and didnt
allow us time to search
on the computer.
Today this did not
happen because we
decided to search
snails instead; the snail
shell broke so we
wanted to see what
would happen to the
snail. Would he grow a
new shell? Or would
he move into one?
This did not happen today
as it was a very busy day
and didnt allow us time to
search on the computer.
This did not happen
without a picture for
Assan I felt it would be
hard for the children
to understand who
they were taking
photos for. It was also
a busy day which
would have made it
rushed.
This did not happen
without a picture for
Assan I felt it would be
hard for the children to
understand who they
were taking photos for.
This did not happen
without a picture for
Assan I felt it would be
hard for the children
to understand who
they were taking
photos for.
ACTIVITY 10
INDOOR TABLE
NEAR PAPER
SHELF
Map of the world and
little people and houses
on top
Map of the world and
little people and
houses on top
Map of the world and little
people and houses on top
Weaving with plastic
mats
Weaving with plastic
mats
Weaving with plastic
mats
LINK TO EYLF Outcome 4D. Children
resource their own
learning through
connecting with people,
place, technologies and
natural and processed
materials
Outcome 4D. Children
resource their own
learning through
connecting with
people, place,
technologies and
natural and processed
materials
Outcome 4D. Children
resource their own
learning through
connecting with people,
place, technologies and
natural and processed
materials
Outcome 4D. Children
resource their own
learning through
connecting with
people, place,
technologies and
natural and processed
materials
Outcome 4D. Children
resource their own
learning through
connecting with
people, place,
technologies and
natural and processed
materials
Outcome 4D. Children
resource their own
learning through
connecting with
people, place,
technologies and
natural and processed
materials
TEACHING
TECHNIQUES
Facilitating Facilitating
refers to the process of
making childrens
learning easier.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Questioning When
we ask questions about
someone or something,
we are trying to find
out about them or it.
(MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
REFLECTION This did not work as well
as I would have hoped I
thought the children
would use the map to
facilitate play and
conversation but this
didnt happen however
they were playing on top
of the maps.


Today the maps were
still played on but they
were still not used as I
hoped them to be.
Today the maps got
pushed to the side by the
children but the people
were played well with and
created lots of play with
the children.
There was not a lot of
interest in the map
today. Only one child
worked on this and
found it hard so
needed some help.
There were a few more
children at this activity
today and they helped
each other to complete
the activity.
There was again not
much interest in this
activity. Sally had
placed this activity out
a few weeks early so I
think maybe this is
why the interest was
not high.
ACTIVITY 11
OUTDOOR
Tray and magnifying
glass
Tray and magnifying
glass
Tray and magnifying glass Tray and magnifying
glass
Tray and magnifying
glass
Tray and magnifying
glass
LINK TO EYLF Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
Outcome 2D. Children
become socially
responsible and show
respect for the
environment
TEACHING
TECHNIQUES
Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)

Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)

Questioning When we
ask questions about
someone or something,
we are trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding Scaffolding
describes the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)

Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)

Questioning When
we ask questions about
someone or something,
we are trying to find
out about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and support.
(MacNaughton &
Williams, 2009)

Questioning When
we ask questions
about someone or
something, we are
trying to find out
about them or it.
(MacNaughton &
Williams, 2009)
Scaffolding
Scaffolding describes
the process of
providing temporary
guidance and
support.
(MacNaughton &
Williams, 2009)

REFLECTION This activity did not
happen my mentor
teacher was away and
we had lots on today so
we decided not to get
about tools or toys out
for the children and see
what they could create
on their own.





Today was very cold;
we did the bug hunt
and decided to play
again without any
tools or toys.
Today I stayed inside and
did some jobs inside and
also had a visit from my
university mentor so I was
unable to set up for the
children outside.
Because this was not
completed I decided to
do it this week
instead. Today we
created a house for
Pom Pom instead of
searching for bugs.
This was good though
because while creating
Pom Poms house
were found bugs and
this created a good
discussion between
the children.
Today I placed out the
magnifying glasses but
there were not many
children here today so
the interest in
searching for bugs was
high but unfortunately
we did not find any.
Today the children
were busy with the
slime and the parade
that we did not get
time to complete this
activity again.
ACTIVITY 12
OUTDOOR
Bug hunt Bug hunt Building with stones and
natural materials no toys
put out
Quiet reading area Quiet reading area Quiet reading area
LINK TO EYLF Outcome 5D. Children
begin to understand
how symbols and
pattern systems work
Outcome 5D. Children
begin to understand
how symbols and
pattern systems work
Outcome 4D. Children
resource their own
learning through
connecting with people,
place, technologies and
natural and processed
materials
Outcome 5B. Children
engage with a range of
texts and gain
meaning from these
texts
Outcome 5B. Children
engage with a range of
texts and gain meaning
from these texts
Outcome 5B. Children
engage with a range
of texts and gain
meaning from these
texts
TEACHING
TECHNIQUES
Suggesting A
suggestion is an offer of
advice, ideas or
recommendations about
what to do next.
(MacNaughton &
Williams, 2009)
Suggesting A
suggestion is an offer
of advice, ideas or
recommendations
about what to do
next. (MacNaughton
& Williams, 2009)
Facilitating Facilitating
refers to the process of
making childrens learning
easier. (MacNaughton &
Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier. (MacNaughton
& Williams, 2009)
Facilitating
Facilitating refers to
the process of making
childrens learning
easier.
(MacNaughton &
Williams, 2009)
REFLECTION This activity went really
well the children took a
little time to understand
that they had to find a
pair of bugs before they
were allowed to place
them in the bag but
once they understand
the negotiation between
children was amazing to
watch.
Because it went so
well yesterday I
decided to implement
this activity again.
Again this worked very
well I hide the bugs in
harder to find spots so
it took longer to find
the bugs but the
children still stayed
very engaged in the
activity. Again the
negotiation skills were
tested and also their
memory but it all went
really well.



Because I had my meeting
with my university mentor
teacher today I was
unable to start outside
with the children so we
decided to again go simple
and allow the children to
use their imagination to
create things from
materials around them.
The play was a lot more
interesting.
We were really busy
outside today and did
not this activity
completed.
We were really busy
outside today and did
not this activity
completed.
We were really busy
outside today and did
not this activity
completed.

CHANGED

NEW

DID NOT COMPLETE