Samples of daily routines and planning formats

This support material includes samples of daily routines and planning formats. Included in
the samples are a daily routine and weekly plan for a multiage P-3 at Ashwell State School
provided by Maree Frederickson.

Samples of daily routines

This support material contains three examples of daily routines that teachers could use across a
year in a prep setting. The examples will help teachers and administrators to reflect on many
complex issues, such as:
 How does a typical day of a Prep Year gradually change as the year progresses?
 How is time managed to ensure that children experience both outdoor and indoor
experiences?
 How can you ensure that the day remains flexible so that children’s shifting interests and
ideas are incorporated into the learning program?
 How can you manage time to balance longer periods of active learning with routines such
as meal breaks, rest/relaxation/quiet activities, and shorter periods of time for small and
large group learning opportunities?
 How can you use teacher-aide time most effectively — interacting with children, helping
with the preparation of materials and cleaning up after active outdoor or indoor learning
sessions?
 What other staff could help with setting-up or packing away heavy outdoor equipment if the
teacher aide starts after 9.00 am?
 Are there groups of children (e.g. after/before school care or older students) who could
support the program by cleaning paint pots, paint brushes or setting up resources for the
next day?
 How can you incorporate specialist lessons in ways that are meaningful to children and
connected to the Prep Year curriculum?
 How can you manage non-contact/teacher-release time?
 How can you manage staff to ensure that the teacher and teacher aide have meal breaks?
 How can you ensure adequate safety and supervision during outdoor play?
 How can you manage the day when the Prep Year class needs to share the playground
space with other year levels?
 How can you manage the day when toilet facilities for adults and children are external to the
classroom?
The examples highlight the:
 importance of active “hands-on” learning that engages children emotionally, socially,
intellectually and physically rather than formal, teacher-directed learning that requires
children to be passive learners
 gradual shift from a stronger focus on child-initiated play-based learning, to a program that
also includes teacher-child negotiated learning, and teacher-initiated focused learning and
teaching
 need to consider safety and supervision
 need to incorporate all five contexts for learning and development

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Samples of daily routines and planning formats

 importance of allocating longer blocks of time for active play-based learning, real-life
situations and investigations, and shorter amounts of time for focused learning and teaching
involving small or larger groups.
 need to work collaboratively with partners from the school staff (grounds support staff, other
teachers, etc.), parents/ carers and teacher aides to ensure that the outdoor and indoor
areas are set up and cleaned up during the day, and teacher aides spend the majority of
their time interacting with children.
In the following examples, it is assumed that the teacher aide arrives at 9.00 am and stays for 3
hours until 12.00 pm (shaded time on daily routine). In some settings, the teacher aide may start
before the children arrive, or the teacher aide may start later in the day for example 9.30 am–12.30
pm. In order to make the best use of teacher-aide time, the teacher aide may change work hours
during the year or across a week, depending on specialist lessons or other school events.
Lunchtime arrangements are flexible. Some teachers begin with lunch in the classroom at the start
of the school year, and gradually integrate with others as the year progresses. In small schools,
Preparatory Year children are part of the whole school program.

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Samples of daily routines and planning formats

DAILY ROUTINE 1

Time Description

Informal group session

May include: story, sharing experiences, discussing plans for the day
9.00 Allows time for:
 Teacher aide who starts at 9.00am to prepare materials, e.g. art materials
 Parents, if available may to read with individual/pairs of children.

Outdoor experiences including obstacle course, ball activities, swinging, sand

play, water play and dramatic play
 Self selected open-ended experiences
 Child-initiated and negotiated tasks
9.20
 Arts experiences may be planned while the teacher aide is available to
assist with cleaning up and preparation
 PE specialist lesson may be arranged once a week
 Perceptual motor program for small groups.

10.20 Toilet visit and prepare for morning tea

Morning tea with preparatory year class (Morning tea is part of the curriculum and
promotes language and social development and discussions about the world.)
10.30  Teacher and aide relieved for 10-minute break and the school provides a
teacher to work with the preparatory year group.
 As children finish morning tea, they engage in quiet reading.

10.50 Planning and negotiating experiences

Indoor experiences
 Combinations of child-initiated, teacher-child negotiated and teacher-
initiated play-based experiences, real-life experiences and investigations.
11.00  Focused learning and teaching is predominantly embedded in play, real-
life experiences and investigations.
 Teacher aide and teacher interact with children in experiences to support,
challenge and make learning explicit.

Music and movement experiences

12.00  Teacher aide leaves at 12.00 pm.
 Specialist music lesson once a week.

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Samples of daily routines and planning formats

12.20 Toilet visit and prepare for lunch

Lunch in preparatory year classroom is an integrated part of the curriculum and a

time for promoting language and social development and discussions about the
12.30 world. Preparatory year teacher is relieved by primary teacher for lunch break (30
minutes). The replacement teacher interacts with children to support discussions
and learning.

Whole group story or language focus learning situation with preparatory year
teacher.
1.00
Note: the experiences between 1.00 and 2.30 pm may be rearranged to allow for
a library specialist lesson (once a week).

Quiet activities which should also allow time for rest or relaxation (as required by
individual children)
These may include:
 quiet music and reading time
 relaxation experiences
1.30
 quiet activities, e.g. threading, story tapes, drawing and playing with
writing.
As the year progresses, children gradually move from limited choice of quiet
activities to choice of self-selected activities, project work and negotiated tasks.
Pack-up time

2.50 Prepare for going home.

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Samples of daily routines and planning formats

DAILY ROUTINE 2

Time Description

Focused learning and teaching: may be small or whole group

 Gradually move from self-selected small group tasks to smaller selection of
teacher-initiated but open-ended “hands-on” interactive activities. Teacher-
aide time and possibly parent helpers would allow this time to include work
with computers, and supported time with adults working with children on
9.00 projects or negotiated activities, e.g. developing materials (menus, plans,
maps) to be used in indoor or outdoor play.
 Whole-group experiences may include modelled writing, shared book or
numeracy experiences.
 Allow time to tidy up tables, etc. before moving outside.

Outdoor experiences may include:

 combinations of child-initiated experiences using obstacle course, ball
activities, swinging, sand play, water play and dramatic play

9.30  teacher-introduced games and activities

 teacher-initiated arts experiences (while teacher aide is available)
 perceptual motor program
 specialist PE lesson.

10.20 Toilet visit and prepare for morning tea.

Morning tea with preparatory year class (Morning tea is part of the curriculum and
promotes language and social development and discussions about the world.)
10.30  Teacher and aide relieved for 10-minute break and the school provides a
teacher to work with the preparatory year group.
 As children finish morning tea they engage in quiet reading.

10.50 Planning and exploring ways to represent plans for indoor experiences

Indoor experiences
 Children may engage in a teacher-initiated open-ended task for a short
period.

11.00  Children also have time to self-select and engage in negotiated project
work/experiences and child-initiated, play-based experiences, real-life
experiences and investigations.
 Teacher aide and teacher interact with children to support, challenge and
make learning explicit.

Music and movement experiences

12.00  Teacher aide leaves at 12.00 pm.
 Specialist music lesson once a week.

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Samples of daily routines and planning formats

12.20 Toilet visit and prepare for lunch.

Lunch in preparatory year classroom is a part of the curriculum and a time for
promoting language and social development and discussions about the world.
12.30 Preparatory year teacher is relieved by primary teacher for lunch break (30
minutes). The replacement teacher interacts with children to support discussions
and learning.

Literacy-focused learning and teaching with preparatory year teacher.

Experiences may include:
 shared reading
1.00  modelled writing
 jointly constructing texts to be used in other experiences.
Note: The experiences between 1.00 and 2.30 pm may be rearranged to allow for
a library specialist lesson (once a week).

Writing and drawing

Children draw and explore early forms of writing to communicate ideas to others
1.20 (peers and adults). Adult/s provide support by scribing, helping children to use
current knowledge about letters and sounds, and drawing attention to new
symbols and ideas about writing and representing.

Indoor negotiated experiences that may include:

 cross-curriculum project work
 negotiated play experiences – dramatic play
1.50  Arts projects
 working with computers
 small group construction experiences
 self-selection of games and puzzles, etc.

2.50 Prepare for going home.

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Samples of daily routines and planning formats

DAILY ROUTINE 3

Time Description

Small group focused learning and teaching (with teacher, t/aide, parents)
 Children may complete one of five teacher-planned or teacher-child
negotiated activities (one per day), involving combinations of literacy
experiences, including games and interactive “hands-on” activities with
specific learning focuses. Experiences may include contributing to a class
9.00
innovation on a familiar text, fine motor/pre-handwriting experiences, small
group reading experiences, writing related to children’s project work or
preparing materials for use in child-initiated/negotiated activities.
 Children “share” in a large group what they have discovered/learnt or
problems that arose.

Outdoor experiences (Children may start visiting and/or interacting with some
groups of primary children or use other outdoor facilities available in the school
grounds.)
 Combinations of child-initiated and negotiated experiences.
9.40
 Teacher-introduced games and activities, including playground games
children play during lunch hours in Year 1.
 Teacher-initiated arts experiences while the teacher aide is available.
 Perceptual motor program and/or specialist PE lesson.

10.20 Toilet visit and prepare for morning tea.

Morning tea with preparatory year class. May involve visiting Year 1 children.
 Teacher and aide relieved for 10-minute break and the school provides a
10.30 teacher to work with the preparatory year group.
 As children finish morning tea, they may join in games with Year 1 children
with assistance from the teacher.

10.50 Planning, negotiating and representing plans for indoor experiences

Numeracy-focused learning and teaching experiences. Whole group (15 minutes)

and small group (30 minutes) plus sharing time.
 Children may complete one of five activities (one per day). Activities may
involve combinations of numeracy experiences, including games,
11.00 investigations and interactive “hands-on” activities with specific learning
focuses related to patterning, counting, measuring, finding ways to
represent mathematical ideas.
 Children “share” in a large group what they have discovered/learnt or
problems that arose.

Music and movement experiences

12.00  Teacher aide leaves at 12.00 pm.
 Specialist Music lesson once a week.

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Samples of daily routines and planning formats

12.20 Toilet visit and prepare for lunch

Lunch in preparatory year classroom is a part of the curriculum and a time for
promoting language and social development and discussions about the world.
12.30 Preparatory year teacher is relieved by primary teacher for lunch break (30
minutes). The replacement teacher interacts with children to support discussions
and learning.

Literacy focused learning and teaching with preparatory year teacher.

Experiences may include:
 shared reading
1.00  modelled writing
 jointly constructing texts to be used in other experiences.
Note: The experiences between 1.00 and 2.30 pm may be rearranged to allow for
a library specialist lesson (once a week).

Writing and drawing

 May involve responding to literacy-focused learning and teaching, or
children may continue with own writing/drawing, working individually, in
1.30 pairs or small groups.
 All forms of representing ideas are accepted — drawing (with increasing
detail) diagrams, talking, roleplay, alphabetic and phonetic writing, dictating,
co-constructing text, with adult support.

Indoor negotiated experiences that may include:

 cross-curriculum project work
 negotiated or self-selected play experiences, real-life situations and
2.00 investigations— dramatic play, construction, games, puzzles, arts
experiences, science explorations
 working with computers
 small group construction experiences.

2.50 Prepare for going home.

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Samples of daily routines and planning formats

Daily and weekly planning formats: Samples

These samples, or starting points, can be adapted and changed by teachers. The samples are
based on the same assumptions as the sample daily routines. In some formats, there is an
assumption that the teacher aide is working from 9.00 am–12.00 pm.
The formats are designed to allow the teacher to document learning in a range of contexts
including:
 play, real-life situations and investigations that occur in the outdoor and indoor
environments
 transitions and routines
 small- and whole-group focused learning and teaching.
The formats also allow teachers to record:
 individual plans
 planning for how adults will support children
 partnerships information, e.g. meetings with parents, colleagues, newsletters or plans for
the teacher aide
 reflection on the curriculum and practice.
The formats allow teachers to record learning that is teacher-initiated and “pre-planned”, as well as
learning that occurs through child-initiated, spontaneous and negotiated learning, and is recorded
after it has occurred.
The daily planning format relates to the second (middle) sample of a daily routine presented on the
A3 sheet. This daily planning format would suit teachers who prefer to organise their
documentation using a daily routine.
The weekly planning format would allow a teacher to see “at a glance” the whole week. This can
be useful when experiences such as small group learning or play experiences are repeated or
extended across the week.

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Samples of daily routines and planning formats

EXAMPLE PLAN 1 page 1 of 3

Time Experiences Follow-up and individual

plans

Prior to 9.00 am Set up outdoor area with help

from primary staff to lift
boards, ladders, etc.

9.00 am Record experiences and how

adults will support learning.
Focused learning
and teaching
Small groups Mon,
Wed, Fri
Whole group:
Tues, Thurs
(Teacher aide
starts 9.00 am.)

9.30 am Record experiences and how Include records of child-

adults will support learning. initiated and spontaneous
Outdoor
activities.
experiences

10.20 am Toilet visit and prepare for morning tea.

Transition Record transition experiences or details of routines.

10.30 am Toilet visit and prepare for morning tea.

Morning tea Record transition experiences or details of routines.
Transition: Quiet
reading

10.50 am
Planning and
exploring ways to
represent plans for
indoor experiences

11.00 am Record experiences and how Include records of child-

adults will support learning. initiated and spontaneous
Indoor experiences
activities.

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Samples of daily routines and planning formats

EXAMPLE PLAN 1 (cont.) page 2 of 3

12.00 pm Record experiences and how

adults will support learning.
Music and
movement
experiences
Teacher aide
leaves at 12.00 pm
Specialist Music
lesson once a
week

12.20 pm Toilet visit and prepare for lunch.

Transition Record transition experiences or details of routines.

12.30 pm Toilet visit and prepare for morning tea.

Lunch in Record transition experiences or details of routines.
Preparatory Year
classroom.
Preparatory Year
teacher is relieved
for lunch break (30
minutes).

Time Experiences Follow-up and individual

plans

1.00 pm Record experiences and how

adults will support learning.
Literacy-focused
learning and
teaching (Whole
group)

1.20 pm Record experiences and how Include records of child-

adults will support learning. initiated and spontaneous
Writing and
activities.
drawing
explorations

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Samples of daily routines and planning formats

EXAMPLE PLAN 1 (cont.) page 3 of 3

1.50 pm Record experiences and how Include records of child-

adults will support learning. initiated and spontaneous
Indoor negotiated
activities.
experiences

2.50 pm Prepare for going home.

Record transition experiences or details of routines

3.00 pm Informal discussions with families as children leave.

Partnerships Record information about interactions, meetings with various

information partners, e.g. newsletters, staff meetings or meetings with
specialist personnel.

Reflections
Understandings
about children
Partnerships
Learning
environments
Contexts for
learning
What children are
learning
Decision making
Teacher roles/
interactions/ self
reflection

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Samples of daily routines and planning formats

EXAMPLE PLAN 2: WEEKLY PLAN – INDOOR AND OUTDOOR EXPERIENCES

Monday Tuesday Wednesday Thursday Friday page 1 of 4

Outdoor: Teacher- Outdoor: Teacher- Outdoor: Teacher- Outdoor: Teacher- Outdoor: Teacher-
initiated initiated initiated initiated initiated

Outdoor: Child-initiated Outdoor: Child-initiated Outdoor: Child-initiated Outdoor: Child-initiated Outdoor: Child-initiated
spontaneous, negotiated spontaneous, negotiated spontaneous, negotiated spontaneous, negotiated spontaneous, negotiated

Individual planning Individual planning Individual planning Individual planning Individual planning

Adult support Adult support Adult support Adult support Adult support

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Samples of daily routines and planning formats

Monday Tuesday Wednesday Thursday Friday page 2 of 4

Indoor: Teacher-initiated Indoor: Teacher-initiated Indoor: Teacher-initiated Indoor: Teacher-initiated Indoor: Teacher-initiated

Indoor: Child-initiated Indoor: Child-initiated Indoor: Child-initiated Indoor: Child-initiated Indoor: Child-initiated
spontaneous, negotiated spontaneous, negotiated spontaneous, negotiated spontaneous, negotiated spontaneous, negotiated

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Samples of daily routines and planning formats

Monday Tuesday Wednesday Thursday Friday page 3 of 4

Individual planning Individual planning Individual planning Individual planning Individual planning

Adult support Adult support Adult support Adult support Adult support

Obstacle course Obstacle course variations Obstacle course variations

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Samples of daily routines and planning formats

Weekly plan: Focused learning and teaching — whole group experiences

Monday Tuesday Wednesday Thursday Friday page 4 of 4

Group focus 1: Group focus 1: Group focus 1: Group focus 1: Group focus 1:

Group focus 2: Group focus 2: Group focus 2: Group focus 2: Group focus 2:

Group focus 3: Group focus 3: Group focus 3: Group focus 3: Group focus 3:

: : :

Transitions and routines: Transitions and routines: Transitions and routines Transitions and routines Transitions and routines

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Samples of daily routines and planning formats

Weekly plan: Small group teacher-initiated focused learning and teaching or negotiated indoor activities
Activities may be teacher planned/ child-teacher negotiated and include child choice or be teacher-initiated open-ended tasks. Children may complete
some or all tasks and may rotate to complete one task each day over 5 days. Activities may be planned for all or some groups of children

Monday Tuesday Wednesday Thursday Friday page 1 of 3

Small group 1: Activity 1 Small group1: Activity 2 Small group 1: Activity 3 Small group1: Activity 4 Small group 1: Activity 5

Focus: Focus: Focus: Focus: Focus:

Activity description: Activity description: Activity description: Activity description: Activity description:

Children: Children: Children: Children: Children:

Adult support: Adult support: Adult support: Adult support: Adult support:

Monday Tuesday Wednesday Thursday Friday page 2 of 3

Small group 2: Activity 1 Small group 2: Activity 2 Small group 2: Activity 3 Small group 2: Activity 4 Small group 2: Activity 5

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Samples of daily routines and planning formats

Focus: Focus: Focus: Focus: Focus:

Activity description: Activity description: Activity description: Activity description: Activity description:

Children: Children: Children: Children: Children:

Adult support: Adult support: Adult support: Adult support: Adult support:

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Samples of daily routines and planning formats

Partnerships information
Monday Tuesday Wednesday Thursday Friday page 3
of 3

Reflections
Understandings about children Partnerships Learning environments Contexts for learning

What children are learning Decision making Teacher roles/interactions/self Other

reflection

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Samples of daily routines and planning formats

Example Plan 3 for a multiage setting

The following planning format was used in a Prep-2 Multi-Age group at Ashwell State School. It was developed as a way of tracking and recording learning
experiences, the curriculum and the use of the contexts for learning. Contexts for learning are coded as CL and Early Learning Areas are coded as LA.
Monday
Prep Yr 1 Yr2 P 1 2 Contexts for Learning
Early Learning Areas (LA)
(CL)
Carpet Time CL4 CL4 CL4 1. Language Learning and
LA1 LA1 LA1 Communication
1.Play
CL1 CL1 CL1 2. Active Learning Processes
Outdoor Play Maths 2.Real-Life Situations
CL3 CL3 CL3
3. Early Mathematical
LA2 LA2 CL5 3.Investigation
Understandings
LA4 LA4 LA3 4.Routine/transition
4.Health and Physical Learning
LA5 LA5
5.Social and Personal Learning

Notes

Snack *Library Rotation with Sue after lunch

Outdoor Play Maths Maths CL1 CL1 CL1
*Bus Duty
CL3 CL3 CL3
LA2 CL5 CL5
LA3 LA3 LA3
Assessment & Monitoring
(FA) – Focused Analysis (WS) – Work Sample
(O) – Observation (CL) – Checklist
Lunch
(I) – Interview (PH) - Photograph
Indoor Play Language Language CL1 CL2 CL2
Reflections
CL2 CL5 CL5
CL3 LA1 LA1
LA1 LA4 LA4
LA4

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Samples of daily routines and planning formats

CL2
LA1 CL2 CL2
Sharing LA1 LA1

Afternoon Tea
Read and Rest CL2 CL2 CL2
LA1 LA1 LA1
Afternoon Activities CL1 CL1 CL1
1. CL2 CL2 CL2
2. CL3 CL3 CL3
3. CL4 CL4 CL4
4. LA2 LA2 LA2
5. LA5 LA5 LA5
CL4 CL4 CL4
Carpet Time LA5 LA5 LA5

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Samples of daily routines and planning formats

Tuesday

Prep Yr 1 Yr2 P 1 2 Contexts for Learning

(CL) Early Learning Areas (LA)
Carpet Time LA4 LA4 LA4 1.Language Learning and
CL1 CL1 CL1
1.Play
Communication
CL1 CL1 CL5 2.Real-Life Situations
Outdoor Play Writing Support 2. Active Learning Processes
CL3 CL3 LA1 3.Investigation
3. Early Mathematical
LA2 LA2 4.Routine/transition Understandings
LA4 LA4 5.Focused Learning & 4.Health and Physical Learning
Maths
LA5 LA5 CL5 Teaching 5.Social and Personal Learning
LA3

Snack Notes
Outdoor Play Maths Maths CL1 CL1 CL5 *Writing Support Group - Description - Belinda
CL3 CL3 LA1 *Blue Writing Group - Reagan, Peter, Bradley,
LA2 CL5
Doolan, Melissa, Kelvin
LA4 LA3
*Red Writing Group - Brandon, Kaleb, Cody, Kit,
LA5
Writing Support CL5
Stephanie, Matthew

LA1 *Support-a-Reader – Julie

Lunch *Lunch Duty
Sharing CL2 CL2 CL2
LA1 LA1 LA1
Indoor Play Language Language CL1 CL2 CL2 Assessment & Monitoring
CL2 CL5 CL5 (FA) – Focused Analysis (WS) – Work Sample
CL3 LA1 LA1 (O) – Observation (CL) – Checklist
LA1 LA5 LA5
(I) – Interview (PH) - Photograph
LA5
Reflections
Afternoon Tea

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Samples of daily routines and planning formats

Read and Rest CL2 CL2 CL2

LA1 LA1 LA1
Afternoon Activities CL1 CL1 CL1
1. CL2 CL2 CL2
2. CL3 CL3 CL3
3. CL4 CL4 CL4
4. LA2 LA2 LA2
5. LA5 LA5 LA5
CL4 CL4 CL4
Carpet Time LA5 LA5 LA5

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Samples of daily routines and planning formats

Wednesday
Contexts for Learning (CL)
Prep Yr 1 Yr2 P 1 2 Early Learning Areas (LA)
Carpet Time CL4 CL4 CL4 1.Play 1.Language Learning and
LA1 LA1 LA1 Communication
2.Real-Life Situations
CL1 CL1 CL1 2. Active Learning Processes
Outdoor Play Maths
CL3 CL3 CL3 3.Investigation
3. Early Mathematical
LA2 LA2 CL5 4.Routine/transition Understandings
LA4 LA4 LA3 5.Focused Learning & 4.Health and Physical Learning
Teaching 5.Social and Personal Learning
Snack Notes
Outdoor Play Maths Maths CL1 CL1 CL1
CL3 CL3 CL3 *Support-a-Reader – Kathy
LA2 CL5 CL5
*Non-contact Time
LA4 LA3 LA3

*Learning Support – Reading Miscues – Alternate Weeks

Lunch
Sharing CL2 CL2 CL2 Assessment & Monitoring

LA1 LA1 LA1 (FA) – Focused Analysis (WS) – Work Sample

Indoor Play Language Language CL1 CL2 CL2 (O) – Observation (CL) – Checklist
CL2 CL5 CL5 (I) – Interview (PH) - Photograph
CL3 LA1 LA1
LA1 LA4 LA4 Reflections
LA3
LA4

Afternoon Tea
Read and Rest CL2 CL2 CL2
LA1 LA1 LA1
Afternoon Activities CL1 CL1 CL1

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Samples of daily routines and planning formats

1. CL2 CL2 CL2

2. CL3 CL3 CL3
3. CL4 CL4 CL4
4. LA2 LA2 LA2
5. LA5 LA5 LA5
CL4 CL4 CL4
Carpet Time LA5 LA5 LA5

26
Samples of daily routines and planning formats

Thursday
Prep Yr 1 Yr2 P 1 2 Early Learning Areas (LA)
Contexts for Learning
Carpet Time CL4 CL4 CL4
LA1 LA1 LA1 (CL) 1.Language Learning and
CL1 CL1 CL1 1.Play Communication
Outdoor Play Maths
CL3 CL3 CL3 2.Real-Life Situations
2.Active Learning Processes
LA2 LA2 CL5 3.Investigation
LA4 LA4 LA3 4.Routine/transition 3. Early Mathematical
Understandings
5.Focused Learning and

Snack Teaching 4.Health and Physical Learning

Outdoor Play Maths Maths CL1 CL1 CL1

CL3 CL3 CL3
Notes
LA2 CL5 CL5
LA4 LA3 LA3
*Support-a-Reader – Cathy
*Specialist Music Lesson

Lunch
Sharing CL2 CL2 CL2 Assessment & Monitoring
LA1 LA1 LA1 (FA) – Focused Analysis (WS) – Work Sample
Indoor Play Language Language CL1 CL2 CL2 (O) – Observation (CL) – Checklist
CL2 CL5 CL5 (I) – Interview (PH) - Photograph
CL3 LA1 LA1
LA1 LA4 LA4
LA3
LA4
Music CL5 CL5 CL5
LA2 LA2 LA2

Afternoon Tea Reflections

Read and Rest CL2 CL2 CL2

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Samples of daily routines and planning formats

LA1 LA1 LA1

Afternoon Activities CL1 CL1 CL1
1. CL2 CL2 CL2
2. CL3 CL3 CL3
3. CL4 CL4 CL4
4. LA2 LA2 LA2
5. LA5 LA5 LA5
CL4 CL4 CL4
Carpet Time LA5 LA5 LA5

28
Samples of daily routines and planning formats

Friday

Prep Yr 1 Yr2 P 1 2
Contexts for Learning (CL)
Early Learning Areas (LA)
Carpet Time CL4 CL4 CL4
LA1 LA1 LA1 1.Play 1.Language Learning and
CL1 CL1 CL1 Communication
Outdoor Play 2.Real-Life Situations
CL3 CL3 CL3
3.Investigation
LA2 LA2 LA2 2.Active Learning Processes
4.Routine/transition
LA4 LA4 LA4
5.Focused Learning and 3. Early Mathematical
Understandings
Snack Teaching
Physical Education CL1 CL1 CL1 4.Health and Physical Learning
CL4 CL4 CL4
CL5 CL5 CL5
Notes
LA4 LA4 LA4
*Support-a-Reader – Andrea
*Specialist Physical Education Lesson
Lunch
Indoor Play Maths Assessment Task CL5 CL5
LA3 LA3
CL1 CL1 CL1
Assessment & Monitoring
Indoor Play CL2 CL2 CL2
(FA) – Focused Analysis (WS) – Work Sample
CL3 CL3 CL3
(O) – Observation (CL) – Checklist
LA1 LA1 LA1
(I) – Interview (PH) - Photograph
LA3 LA3 LA3
CL2 CL2 CL2
Contexts for Learning
(CL)
Sharing LA1 LA1 LA1

Afternoon Tea
Reflections 1.Play
Read and Rest CL2 CL2 CL2
LA1 LA1 LA1 2.Real-Life Situations
Afternoon Activities CL1 CL1 CL1 3.Investigation

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Samples of daily routines and planning formats

1. CL2 CL2 CL2

2. CL3 CL3 CL3
3. CL4 CL4 CL4
4. LA2 LA2 LA2
5. LA5 LA5 LA5
CL4 CL4 CL4
Carpet Time LA5 LA5 LA5

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 Samples of daily routines and planning formats

Example Plan 4: Sample Unit Plan Prep – 3

The following sample was used for the multi-age group at Ashwell State School:

Integrated Unit Plan Context Host Key Learning Area Ashwell State School

Unit 1 “Frogs-Well” English/Science Prep, Year 1, 2 & 3

Term 1 - 2005

Unit Overview
The children will participate in a study of the environment focusing on an in-depth study of frogs. With the assistance of community groups, our class will endeavour to
create a “Frogs-Well” area at school incorporating a frog pond, dry river bed and performance deck.
Creating Contexts for Learning and Development
Within the early learning environment five main contexts for learning and development have been created. The five contexts are
 play
 real-life situations
 investigations
 routines and transitions
 focused learning and teaching
Children have opportunity to learn within each of the five contexts in both indoor and outdoor environments. A balanced curriculum provides opportunities for children to
participate in all five contexts for learning on a daily basis, and for long blocks of time. Children are likely to shift between contexts as learning progresses. Learning
within these contexts may arise spontaneously, or be child or adult-initiated. Learnings will reflect the children’s emerging and changing ideas, interests and
preferences, as well as their cultural and social backgrounds.

Researching & Analysing & Problem Planning & Designing Producing & Performing Assessing &
Investigating Solving Disseminating
I am researching and I am analysing and problem I am planning and designing I am producing and performing I am assessing and
investigating when I inquire and solving when I decide on and when I develop text and when I present my innovation, disseminating when I
gather information about frogs develop a proposal for the illustrations for “The Very information report and artworks publish and reflect upon
(life-cycles, diet, anatomy, school frog pond. Hungry Tadpole”, an innovation at the culminating activity. my learning and
varieties, habitat). of “The Very Hungry Caterpillar”. performance this term.

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 Samples of daily routines and planning formats

Supportive Classroom Recognition of Difference Connectedness

Environment

Meta-language Academic Engagement Inclusivity Knowledge Integration

High-meta-language instruction incorporates Students demonstrate academic Inclusive classroom practices Integrated school knowledge is
frequent discussion about talk and writing, engagement when they are attentive intentionally acknowledge, support identifiable when either explicit attempts
about how written and spoken texts work, and do the assigned work. They and incorporate the diversity of are made to connect two or more sets of
and specific technical vocabulary and words, show enthusiasm for their work by students’ diverse backgrounds, subject area knowledge, or no
about how sentences work or don’t work, raising questions, contributing to experiences and abilities. boundaries between subject areas are
about meaning structures and text structures, group activities and helping peers. readily seen.
about meaning structures and text structures,
and about how discourses and ideologies
work in speech and writing

Core Learning Outcomes

Science
 LL1.1 Students discuss their thinking about needs of living things
 LL1.3 Students observe and describe components of familiar environments
 LL2.1 Students look for patterns and relationships between the features of different living things and how those living things meet their needs
 LL2.2 Students illustrate changes that take place in the course of the lifespan of living things
Visual Arts
 VA1.1 Students make images and objects by exploring elements and concepts
 VA1.2 Students visually represent and explain their experiences, feelings, ideas and observations through making images and objects
 VA1.3 Students describe elements and concepts in a variety of images and objects.
English
 Students will study narrative structure and produce an innovation of the text
 Students will study generic structure of an Information Report and produce their own report using a scaffold

Culminating Activity for Unit

The culminating activity will incorporate an official opening of “Frogs-Well” frog pond along with a display of the children’s work from the term. Children
will perform a poem about frog development. Children, families and members of the wider community will be invited to attend.

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 Samples of daily routines and planning formats

Language learning & communication: English

Learnings Assessment

Children expand their oral language by:

using spoken language for a range of purposes  carpet time  observation and
exploring the patterns and conventions of spoken, signed or  “information report” sharing analysis
augmentative language sessions  recorded
interacting with peers and familiar adults using the conventions  informal interactions with annotations
associated with formal and informal group settings, including peers, teachers and other
listening adults
 home corner scientists
Children become readers and viewers by:

Year 2 Diagnostic
using emerging understandings to predict and make meanings  learning support reading  P.M.Benchmark
from a variety of written, visual and multimodal texts groups with Belinda, focusing  consultation
Net: Reading Phase
C on reading strategies  interviews
 focus reading groups with  Year 2 Net records
Maree focusing on
comprehension strategies
 SAR program
 whole-class activities related
to narrative and non-narrative
texts
 teacher modelling
 buddy reading with Years
5/6/7
 home programs

Children become writers and shapers by:

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 Samples of daily routines and planning formats

Year 2 Diagnostic
experimenting with emerging understanding of written, visual and  writing process: information  focused analysis
multimodal texts to communicate meanings reports and narrative (see criteria sheet)
Net: Writing Phase
C innovation  ongoing work
 joint construction samples: Year
 scaffolding 2Net records
 independent construction  ongoing work
 planning & reflecting books samples: folios

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 Samples of daily routines and planning formats

Active learning processes: The Arts & Technology

Learnings Assessment

Children generate, represent and respond to ideas, experiences and possibilities by:
 specialist music lessons  observation
The Arts: Visual  experimenting with materials and processes in a variety
Arts: 1.1, 1.2, 1.3 of creative, imaginative and innovative ways  artwork: focus on collage,  planning and
clay and textiles during reflecting samples
afternoon activity rotations  treasure box
 innovation and collage study  photographic
“The Very Hungry Tadpole” records
 specialist music lessons  observation
 ongoing art and craft  planning and design
experiences including “Frog samples
Pillows” made with  treasure box
assistance of Year 7
 specialist music lessons  observation
 discussing, respecting and responding to the qualities of
their own and others’ representations, experiences and  ongoing art and craft  focused discussion
artistic works. experiences during reflection time
 use “Planning & Reflecting” on Fridays
Book  planning and
reflecting samples

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 Samples of daily routines and planning formats

Social and Personal Learning: SOSE

Learnings Assessment

Children sustain relationships by:

 ongoing engagement in roles  Observation
SOSE: Systems,  acknowledging and negotiating rights, roles and
resources and responsibilities in a range of contexts
of listener, facilitator, initiator  Checklist: Refer to
power: F.3, F.4, F.5, and negotiator Social Construct
1.3, 1.4, 1.5  cooperating with others in social situations  continued focus on behaviour Level 1
levels and social constructs
 developing a sense of personal identity as a capable of learning during afternoon
learner carpet time
 acting with increasing independence and responsibility
towards learning and personal organisation.

Children build early understandings about diversity by:

 conversation, discussion,  Observation
 investigating and communicating positively about the
social and cultural practices of people in their
play, responses to text, etc  Checklist: Refer to
community. Social Construct
Level 1
Health and Physical Learning: SOSE & HPE

Learnings Assessment

Children build a sense of their own wellbeing by:

 fine-motor activities  observation
HPE: Developing  making choices about their own and others’ health and
concepts and skills safety with increasing independence  gross-motor activities  recorded
for physical including “Obstacle Course annotations
activity: F.1, F.2,  using and extending gross-motor skills when integrating Engineers”  checklists
F.3, 1.1, 1.2 movements and using equipment  Outdoor play: PMP
 specialist PE lessons
 using and extending fine-motor skills when integrating  transitions
movements and manipulating equipment, tools and
objects

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Samples of daily routines and planning formats

Early mathematical understandings and active learning processes (thinking & investigating): Mathematics, Science, SOSE & Technology

Learnings Assessment

Children think and enquire by:

 Frog pond planning  “Planning &
 generating and discussing ideas and plans and solving
problems  Problem-solving sessions reflecting” samples
 Everyday child-centred  Observation
problem solving
 Morning carpet session
Children build early mathematical understandings in patterns, number, space, measurement and chance and data by:
 Refer to Mathematics  Work samples: Year
Year 2 Diagnostic  investigating and communicating about quantities and
Net: Phase C syllabus overview 2 Net folders
their representations, and attributes of objects in
number collections  ongoing class activities  Work samples: folios
 individual and small group  Observations
 investigating and communicating about position and investigations  Checklists
direction

 investigating and communicating about order, sequence

and pattern

Children think and enquire by:

 “Frog Study”: to focus on life-
Science: Life and  investigating their ideas about phenomena in the natural  Culminating activity
living: 1.1, 1.3, 2.1, cycles, habitats, anatomy,
world and developing shared understandings about
2.2 diet, varieties
these phenomena
 Trip to Botanic Gardens at Mt
 investigating technology and considering how it affects Coot-tha
everyday life  Visit from Frog Society
member
 investigating features of, and ways to sustain,  Tadpoles in the classroom
environments  Loans from Queensland
Museum

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