EDF5016 Assessment Task 2 Jing WANG 26527189

EDF5016 Assessment Task 2 Jing WANG 26527189

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1. Rationale

The case study of Peace Kindergarten has depicted an inclusive classroom of diverse learners,

with both strengths in learners’ motivation and barriers in student engagement and literacy

learning (see Appendix 1). For this case study, the Universal Design of Learning (UDL) has

been employed to address the individual and mutual needs. The UDL is incentivized by

architectural proposals for public access, so as to simulate unlimited acceptance in education

(Shapiro, 2012). Developed by Center for Applied Special Technology (CAST, 2011), the

UDL endorses an inclusive curriculum approach through three crucial principles: providing

multiple means of representation, action and expression, and engagement. Each principle can

eliminate individuals’ barriers in pro-social behaviours to sustain motivation, as well as

reinforce developmental strengths and language learning.

1.1 Individual and Collective Social Engagement

Regarding the four specific individuals in the case study, UDL engagement strategies supports

these children who encounter personal challenges (Principle III) (CAST, 2011, p.27).

Particularly, the individuals need to improve self-control and social skills that are critical to

classroom engagement and future primary schooling. Guideline 9.2 assists them in self-

regulation by modelling emotional management, while Guideline 8.3 fosters their interaction

with peers (CAST, 2011). For these children, small group activities can be an example to reduce

stress issues in a large group. According to Dymond et al. (2006), students with special needs

have benefited more interpersonal relationships from a UDL-revised course with intentional

small grouping. A yearlong research by Lieber et al. (2008) also reveals that “invisible support”,

such as sitting arrangement or repeated reading, stimulates more engagement. Moreover, UDL

principle of multiple representation allows children to choose their preference (Principle I)

(CAST, 2011, p.13). For example, audio and visual materials of assorted symbols and


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structures operate differently, in ways that diminish distractions and frustration when children

process new knowledge (Lieber et al., 2008). These UDL techniques in curriculum can

minimize the individuals’ emotional barriers to a more pro-social learning experience in the

classroom.

Essentially, UDL aims at maximizing engagement by valuing children’s voices and autonomy

in social relationships (Guideline 7) (CAST, 2011, p.27). These children of four years old need

to sustain stronger aspiration to learn new knowledge and skills throughout the daily sessions.

As Johnson-Harris and Mundschenk (2014) research, children with and without disabilities

both display higher level of engagement and performance when given valued and structured

choices. Likewise, Beneke and Ostrosky (2013) credit UDL for enacting learners in numerous

novel roles, such as a typical reader becoming interested in pretend play. This principle of

engagement also includes high expectation and collaborative strategies to promote children’s

perseverance (Guideline 8) (CAST, 2011, p.29). For instance, preschoolers would be mostly

motivated by support from family and community, such as incursion with Australian animals

and excursion to Traffic Schools. Collaborative professionals in early years educations, as Lee

and Picanco (2013) emphasize, can better include children in activities and attend to interactive

social needs.

1.2 Developmental Differences

Across the room, children are characterized with mixed heights, weight, personalities and

energy levels. UDL considers manifold “actions and expressions” to cater for distinctive

physical spaces and assessment tasks (Shapiro, 2012). By the end of Term 3, a few children

have demonstrated talents and prospects in academic trajectory, due to literacy and numeracy

reinforcement at home. Others may have not yet fostered key subject-oriented habits, such as


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reading independently. Some children are challenged by following movements or articulating

themselves sufficiently. Hereby Guideline 4 sponsors all learners with options in response,

whereas Guideline 5 ensures that no individual is excluded by verbal scarcity (CAST, 2011).

Practitioners like Rao et al. (2014) and Stockall, Dennis, and Miller (2012) have summarized

age-appropriate techniques, such as wider areas for increasing mobility and assistive graphic

labels before text fluency. An expansive collection of developmental materials validates

inclusiveness of UDL in preschool curriculum design.

1.3 Language Needs

On one hand, UDL realizes learning through assorted representations regardless of students’

language orientations (Principle I) (CAST, 2011, p.14). Although the majority are effective in

using their first languages and bilingually receptive in communication, some children need

more channels to communicate in the English-based program. Children of EAL are in greater

needs of building English vocabulary from intentional teaching and to use in daily scenarios.

The few native speakers of English also need to shape confidence in expressing themselves in

dialogs and in group discussions. Tompkins, Campbell and Green (2012) state that UDL-

oriented reading strategies enrich text comprehension when children actively associate to their

prior knowledge and recent lived experiences. Similarly, as Brand and Dalton (2012) propose

in their UDL literacy scheme, children with and without special needs internalize learning and

result in more complete and enduring learning processes. In another research, they highlight

that flexibility of UDL, such as technology-integrated instructions and informal assessment,

can benefit young children in early years sector (Dalton & Brand, 2012). King-Sears (2009)

and Rose, Johnston and Boogart (2013) also support the use of technology in inclusive settings

to accommodate language needs.


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On the other hand, although no child in the case study is subject to special needs funding, all

learners are entitled to meaning-making through visual or audio options. Along with intentional

alternatives, playful realization is made through assorted real-life connections (Guideline 3)

(CAST, 2011, p.17). In Peace Kindergarten, most children retain remarkable levels of prior

knowledge; for instance, children are fascinated by Australian animals across several weeks.

By building on this asset with UDL Principle I, it will persist to inform children’s learning in

other topics like Australian Outback and Indigenous lifestyles related to Australian animals.

This aspect will direct educators to design the subsequent curriculum and lesson plan.

2. Policy

Overall, UDL principles transfer a generic curriculum into meaningful processes for all boys

and girls who are developing physicality, cultural competence, and language skills. In the

Australian context, early childhood practitioners of UDL are compliant with national policies,

such as the National Quality Standard (NQS) mandated by Australian Children’s Education

and Care Quality Authority (ACECQA, 2013) and the Early Years Learning Framework

(EYLF) (Department of Education, Employment and Workplace Relations [DEEWR], 2009).

The advocacy of inclusive quality early education is explicit in both the UDL and policies. For

instance, UDL Guideline 3.1 on prior knowledge and 7.2 on relevance establish an enriched

environment for children, which follows the NQS Element 1.1.2 of children’s interests

(ACECQA, 2013, p. 26) and the EYLF Learning Outcome 2 “Children are connected with and

contribute to their world” (DEEWR, 2009, p. 25), to explore through ranges of resources and

meaningful relationships.

Within the State of Victoria, UDL complies with local document the Victorian Early Years

Learning and Development Framework (VEYLDF) revised by Department of Education and


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Training (DET, 2016). Although the VEYLDF and EYLF share similarities in pedagogical

approaches, the new VEYLDF highlighted multilingualism and equitable access for all

children (DET, 2016), which resonates with UDL practices of multiple verbal and non-verbal

communication (CAST, 2011). Wide options in receptive and expressive methods increasingly

assist educators in curriculum planning without exertion on individual needs.

Practitioners of UDL are informed by other education documents, such as the Melbourne

Declaration (Ministerial Council on Employment, Education, Training and Youth Affairs

[MCEETYA], 2008). In alignment with the two educational goals in the Melbourne

Declaration, educators aspire to practice UDL in a curriculum for every child and for the groups

with high expectation. Young children are undergoing transition from kindergarten to primary

school, formulating routines to be physically, socio-emotionally, and cognitively prepared.

They will need to increase concentration duration, cultural awareness and to be constantly

challenged by learning tasks. This also underlines professionalism and accountability as

educators demonstrate responsiveness to children’s strengths and learning needs.

3. Principles

3.1 Inclusive Lenses for Planning and Goal Setting

For the four-year-olds in Peace Kindergarten, a UDL-infused curriculum has been devised to

meet behavioural and language needs (see Appendix 3). The topic of Australian Indigenous

Culture was organized into two weeks of literacy enrichment lessons, arts workshops, and

musical activities by four classroom educators. Apart from the recommended individual and

collective sections, children were independent in choosing related Free Play routines. Thus,

UDL Representation Principle has been incorporated in the visual (arts and crafts, posters,

books) and audio (E-Book, music, storytelling) variety in entrance to understanding Indigenous


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hunting lifestyle. The Engagement Principle has ensured children’s autonomy and persistence

through acting right of choice in these challenging activities. The Principle of Multiple Action

and Expression has allowed children to choose between verbal and non-verbal communication

in languages, arts and movements as an assessment for learning.

From the full scope and sequence of lessons, one literacy-based lesson “Interactive E-Book

Reading and Drawing” is highlighted for elaboration (see Appendix 4). The Inclusive

Pedagogical Approach in Action (IPAA) postulated by Florian (2014) serves as another critical

framework to justify the inclusiveness. Both this curriculum design and the lesson plan show

evidence of educators extending learning upon children’s prior knowledge, which aligns with

Assumption 1 “accepting student diversity” in IPAA (Florian, 2014). Multiplicity of

difficulties has been considered and supported by social constructivist methods in teaching,

which echoes with IPAA Assumption 2 that teachers take proactive responsibilities in

children’s learning (Florian, 2015). Additionally, sourcing collaborative teaching with

colleagues and incursion guests was essential to Assumption 3 of “creative ways of working”

(Florian, 2014, p21).

Similar to the series of activities, the action steps in this small-group interactive lesson have

prepared all children of different needs for further learning: from collective orientation to

individual exploration, from intentional teaching to autonomous learning, from oral

interactions to holistic activities, and from general perception to specific concepts. Although

multiple accesses were provided, no child was considered as incapable or less challenged in

the process. Setting high expectation was another practice to confront “bell-curve” thinking

(Spratt & Florian, 2015) and to actualize Assumption 1 and 2 in IPAA.


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3.2 Pedagogical Classroom Management

In this curriculum and lesson planning, children can choose to be independent on task, but they

were not isolated in any learning scenario. Social constructive pedagogies were the essential

element in a play-based and intentional teaching context in early childhood education.

Reciprocal reading techniques enforced the participatory relationships between educators and

children. Questions prompted by adults and peers have assisted children in establishing links

between learning materials and recent lived experiences. Notably, grouping in any single

activity was not schemed by children’s learning ability. Instead, some children have been

attracted by the scene of E-Book reading, and invited their friends to join in the Hut. Two of

the individuals mentioned in Appendix 1 have stayed for more rounds of reading and drawing,

resulting in regrouping with other students of varied abilities. Such practices were affirmed by

Assumption 1 to value the presence of every child, rather than excluding those with “special

needs” (Spratt & Florian, 2015). Based on interdependence between educators and children,

intentional teaching has been successfully implemented, such as clarifying procedures,

repeating key vocabulary and modelling positive social behaviours in a group.

3.3 Inclusion with Technology

Integrated use of tablet device has been effective in this small group reading. A shared

technology tool created an augmented environment for children to experience learning,

particularly in a virtual situation without a real Indigenous Australian present in the reading

area. This was an innovative practice, as purposed in Assumption 3, to testify universal design

for all children who do not have immediate access to a certain learning resource (Florian, 2014).

As described in the context, learning episodes were needed to trial Bob’s technology use in the

classroom, allowing educators and parents to collect data before purchasing a personal device.


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For other students of EAL, listening to a story of Aboriginal languages creates a common

grounds for all children to minimize frustration in learning through English only.

3.4 Implications

Given the length of lessons and breadth of learning content, not all principles in UDL and IPAA

have been encompassed in the learning design. Both the UDL and IPAA frameworks have

advocated for optimal relevance and authenticity in learning. Although children’s funds of

knowledge have paved consistency from Australian animals to Indigenous lifestyle, teaching

were not sufficient in transition from the text-based learning to authentic experiences in

children’s life. The UDL Guideline 6 and 9 entail a higher level of metacognitive paradigms

(CAST, 2011). Even though young children may not achieving all educational goals in one

setting, they can be motivated to sustain purposefulness and autonomy through play-based

learning with more child initiation. Furthermore, the features of collaboration were not

adequately promoted in the team teaching and group learning strategies. In future attempts of

technology-assisted learning, peer-assistance and pair work such as co-constructing new stories

can be implemented with children in this kindergarten program.

4. Reflection

In this assignment task, I have presented a UDL-informed curriculum design and a sample

lesson plan implemented during my recent placement in a three-to-five years kindergarten

program. The inclusive endeavour of UDL has first been examined through context analysis, a

case study adapted from my professional experiences. A narrative description has outlined the

broad background in which inclusion was situated. Through a closer inspection at the

individuals and the classroom as a whole group, I have detected actual needs without focusing

on the deficits of learners. This also helped me avoid generalization and labelling of children


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as “special” or “difficult”, as well as underestimating children’s ability in ultimate achievement.

Although my selected case does not involve children with identifies disabilities, my synthesis

of inclusive literature has compiled a research-based repertoire for strategies to support future

students with potentials in Behavioural Disorders or Autism Spectrum Disorders.

The inclusive approach also enacted a reflective self-evaluation on my progress towards the

Australian Professional Standards for Teachers (APTS) maintained by Australian Institute for

Teaching and School Leadership (AITSL, 2016). The case rationale is in alignment with the

regulatory policy of AITSL Standards. For example, Focus Area 1.6 requires my broad

understanding and legal compliance in teaching children with additional needs. As highlighted

to be my learning goal for the unit EDF5016, I have aimed and achieved this standard area by

enlarging my knowledge base and comprehension of how my students learn. Through making

connection to Australian educational policies, I also strengthened legislative requirements as

embedded in Focus Area 7.2.

The justification against IPAA framework has equipped me with new theoretical tools to reflect

on my inclusive practices. As discussed in the third section, I have implemented inclusive

teaching practices, such as mix-ability grouping, intentional teaching, and assistive technical

devices. This made my fulfilment of Focus Area 4.1 more evident, which is “strategies to

support inclusive students participation and engagement” in the kindergarten setting. This is

another goal I have selected at the beginning of the unit to become skilled in inclusive teaching.

Apart from being progressively competent in utilizing UDL in curriculum, I aspire to explore

differentiated instruction in my lesson teaching. Although it is not featured as a main element

in this assignment, my personal journey through the curriculum development and lesson


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implementation has empowered me to be more conscious in children’s diversity.

Differentiation can be originated from content selection, goal settings, intentional and emergent

interactions with individual child. The appendices to this assignment task can be documented

as evidence towards Focus Area 1.5 in the APST requirements.

To summarise this assignment and this unit of learning, inclusion in education can be realized

through multifarious pedagogical approaches. Previous tutorial discussion and course readings

have supplemented how UDL, differentiation, collaboration and other inclusive practices can

be enacted in our teaching practicum. Acceptance of every child and optimizing holistic

development are strategic even since early childhood. As a novice teacher in the pathway to

graduate level, I will be committed to ongoing professional development in inclusive education,

which will extend my personal learning into my professional teaching in the authentic

workplace.

Word: 2621


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References

Australian Children’s Education and Care Quality Authority [ACECQA]. (2013). Guide to

the National Quality Standard. Retrieved from

http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF03-

Guide-to-NQS-130902.pdf. The Council of Australian Governments.

Australian Institute for Teaching and School Leadership [AITSL]. (2016). Australian

Professional Standards for Teachers. Retrieved from http://moodle.vle.monash.edu

[Moodle Unit EDF5016]. Accessed August 14, 2016.

Beneke, S. J., & Ostrosky, M. M. (2013). The potential of the project approach to support

diverse young learners. YC Young Children, 68(2), 22-28.

Brand, S. T., & Dalton, E. M. (2012). Universal design for learning: cognitive theory into

practice for facilitating comprehension in early literacy. Forum on Public Policy: A

Journal of the Oxford Round Table. Academic OneFile. Accessed September 28,

2016. Retrieved from http://www.forumonpublicpolicy.com

CAST. (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA:

Author.

Dalton, E. M., & Brand, S. T. (2012). The assessment of young children through the lens of

universal design for learning (UDL). Forum on Public Policy: A Journal of the

Oxford Round Table. Accessed September 28, 2016. Retrieved from

http://www.forumonpublicpolicy.com

Department of Education and Training [DET]. (2016). Victorian Early Years Learning and

Development Framework: For all children from birth to eight years. Victoria: State of

Victoria.


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Department of Education, Employment and Workplace Relations [DEEWR]. (2009).

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The Council of Australian Governments.

Dymond, S. K., Renzaglia, A., Rosenstein, A., Chun, E. J., Banks, R. A., Niswander, V., &

Gilson, C. L. (2006). Using a participatory action research approach to create a

universally designed inclusive high school science course: A case study. Research

and Practice for Persons with Severe Disabilities (RPSD), 31(4), 293-308. doi:

10.1177/154079690603100403

Florian, L. (2014). What counts as evidence of inclusive practice? European Journal of

Special Needs Education, 29(3), 286-294. doi:10.1080/08856257.2014.933551

Florian, L. (2015). “Conceptualising Inclusive Pedagogy: The Inclusive Pedagogical

Approach in Action”, In Inclusive Pedagogy Across the Curriculum. International

Perspectives on Inclusive Education, 7, 11-24. doi: 10.1108/S1479-

363620150000007001

Johnson-Harris, K. M., & Mundschenk, N. A. (2014). Working effectively with students with

bd in a general education classroom: The case for Universal Design for Learning. The

Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(4), 168-

174. doi: 10.1080/00098655.2014.897927

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Disability Quarterly, 32(4), 199-201. doi: 10.2307/27740372

Lee, C., & Picanco, K. E. (2013). Accommodating diversity by analyzing practices of

teaching (ADAPT). Teacher Education and Special Education, 36(2), 132-144. doi:

10.1177/0888406413483327


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Lieber, J., Horn, E., Palmer, S., & Fleming, K. (2008). Access to the general education

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Exceptionality, 16, 18–32. doi:10.1080/09362830701796776

Ministerial Council on Employment, Education, Training and Youth Affairs (MCEETYA).

(2008). Melbourne Declaration on Educational Goals for Young Australians.

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training-and-youth-affairs. Accessed 14 October 2016.

Rao, K., Ok, M. W., & Bryant, B. R. (2014). A review of research on Universal Design

education models. Remedial and Special Education, 35(3) 153-166. doi:

10.1177/0741932513518980

Rose, D., Johnston, S., & Vanden Boogart, A. (2013). Theme Editors' Introduction:

TECHNOLOGY AND DYSLEXIA-PART 1. Perspectives on Language and

Literacy, 39(4), 7-10.

Shapiro, A. (2012). Curriculum Planning for Inclusive Teaching. In Eds. S. Baglieri & A.

Shapiro, Disability Studies and the Inclusive Classroom: Critical Practices for

Creating Least Restrictive Attitudes. Retrieved from http://www.ebrary.com

Spratt, J., & Florian, L. (2013). Inclusive pedagogy: From learning to action. Supporting each

individual in the context of ‘everybody’. Teaching and Teacher Education, 49, 89-96.

doi: 10.1016/j.tate.2015.03.006

Stockall, N. S., Dennis, L., & Miller, M. (2012). Right from the start: Universal design for

preschool. Teaching Exceptional Children, 45(1), 10-17. Retrieved from

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Tompkins, G., Campbell, Rod, & Green, David. (2012). Literacy for the 21st century: A

balanced approach (1st Australian ed.). Frenchs Forest, N.S.W.: Pearson Australia.


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Appendix 1: Case Study Context

(Note: All names of children, individuals and organizations are referred to by pseudonyms

throughout this document.)

General Information

Peace Kindergarten is a one-room community centre with 60 approved spaces for pre-schoolers.

Located in a southeast suburb in the Greater Dandenong area, it serves families of varied

cultural backgrounds and relatively low socio-economic status. According to the National

Quality Framework (NQF), this centre is currently assessed as Meeting Standards and

compliant with the Victorian Early Years Learning and Development Framework (VEYLDF).

The educational programs cover four regular school terms per year, organized by qualified

Early Childhood Teachers and educators. The teaching staff will hold a Team Planning

Meeting fortnightly; meanwhile, the Centre Committee of Management, assembled by

children’s parents and community helpers, will meet monthly over a one-year service term.

Every member in Peace Kindergarten contributes to the centre philosophy, such as individual

child’s needs and voices and input from parents. They aspire to promote a natural, safe and

nurturing environment for all children and families.

Children of Focus

Children of four years old are enrolled in two separate sessional groups. Each cluster attends a

single half-day session, four times per week totalling up to 15 hours. Attendance varies from

15 to 28 children in each group, with strict educator-student ratio of 1:11 on a daily basis.

Occasionally, volunteers and student teachers will assist in the groups. Incursions and

excursions are arranged every two weeks based on curricular enrichment needs.

Learners’ profiles in each group are divergent. The ages of children range from four-and-a-half

to five-and-a-half years old at the time of case investigation. Every child is situated in a unique

family and cultural background. Fifty out of the fifty-six current enrolments are beginners of

English as an Additional Language (EAL). Language learning is both a barrier and an

opportunity to inclusion and quality learning for this kindergarten program. By the end of Term

3, a few children have demonstrated talents and prospects in academic trajectory, due to literacy

and numeracy reinforcement at home. Others may have not yet fostered key learning habits,

such as reading independently. Some children are challenged by following movements or

articulating themselves sufficiently. These children of four years old need to sustain stronger

aspiration to learn new knowledge and skills throughout the daily sessions. For example,

children upon arrival would choose novel experiences, but they less frequently explore the

visited areas. When accompanied by parents and volunteers, the children show better

engagement in learning. Interactive sessions can effectively pave new knowledge to learning.

For instance, adult-led small group experiences ensure that individuals are closely included in

every step.

Key Individuals

Although no child has yet been identified with learning difficulties or disabilities, educators

and some parents are gradually concerned. They have initiated several professional discussions

regarding four individuals’ performance in the kindergarten and at home. For example, a boy,

Bob, always stays in a corner far from the whole group during collective reading. Although he

occasionally approaches educators for short play, he rarely participates in any small group

activities with other children. Bob’s parents have not consulted specialists and therefore have

no plans of assistive technology. A girl, Linda, is undergoing diagnostic tests for intellectual

development delay. She occasionally finds it difficult to contain her impulse to physical actions,


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and can get angry very easily. This is similar to a boy, Rick in the other group, who either

wanders around the classroom or disturbs others’ activities. Another boy, Mohi, also prefers

attaching to educators during Group Time to interacting with peers. However, in the absence

of formal diagnosis, they are in a situation without specialist endorsement or government

funding.

Sample: Centre Philosophy

We believe in the value to provide a natural environment that is warm, caring and nurturing

and promotes safety and security.

We believe that children are individuals with individual needs and desires.

We recognise the importance of parent participation and the value of translating the

family/home environment into the service. Therefore we encourage the contribution of family

and our community.

We believe that the way children interact with the world is through PLAY. Play is the most

important tool a child has in their development and understanding of themselves, others and

the ever changing world around them. Important elements for facilitating learning through play

are:

Interaction with adults which is either active or passive in response to individual needs

Interaction with other children

Interaction with the natural environment e.g. sand, water, mud, sticks and leaves

Stimulating experiences within an environment that invites exploration and participation

We believe that all parents, staff and children should be treated as equals and with respect

regardless of culture, gender, family structure or additional needs.

We believe in the importance of fostering and encouraging respect and care for the environment

and the world we live in.


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Appendix 2: Scope and sequence – Week 9 & 10, Term 3 (4-Year-Old Kindergarten Program – Sessional / Half-Day)

Theme: Australian Indigenous Cultures – Animals (continued from Week 7 & 8), Dreamtime, Hunting Lifestyle at the Outback

EYLF/VEYLDF Learning Outcome 2 Community: Children are connected with and contribute to their world.

Curriculum Approach: UDL, Differentiation

Lesson

Sequence

EYLF Learning

Outcomes

Lesson Goals

Reading Hut:

Individual and Small

Groups

Visual Arts:

Individual and

Small Groups

Circle Time:

Collective Singing

and Movement

Group Time:

Collective Reading

and Discussion

Other Individual

and Small Groups

Options

(summarized)

Week 9

Mon – 1 LO 2.2 Children

respond to diversity

with respect.

Exploring the

diversity of

lifestyles and

heritage in

Australian

Indigenous cultures.

Australian Animals:

Stories Picture books

Soft Toys in Mini

Sleeping Bags and glove

puppets:

Kangaroos, koalas,

kookaburra, emu,

wombat, echidna,

platypus.

Dot Painting:

Australian

Animals

A4 paper outlined

templates, pegs,

earth colours: red,

black, yellow,

orange, white, and

brown.

Kangaroo, koala,

kookaburra, emu,

wombat, echidna,

platypus.

Poster samples on

wall in front of the

table.

Songs: Australian

Indigenous

Animals 1

“Kookaburra Sits In

the Old Gum Tree”

“Give Me A Home

Among the

Gumtrees”

Other animal songs:

Itsy Bitsy Spider,

Five Little Ducks,

Three Little

Monkeys, Jellyfish,

etc.

Introduction to

Indigenous

Culture Week: Indigenous people,

locations,

languages, foods,

hunting life, arts

and Dreamtime

Stories

Sensory Table Light Board:

Indigenous Rock Art

Patterns

Models and

Scenarios

Animal figures in

Sand Tub

Easel Painting: Free

style

A3 paper, brushes,

earth colours, tripod

stand.

Puzzle Table Australian animals

jigsaws, pairing

games

Building Corner

Wood blocks

Cars and roads

Tue – 2 LO 2.2 Children


with respect.

Interactive E-Book

Reading and Drawing

Ngurrara

Dot Painting:

Boomerangs

Songs: Australian

Indigenous

Animals 2

Dreamtime: How the Murray

River Was Made


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Comprehending

meanings of

hunting and tools in

Indigenous daily

events.

Indigenous hunting story

Digital Picture book

Audio/Text-based

Educator-guided

Small group interaction

Reciprocal reading

Individual digital

drawing

(See Appendix 3 for

detailed lesson plan)

A4 paper, assorted

types, earth colours.

Poster samples on

wall in front of the

table, in addition to

the animal posters.

Didgeridoo (CD)

and Animal Dance

Craft Centre

Assorted natural and

recycled materials

Home Corner

Kitchen and Living

Room

Outdoor Play

Observe Australian

indigenous birds

Gardening

Physical Activities

Bikes, Balls,

Trampoline, Monkey

bars, Sandpit, etc.

Wed – 3 LO 2.4 Children

become socially

responsible and

show respect for the

environment.

Interacting with

natural and

manufactured

materials to

represent

Indigenous hunting

lifestyle

Paper Folding:

Boomerang

Educator-led

Origami experience.

Basic folding

concepts and skills:

half, alignment,

pinch, press, hold

Clapping Sticks

Pattern 1

Materials and

characteristics

Yorta Yorta

stories by Sue

Atkinson – Bartja

and Mayila

Thu – 4 LO 2.3 Children

become aware of

fairness.

Indigenous Library

(throughout two weeks)

Non-Fiction

Aboriginal People of

Victoris

Australian Languages

Hunting and

Gathering

Bush Food

Tools, Weapons and

Utensils

Sand Drawing:

Dreamtime 1

Patterns and lines

Draw on sifted Sand

Tray with small

gumtree sticks.

Decorate with gum

leaves and gumnuts.

Clapping Sticks:

Pattern 2 and

Singing

Yorta Yorta

stories by Sue

Atkinson - Yurri’s

Manung


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Animal puppets

Week 10

Mon – 5 LO 2.2 Children


with respect.

Indigenous Library

(cont.)

Non-Fiction

Rock Art

Carving and Sculpture

Fibre crafts

Fiction

The Outback

You and Me,

Murrawee

Luurnpa: The Magical

Kingfisher

Ernie Dances to the

Didgeridoo

How the Kangaroos

Got Their Tails

How the Murray River

Was Made

Are We There Yet?

Sand Drawing:

Dreamtime 2

Patterns and lines

Paint glue with a

narrow brush on the

A5 colour paper.

Put paper in the

Sand Tray and

cover with sand.

Shake sand of to

show painted glue

patterns.

Hang to dry.

Clapping Sticks:

Dance and Review

Yorta Yorta

stories by Sue

Atkinson - Yurri’s

Birthday

Sensory Table

Light Board:

Indigenous Rock Art

Patterns

Models and

Scenarios

Easel Painting: Free

style

A3 paper, brushes,

earth colours, tripod

stand.

Puzzle Table Australian people

jigsaws

Building Corner

Wood blocks

Cars and roads

Craft Centre

Spring garden

Home Corner

Kitchen and Dress-up

Outdoor Play

Gardening and Green

Patches

Tue – 6 LO 2.1 Children

develop a sense of

belonging to groups

and communities

and an

understanding of

the reciprocal rights

and responsibilities

necessary for active

community

participation.

Incursion: Indigenous Storyteller

Didgeridoo performed by Indigenous guest

Indigenous stories: Monty and Froggy, Indigenous birds

Dance and Clapping Sticks

Group drawing after stories.

Decorating didgeridoo and boomerang.


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Building on their

own social

experiences to

explore other ways

of being.

Being playful and

respond positively

to others, reaching

out for company

and friendship.

Physical Activities

Bikes, Balls,

Trampoline, Monkey

bars, Sandpit, etc.

Wed –

Multicult

ural

Extension

1

LO 2.2 Children


with respect,

exploring the

diversity of culture

and heritage.

Henna – by an

educator from India

Review Term 3

songs and dances Dreamtime Story The Rainbow

Serpent

Thu –

Multicult

ural

Extension

2 (End of

Term 3)

Moon Festival and

Lantern Making –

by two educators

from China

Review Term 3

songs and dances Dreamtime Story Big Rain Coming by

Katrina Germein


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Appendix 3: Lesson Plan – Interactive E-Book Reading and Drawing

Class: 4-Year-Old Kindergarten Program – Sessional / Half-Day

Time: 25 minutes per round, 3 to 4 rounds during Free Play section (08:30-10:00 Tue/Wed)

Theme: Indigenous Hunting Lifestyle at the Outback

Curriculum Links: EYLF/VEYLDF: Community

Learning Outcome 2: Children are connected with and contribute to their world.

LO 2.2 Children respond to diversity with respect.

Lesson Goal: To construct meanings of hunting and tools in Indigenous daily events.

Teaching Approaches: UDL, Differentiation

Preparation:

1. Download the interactive learning Application “Ngurrara” on the tablet device.

2. Preview the app and be familiar with text, picture, and instruction methods.

3. Prepare question prompts and possible answers for reading.

4. Set up Reading Hut with Indigenous storybooks, rock carving posters and animal puppets.

Activity Steps Behaviour Management Notes

1. Introduction (3 min)

Educator greets children who are not

engaged in an activity. Ask children what

they want to do as a start of the day or after

they complete one activity. Sample

question: “Do you want to listen to a story

first/next?” “Did you see there are new

books and new puppets in the Reading

Hut?”

Educator gathers children in a small group

of 3 (mix-ability) in the Reading Hut. Sit

closely in a small circle.

Educator displays a collection of books and

posters. Ask children for prior knowledge.

E.g.: “Do you know these pointy wooden

sticks (spear) on this cover?” “Why is there

a picture of kangaroo on the rock?”

The Reading Hut is a preferably semi-open

space located at the quieter corner of the

classroom, e.g. an enclosed toy house

equipped with benches, sitting mats,

bookshelf and puppets (See below for

figures). Children are allowed to choose to

read in another spot.

Children arrive at different time when the

session begins, around 8:30-9:15am. Also,

some individuals may express interest in

joining the group in the middle of a reading

round, groupings can range from 3 to 5

children.

Children may ask if they can play a game

on the device. Guide children to connect

device to learning: “We can play something

fun with it. We will know something new

with it, too.”

2. Small Group: Interactive Reading (10

min)

Educator introduces the Interactive Reading

App on the tablet device and prepares

children for digitized reading. Explain rules

of using a shared device.

E.g. Only one person can touch the screen

at a time; put hand up if you want a turn;

listen quietly and put hand up to ask

questions.


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Educator starts reading the E-Book “Ngurrara”. Based on the illustration and

written texts in the story, adapt languages to

meet children’s literacy level.

Ask questions during key stages: “Why did

they hide behind the rocks?” “Why did they

carve the kangaroo on the rocks after

dinner?”

Invite children to identify elements and ask

questions.

Repeat key vocabulary with children: Indigenous, hunting, Outback, boomerang,

spear, rock art, and carving.

Add words to some frames of pictures

without texts.

Explain information in pictures: red rocks,

rivers, sea, and living environment.

Allow children “turn the pages” of the E-

Book, point to key elements, and listen to

audio effect in the app.

3. Individual Digital Drawing (10 min)

After listening to the story, educator asks

children if they want to carve their own

painting on the rocks. Orient to the virtual

“rock carving” activity in the app.

Allow 3-5 minutes for each individual to

complete a digital drawing. Meanwhile,

guide the rest of the small groups in

reflecting on the story, or observe the

drawing process of their peers.

Refer to rock carving by Indigenous people

on the posters.

Demonstrate specific skills when carving on

a “rock”: sliding for lines, pressing for dots,

hammering for deep carving, etc.

Encourage children to write their own

names/initials on the screen.

4. Sharing and Conclusion (2 min)

After drawing, educator displays the

screenshots of individual’s work and invites

them to explain their drawings.

Conclude the group reading activity by

appreciating everyone’s attention and effort.

The small group can comment on the

drawings: “I like your emu.” “This

kangaroo has a long tail.”

Print out children’s drawings to display in

the classroom gallery and individual’s

Learner Portfolios.

5. Individual Reading

Educator asks children if they want to stay

to listen again, or listen to the tablet audio

version, or read by themselves. Encourage

children to find similar elements in other

books on the bookshelf and posters.

Children are also welcome to do more

attempts on the rock carving after everyone

has had a turn.


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Figure 1: Reading Hut (adjustable)

Figure 2: Interactive E-Book Reading

Figure 3: Student work sample (a sleeping kangaroo)


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Documents

EDF5016 Assessment Task 2 Jing WANG 26527189