Term 2 Kindy White Statement of Intent Commencing ~ 8th June 2017

Reflection ~ Context ~ Children’s Current Interests

Social and emotional- Rough play continued to be an issue over the past few weeks. During our outside play in the morning it has been particularly problematic with so many of the boys wanting to play soccer. The soccer game extends all over the playground causing other c hildren to be knocked over. The boys were not looking to see where the ball is going and if they have moved into someone else’s space. The boys playing are also being hurt as they are falling over onto each other in a pack trying to get the ball first. There is little to no evidence of team work. Rough and tumble play is an important part of play, however, some strategies need to be put into place to make the soccer game safe for everyone and enjoyable. There seems to be lots of unhappy boys after a few minutes of the game. Strategies to put into place- * Limit the number of boys playing at one time. (6 boys at a time, others to sit at the side and teacher to rotate the boys) * Move the game to the side of the playground closer to PP classrooms where not many of the other children walk through. * Set up activities on the verandah and in the sandpit for the children who do not want to play soccer. * Adult needs to supervise and reinforce team work (kicking to a team mate and not to yourself) and organizing numbers on the field. Continue on with some more self regulation outcomes and considering the comfort and needs of others Current Interests and Investigation/Wonder and Awe- The children started playing doctors in the home corner. Our question of the day, after looking at the photos together as a class, was, “Would you like to change our home corner into a doctors’ surgery?” All but 4 children voted yes. Children have set up a doctors’ surgery with the help of a parent and EA. Children really like imaginative play- create a classroom mystery- Going on Bear Hunt Look at our body and how our brain and body work together to investigate- self regulation skills- feelings- thanking God for our body and our our feelings-acknowledging and naming our feelings Literacy and Numeracy- More needs to be done on story telling as Angie felt that the sequencing activity she did with the children was too easy. The pictures were arranged like a puzzle and she felt that the children were looking at the shape of the pictures rather than what was happening in the picture. Group 1 really struggled with story telling. More work on number recognition and number lines need to be undertaken.

Fine Motor- scissor skills are looking good for most children. Still need to remind some to put their thumb on the top. Leave sc issor skills for a while but try and include in lessons where possible and appropriate. Parents are holding a Busy Bee to work on our playground. They have asked for us to make some things to decorate/adorn/beautify the playground.

Outcomes Discovering God in people and

creation

Drawing on human experiences of God Knowing Jesus

Living like Jesus

Catholic Practices – prayer experiences

EYLF Outcomes 1.Chn have a

strong sense of

identity

1.Safe, secure and supported 2.Autonomy, inter-

dependence, resilience, agency

3.Knowledgeable and

confident self-

identities

4. Interact with care, empathy,

respect

2.Chn are

connected with

and contribute to

their world

1.Sense of belonging to community

and rights and responsibilities for

active community participation

2. Respond to diversity with

respect

3. Become aware of

fairness

4.Become socially responsible

and show respect for the

environment

3.Chn have a

strong sense of

wellbeing

1. Chn become strong in their

emotional and social wellbeing

2. Become responsible for

own health and physical

wellbeing

4. Chn are

confident and

involved learners

1.Dev dispositions for learning-

curiosity,cooperation,confidence,creati

vity,commitment,enthusiasm,imaginati

on,refexivity

2. Dev skills and processes-

problem solving, enquiry,

experimentation,

hypothesising, researching

investigating

3. Transfer and adapt

new knowledge from

one context to

another

4. Resource own learning

through connecting with people,

place, technologies and natural

and processed materials

5.Chn are

effective

communicators

1. Interact verbally and non-verbally

with others for a range of purposes

2. Engage with a range of

texts and gain meaning from

these texts

3. Express ideas and

make meaning using

a range of media

4.Begin to understand how

symbols and patterns work

5. Use information and

communication

technologies to access

info, investigate ideas

and represent their

thinking

Specific Learning Intentions (Kindy Curriculum Guidelines)

Investigation, Wonder and Awe (connects to RE) *Work with others to develop skills for communication and inquiry about themselves and their world -Listen to different points of view and share own ideas (connects to the English Curriculum)

-Cooperate with others and negotiate roles and relationships in play and group experiences -Participate with others to solve problems (connects to the Science Curriculum and the Mathematics Curriculum)

-Share observations with others as they explore their immediate world, using their five senses (connects

to the Science Curriculum)

-Describe both verbally and non-verbally what they hear, touch, feel and taste (connects to the Science

Curriculum and the English Curriculum)

Social and Emotional (connects to RE) *Responds appropriately by - listening to others’ opinions and points of view - showing respect for others, their views and property

- applying simple strategies for conflict management and resolution with assistance - reflecting on their actions and consider consequences

Numeracy

* recognise numerals initially to 5 and then to 10 and begin to order them

* count objects by using one to one correspondence and partitioning Literacy * retell a simple story * hear and begin to identify first and last sounds in simple words Fine Motor (Peggy Lego The Art of Handwriting, 1983) *form the anticlockwise writing pattern *remember and use the verbal cue for ‘starts with a click, goes up and around’

Suggested Play and Learning Experiences to Support Learning Intentions Literacy Resource Station -initial sound awareness

-story telling -sequencing

Numeracy Resource Station

-number recognition -number lines

Fine Motor/Busy Fingers

-Peggy Lego, starts with a click, goes up and

around -counting one to one

STEAM/ Glue/Collage (in preparation for our Busy Bee in the playground)

Sensory -investigating with our five

senses -story telling

Provide a range of different familiar stories to play and retell

• The Three Bears Book and felt pieces

• The Very Hungry Caterpillar story telling basket

Picture Sequencing- provide simple instruction cards to draw different types of animals e.g How to draw a butterfly, a bear, a cat Set up Show Me app on the ipad to practice drawing animals or free choice (print and display if

Number board games-

• Snail Pace Race

• Hungry Hippos

• Snakes and Ladders

• Hungry Caterpillar Number Line

(in preparation for our Busy Bee in the playground) Friendship beads- provide beads and bells to thread onto long strings (shared project) Blackboards and cotton buds to make practice starts with a click Treasure Box- Peggy Lego shapes (Tall Man, Sideways sideways,

CD Spinners- chn select and glue gems onto CDs to decorate our playground

Making Binoculars – using cardboard rolls. What will you see when

Mr Potato Head Play Dough People- provide features from Potato Head and cinnamon scented dough, senses cards. Create a potato/monster with all the senses. Musical Instruments- provide some instruments for chn to try e.g bells, maracas, xylophone, tapping sticks, tick tocks Finger Printing- press fingers into stamp pads

the children choose) • Duplo and number cards

• Missing numbers

Counters and number cards

starts with a click) printed on cards. Chn add treasures from treasure box over the top. Show Me App- Practice painting or drawing shells for snails or lolly pops

you go outside? What can we find that is interesting. Display interesting things we discover outside.

and press onto paper

Science/Nature -investigating and exploring

ideas about water and our five senses

Dramatic -strategies for conflict

management

Outdoor Provocations -investigating different textures and materials

-strategies for conflict management

Paint (Outdoor)

Five Senses Table *a basket filled with different objects to explore. Chn identify which senses they are using to investigate * Water Beads- what will happen when we add water to the beads. Observe and communicate what is happening. * Torch play- create a dark space (under a the big table?) how do you feel when you go under

Oopsy Daisy Medical Centre Doctor’s kit Doctor’s coat- why do doctors wear a coat? How will you decide who will be the doctor/nurse/receptionist /patient? Note paper for prescriptions

*Soccer game- play in small groups of 6. Talk about rules and team work. *Cloud Dough *Wet old play dough with spray bottles *Mrs Wishy Washy story- playing with farm animals in the mud. Make mud with the chn. What does it feel like?

* buckets and brushes to make lines and patterns on the brick paving * dolls’ house and furniture

*Easel painting (free choice) * Finger painting * Water paints

there? * Importance of drinking water Growing carrot tops- one with water and without. Observe changes. Scissor Play- provide different types scissors (zig zag, straight, curly) chn cut paper to see what sort of patterns they make. Compare to fabric pieces found stuck in our door. * Books about our body and emotions

Gross Motor Skills

* PMP activites Wednesday and Friday with Mr Hort

Picture Books

Teacher Directed Mat Sessions and Small Group Activities Literacy- * retell a simple story * hear and begin to identify first and last sounds in simple words *Peggy Lego Prewriting- starts with a click

Numeracy * recognise numerals initially to 5 and then to 10 and begin to order them

* count objects by using one to one correspondence and partitioning

Religion *Our Body/Our Feelings

Investigation

Calendar Piece CD Spinners for July

*share observations with others as they explore their immediate world, using their five senses (connects

to the Science Curriculum)

Pre-writing-Starts with a click goes up and around. Read the Peggy Lego story. Have children sit on the paving with one foot out in front of them. With chalk chn draw a line that starts at the top of their foot and curves around in an anti-clockwise direction around their foot.

starts with a click goes up and around (anticlockwise movement) Roll a piece of dough into a sausage. Curl it around to make the shape of a C. Press counters into the dough and say together, "Starts with a click, goes up and around."

Chn cut six pictures beginning with m and s. Sort and glue into little journals.

Story Telling- Goldilocks and the Three Bears retell. Chn cut small pictures and arrange in order. Glue into book. Ask the child to tell the story.

Pop stick counting. Give chn some popsticks with numbers to 10 marked. Make them stand up in some dough in the correct order. Differentiate down- numbers to 5. Diff up- sticks to 20. Pull a stick from a jar and start counting on.

Mystery Footprints- As a group measure, using unifix cubes, how long the mystery foot prints are. Trace around each child's foot and measure using unifix cubes. Count, write number on foot and compare. Take photos.

Photographer Task- choose a number from a number bag. Create a poster- make the number using play dough or write it, make a group of items, make a tens frame, what is the number before and after your number. Present it as a piccollage.

Diff down- chooses numbers between 1-5

Diff up- choose numbers between

God gives us feelings- Give each child a happy and sad face. Sometimes our feelings can be hurt just like our body can be hurt. Give examples of situations e.g somebody pushes you over in the soccer game, your favourite toy gets broken, you are waiting for a long time for a turn on the bike, singing and dancing to your favourite song, someone asking you to come and play. Chn turn their face picture to indicate feelings. Our bad feelings tell us we need to do something- ask for help, take some deep breaths. Look at the Zones of Regulation cards. Look at feelings cards and spread out in the middle of the circle. Read the story of Where the Wild Things Are by Maurice Sendak. Stop at various points in the story and invite children to choose a card to explain how they feel about the part of the story e.g How do you feel when Max gets in trouble and is sent to his room.

We’re Going on a Bear Hunt Inquiry-Whose Footprints?

Before chn enter the room lay out a set of footprints for the chn to discover. Establish the idea of a mystery. Generate hypothese- record chn’s ideas about what and who and why Investigate animal tracks- compare the footprints to those of other animals. Create an evidence table- display foot prints from numeracy activity Cut pieces of colourful fabric from three old shirts/t-shirts. Trap the pieces in the door leading outside for chn to discover. As a class look at the fabric with magnifying glasses. Is it a clean cut, a tear or a zig zag? Investigate types of scissors.

10-20

Breaking Open the Gospel-Jesus Heals the Blind Man Blindfolds- Can you tell what you are touching without your eyes?

Number Poem

Number 1 is like a stick.

A straight line that is very quick.

For number 2, go right around.

Then make a line across the ground.

Go right around. What will it be?

Go round again to make a 3.

Down and over and down some more.

Reflections/Modifications

That's the way to make a 4.

Go down and around. Then you stop.

Finish the 5 with a line on top.

Make a curve. Then make a loop.

There are no tricks to make a 6.

Across the sky and down from heaven. That's the way to make a 7.

Make an "S" and then don't wait.

Go up again to make an 8.

Make a loop and then a line.

That's the way to make a 9.

Make a 1 and then a 0.

10 are all your fingers you know!

Learning

Intentions For the children to………

Numeracy *Let’s learn to read some numbers. *Remember to point to each thing when we’re counting!

Literacy * I’ll say some words and you listen for the sounds. * Tell me a story by looking at the pictures.

Spiritual, Social and Emotional

*Name how I’m feeling.

Investigation, Wonder and Awe

*use our five senses (hearing, tasting, touching, smelling, feeling) to solve a mystery

Busy Fingers

* Practise making a new pattern- ‘starts with a click goes up and around.’