Curriculum – Routines and EYLF Learning Outcomes
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Curriculum – Routines and EYLF Learning Outcomes
Note routines may not be relevant for all Outcomes.
Outcome 1.1 Children feel safe, secure, and supported
What do you want the routine to achieve?I want the children to feel safe, secure, and supported. | What do you want the routine to achieve? |
Write the routine and add pictures if required. For example the routine could be drop off or collection of children. Steps in the routine could include:
“Judy is here to look after you and keep you safe today until I come back this afternoon,” says Mum Judy says, “ I will look after you and keep you safe Eve until Mum returns to get you in the afternoon.
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What learning can occur with your routine?
Children learn to build relationships with the educators and children in the group. |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
Parent, child, children and educators. The process of creating attachment to achieve the child feeling supported and secure. |
What are the elements or parts of the routine? | |
What do the educators need to do?
Need to be in the same spot to greet the child when they enter the room. |
What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused?
Child focused |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
The child is not greeted and the day goes off track. Crying, upset, not settled. |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 1.2 Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
What do you want the routine to achieve?
Children develop their emerging autonomy. |
What do you want the routine to achieve? | Write the routine and add pictures if required. For example the routine could be mealtimes.
Steps in the routine could include:
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What learning can occur with your routine?
Children learn how to do things for themselves. |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
Taking the time to teach the child how to serve themselves morning and afternoon tea and lunch. |
What are the elements or parts of the routine? | |
What do the educators need to do?
Ensure the meals are on 4 smaller serving plates to ensure all children have access to the food to serve themselves |
What do the educators need to do? | |
What does the child need to do?
The child needs to learn how to use serving equipment, wait their turn and know the serving size |
What does the child need to do? | |
Is the routine child focused or adult focused?
Child |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
Food everywhere, a mess and educators getting frustrated to the point where educators go back to serving the food for the children. |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 1.3 Children develop knowledgeable and confident self identities
What do you want the routine to achieve?
Children identifying what belongs to them that in turn creates confidence |
What do you want the routine to achieve? | Write the routine and add pictures if required. For example the routine could be locating or storing possessions.
Steps in the routine could include:
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What learning can occur with your routine?
Identify their belongings and the pace where they belong |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
Children’s belongings and places for them |
What are the elements or parts of the routine? | |
What do the educators need to do?
Teach the children how to recognise their belongings ie name, colour, logos, shape etc. |
What do the educators need to do? | |
What does the child need to do?
Learn to recognise features of their belongings and why and how they know it belongs to them. |
What does the child need to do? | |
Is the routine child focused or adult focused?
Child |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
Parents get angry as the child loses items at the service. |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 1.4 Children learn to interact in relation to others with care, understanding and respect
What do you want the routine to achieve?
Children to learn how to care for others |
What do you want the routine to achieve? | Write the routine and add pictures if required. For example the routine could be serving food.
Steps in the routine could include:
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What learning can occur with your routine?
Caring, serving skills, cleaning skills |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
Helper’s Chart The food to serve Washing up dish and bin |
What are the elements or parts of the routine? | |
What do the educators need to do?
Create the helper’s chart with the children Teach the children how to serve and clean |
What do the educators need to do? | |
What does the child need to do?
Identify roles on the chart Learn how to serve the other children |
What does the child need to do? | |
Is the routine child focused or adult focused?
Both |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
Mess everywhere |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 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
What do you want the routine to achieve?
Children to learn responsibilities necessary for active community participation. |
What do you want the routine to achieve? | Write the routine and add pictures if required.
This is endless. I want you to identify all the things children can do. Think outside the square and see children as capable. Children can, for example, do all the curriculum, learning stories and portfolios if YOU have the ability to rethink assessment and documentation… WHAT?? |
What learning can occur with your routine?
Endless, but mainly how their room and service is a community and people within that community have roles to maintain their community |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
Break down the roles of our room community to see what we need |
What are the elements or parts of the routine? | |
What do the educators need to do?
Assist identifying all the things that children can help with |
What do the educators need to do? | |
What does the child need to do?
Learn how different roles fit together within the rooms’ community |
What does the child need to do? | |
Is the routine child focused or adult focused?
Both |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
Educators do everything for children and they leave at the end of day feeling exhausted and wanting to leave ECEC |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 2.2 Children respond to diversity with respect
What do you want the routine to achieve?
Children respond to diversity respectfully |
What do you want the routine to achieve? | Write the routine and add pictures if required. For example the routine could be identifying diverse cultures and including them in our curriculum.
Steps in the routine could include:
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What learning can occur with your routine?
When children identify diversity they can see and accept difference |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
This may be difficult as it could become concepts we are looking for over concrete objects |
What are the elements or parts of the routine? | |
What do the educators need to do?
Really look for diversity |
What do the educators need to do? | |
What does the child need to do?
Really look for diversity |
What does the child need to do? | |
Is the routine child focused or adult focused?
Both |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
Children and families feel excluded or discriminated against. Missed input into curriculum |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 2.3 Children become aware of fairness
What do you want the routine to achieve?
Children become aware of fairness |
What do you want the routine to achieve? | Write the routine and add pictures if required.
Fairness can be applied to all routines. |
What learning can occur with your routine?
Fairness and equity |
What learning can occur with your routine? | |
What are the elements or parts of the routine?
Situations where all children need to assist for a regular event like serving lunch or making beds or a one off event. |
What are the elements or parts of the routine? | |
What do the educators need to do?
Fairness in routines can be easily identified by who isn’t helping or pulling their weight. (This may also be a good reflective tool for educators working together) MOVED |
What do the educators need to do? | |
What does the child need to do?
Know who and what is needed to complete routine. |
What does the child need to do? | |
Is the routine child focused or adult focused?
Both |
Is the routine child focused or adult focused? | |
What happens when the routine goes off track?
More work for other children and educators |
What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 2.4 Children become socially responsible and show respect for the environment
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required.
This is easy and includes routines like watering the garden, composting, feeding chickens, looking after a pet etc. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 3.1 Children become strong in their social and emotional wellbeing
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. For example the routine could be about group time.
Steps in the routine could include:
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What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 3.2 Children take increasing responsibility for their own health and physical wellbeing
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required.
We tend to be great at this. This is easy one to complete yourself. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 4.1 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required.
The routine is: We introduce a scientific process.
This type of process is ‘routine’ for scientist, we need to think like this too. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 4.2 Children develop a range of skills and processes such as problem solving, enquiry, experimentation, hypothesising, researching and investigating
What do you want the routine to achieve?
Children become aware of fairness |
What do you want the routine to achieve? | Write the routine and add pictures if required.
The routine is: We introduce a scientific process.
This type of process is ‘routine’ for scientist, we need to think like this too. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 4.3 Children transfer and adapt what they have learned from one context to another
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 5.1 Children interact verbally and non-verbally with others for a range of purposes
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 5.2 Children engage with a range of texts and gain meaning from these texts
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 5.3 Children express ideas and make meaning using a range of media
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 5.4 Children begin to understand how symbols and pattern systems work
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
Curriculum – Routines and EYLF Learning Outcomes
Outcome 5.5 Children use information and communication technologies to access information, investigate ideas and represent their thinking
What do you want the routine to achieve? | What do you want the routine to achieve? | Write the routine and add pictures if required. |
What learning can occur with your routine? | What learning can occur with your routine? | |
What are the elements or parts of the routine? | What are the elements or parts of the routine? | |
What do the educators need to do? | What do the educators need to do? | |
What does the child need to do? | What does the child need to do? | |
Is the routine child focused or adult focused? | Is the routine child focused or adult focused? | |
What happens when the routine goes off track? | What happens when the routine goes off track? | |
Notes | Notes |
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