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:

  • We teach the parents what to say when they drop their child off
  • We teach the educators what to say
  • We have a location where the child and parent will be greeted every time they enter the service
  • We know exactly what to say with the child and parent.

“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.

  • We collect the child and look them in the eye and repeat the same message.
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:

  • We have taught the cook to serve the meals in smaller serving plates
  • We practice using serving tools
  • We teach the children what waiting their turn means.
  • We sequence events eg it’s now Dessy’s turn and after Dessy it will be Eve’s turn.
  • We identify the number of pieces of fruit on the plate or the size of the serve
  • We get the children to identity what portion the other children have and which items they selected. eg Cooper has 2 pieces of banana and one piece of orange. Jackson has 1 apple and 2 orange pieces.
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:

  • This is my drink bottle/jumper/bag etc
  • I know it is my bottle/jumper/bag etc because it has my name on it, it is red, my mum bought it for me on my birthday etc
  • I know where I put it after I use it. I place it in my locker with my name and picture/bag etc.
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:

  • Serving food for each other or cleaning up the dishes after one another as per ‘helper’s chart’
  • We have a set group of children who serve or clean dishes for the other children
  • We identify whose turn it is today
  • We teach the children what is required
  • We get them to serve the others
  • We get the others to thank the children for serving them
  • We allow the children serving to express how they feel about serving the children.
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:

  • Finding out about the cultural background of all children and families
  • Making contact with local cultural groups
  • Inviting parents to service to discuss or demonstrate culture
  • Learning words from culture
  • Investigating food culture
  • Exploring cultural traditions and artifacts
  • eg if we have identified 3 people in our services as Wiradjuri NSW Aboriginal, steps in the routine could include:
  • Making contact with our local Elders
  • Bringing in the Wiradjuri language by teaching 2 new words per week
  • Using our new words in every possible situation.
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:

  • At group time we sit in a circle and identify the similar ways we do things. For example “I’m Matt and I ate eggs for breakfast.”
  • I’m Tom and I had oats for breakfast.
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.

  1. Child has discovered a bug in the garden.
  2. We add the routine of curiosity
  3. Hypotheses
  4. Investigate
  5. Test
  6. Write up findings

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.

  1. Child has discovered a bug in the garden.
  2. We add the routine of research.
  3. Hypotheses
  4. Investigate
  5. Test
  6. Write up findings

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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