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Term Overview For Blog

This document outlines learning outcomes and indicators for children in term 2 of 2011. It covers 5 domains: identity, community, wellbeing, learning, and communication. Within each domain, it lists 2-3 outcomes for children to develop a strong sense of self, feel connected to community, take responsibility for wellbeing, become confident learners, and effectively communicate verbally and non-verbally. Examples are provided for indicators within each domain to show evidence of children achieving the outcomes. The overall goal is for children to meet developmental milestones across these areas through active exploration, discussion, and hands-on activities in their learning environment.

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Luisa Zanin
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44 views1 page

Term Overview For Blog

This document outlines learning outcomes and indicators for children in term 2 of 2011. It covers 5 domains: identity, community, wellbeing, learning, and communication. Within each domain, it lists 2-3 outcomes for children to develop a strong sense of self, feel connected to community, take responsibility for wellbeing, become confident learners, and effectively communicate verbally and non-verbally. Examples are provided for indicators within each domain to show evidence of children achieving the outcomes. The overall goal is for children to meet developmental milestones across these areas through active exploration, discussion, and hands-on activities in their learning environment.

Uploaded by

Luisa Zanin
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Prep Planning Overview and Goals

Learning & Development Outcomes & Indicators for Term 2, 2011


Identity Community Wellbeing Learning Communication
Children have a strong sense of Children are connected with and contribute Children have a strong sense of wellbeing Children are confident and involved learners Children are effective communicators
identity to their world

Children develop knowledgeable Children develop a sense of belonging to Children take increasing responsibility Children develop dispositions for Children interact verbally and non-
and confident self-identities. groups and communities and an for their own health and physical learning ; curiosity, co-operation, verbally with others for a range of
understanding of the reciprocal rights wellbeing. confidence, creativity, commitment, purposes.
-Show confidence in a range of abilities and responsibilities necessary for active enthusiasm, persistence, imagination - Understand and follow multi-step directions
and express pride in accomplishments. civic participation. -Begin to develop basic motor skills, including and reflexivity. -create plays and scripts
running, jumping, hopping, balancing and
-Follow rules & routines & use materials skipping (gross motor skills) - Learn about and discuss a range of topics, ideas Children engage with a range of texts
Children learn to interact in purposefully, safely & respectfully and tasks and get meaning from these texts.
relation to others with care, - Begin to develop the fine Motor Skills;hand-eye
empathy and respect. -Understand how their actions affect others and and foot-eye co-ordination, necessary for - Maintain concentration over time on a task
accept the consequences of their actions building with blocks, using scissors, kicking a ball -Express ideas and make meaning using a
etc. range of media; paper-writing, drawing,
-Sustain interactions with peers by Children develop a range of skills and
helping, sharing & discussion -Have positive associative interactions with peers. computers, audio equipment
processes such as problem solving,
inquiry, experimentation, hypothesizing,
-Have a ‘give and take’ attitude in Children become aware of fairness.
interactions, take turns in games and
researching and investigating.
when using materials and interact -Learn about respect and concern for others and
without being overly submissive or being fair -Use their senses to explore the world around
directive them and classifying living and non-living things,
for example: the seasons

-Recognise and solve problems through active


exploration including; trial and error, interactions
and discussions with peers and adults
-Classify, compare and contrast events,
experiences and groups of objects

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