Queensland Studies Authority March 2011 | 1

Planning sample 1: Daily kindergarten program

Date 15 June Week Term

Events of interest

Sue’s tadpoles

Time Teacher-initiated Child-initiated Resources

8:45–9:00 am

9:20

10:20

10:30–11:00

Quiet play

Gathering circle: Follow up on Shura and Davin’s interest in using some boxes they brought in from home with the fridge box —what could we make with it? List the possibilities.

Discuss: Play plans with children (Kara and Max have block castle partly finished)

Small group: memory concentration

Tidy up: Children to check job chart (children have placed their photo next to an area they wish to tidy up)

Transition game: See next page

Morning tea

Share the story: The man who loved boxes

Katie suggested making a rocket and asked if she could draw a picture next to where I wrote “rocket”. When I asked if anyone knew “which word that could be”, Axel said, “r, rocket” and pointed to it.

Jake and Frazer asked for books about camping — they want to build a campsite. Have Sue [the assistant] support this — see if others are interested to join in, and concept web what’s needed.

Cooper and May very excited when they discovered the tadpoles. They found the magnifying glasses to look closely.

Range of small and large boxes

Source some floor puzzles for Clay and Alice to play together — lots of cooperative play yesterday helping each other to make it a joint effort

Sue to set up tadpole tank on investigations table — wait for children’s observations

Do internet search tomorrow for taddie facts, find some information texts

11:10

12:00 pm

12:20

12:30

Outdoor play: Use children’s plan for the obstacle course, introduce cones with nos 1–10.

Simple targets: Aim ball into bin

Introduce explorer kits

Tidy-up song: Gather group transitions to bathroom from outdoors: Animal actions

Lunch: Kara and Tran to set out scrap bowls and mats

Children to make beds

Skittles on the veranda for Jamison and Sandeep (from yesterday)

Follow-up to Jaz’s discovery hunt

Large bin and medium balls

Skittle set

Explorer kit: magnifying glass, clipboard and paper, disposable camera

1:00–1:45

2.00–2:20

Quiet time: Begin with simple breathing exercises to calm and centre.

Told story: Trip to children’s island involving all the children (visualisation)

Music: Mozart for children Vol. 1

Pack up beds

Music session with scarves and orchestral CD, experimenting with ways to move to the rhythm of the music. Pack up. Home

Sue to help settle Jayden (new to group and a bit upset at quiet time). Ask parent for a comforter toy and/or family photo to hold.

Encourage Katie to help Jayden make his bed and rest next to him for support.

Spanish music CD that Lucia brought in from home and basket of scarves

Note: This document, Planning sample 1, is based on Planning template 1.

Note: The planning, particularly in the “Child-initiated” column, would not look as complete as this at the beginning of the day, as observations are added retrospectively.

2 | QKLG Professional development Planning sample 1.

Small group possibilities

Dara, Kasper and Jonas for memory game. Model turn-taking for Jonas and Dara.

Assessment & monitoring opportunities

1–1 correspondence when counting the number of skittles knocked over — Jamison and Sandeep

Problem solving with the boxes — Shura and Davin?

Reflections/Forward planning

Relevant books:

My Cat Likes to Hide in Boxes

It’s Not a Box

Tadpole Diary (big book)

Talk to Jayden’s mum about comfort toys

Routines & transitions

Transition to morning tea, counting 1–10

5 currant buns

5 fat sausages

10 in the bed

Rocket blast-off (counting down)

Real-life engagements

Make some new dough with small group — ingredients but no recipe to draw on. Prediction and discussion about texture as the dough is formed.

Play

Introduce range of small boxes for tomorrow and ask children to bring more in.

Notes for assistant

Need some celemix paints for the boxes and large brushes

Large floor puzzle of children in the park for Clay and Alice

Sign up for Grandparents Day and notes in pockets

See notes for Jayden about settling

Retrospective note: Ran out of time — play with boxes took over — try tomorrow.

Retrospective planning at end of day.

Queensland Studies Authority March 2011 | 3

Weekly learning overview

QKLG learning & development areas Mon Tue Wed Thu Fri

Identity

A kindergarten child who has a strong sense of identity:

is building a sense of security and trust

acts with increasing independence and perseverance

is building a confident self-identity.

Connectedness

A kindergarten child who is connected with and contributes to their world:

is building positive relationships with others

shows increasing respect for diversity

shows increasing respect for environments. taddies

Wellbeing

A kindergarten child with a strong sense of wellbeing:

is building a sense of autonomy and wellbeing

explores ways to show care and concern and interact positively with others

Katie

explores ways to promote own and others’ health and safety

explores ways to promote physical wellbeing.

obstacle course

Active Learning

A kindergarten child who is a confident and involved learner:

is building positive dispositions and approaches towards learning

shows increasing confidence and involvement in learning

engages in ways to be imaginative and creative

boxes/ story

explores tools, technologies and information and communication technologies (ICTs).

internet search

Communicating

A kindergarten child who is an effective communicator:

explores and expands ways to use language

explores and engages with literacy in personally meaningful ways

explores and engages with numeracy in personally meaningful ways.

counting games