EARLY YEARS PLANNING CYCLE RESOURCE

FOR THE VICTORIAN EARLY YEARS LEARNING

AND DEVELOPMENT FRAMEWORK

VICTORIAN CURRICULUM
AND ASSESSMENT AUTHORITY
Early Years Planning Cycle Resource

For the Victorian Early Years Learning

and Development Framework
Developed by the
Victorian Curriculum and Assessment Authority with
Dr Caroline Cohrssen, assisted by Karri Hedge, Georgina Hill,
Parian Madanipour and Lucy Stewart.
Thank you to children and staff from
Camberwell Baptist Church Kindergarten Incorporated (East Hawthorn),
Davis Street Kindergarten (Kew), Pope Road Blackburn Kindergarten (Blackburn),
Richmond Kindergarten (City of Yarra) and
the Curriculum Division, Victorian Curriculum and Assessment Authority
for contributing their artwork.

Authorised and published by the Victorian Curriculum and Assessment Authority.

Level 7, 2 Lonsdale Street, Melbourne VIC 3000
ISBN: 978-1-74010-390-9
© Victorian Curriculum and Assessment Authority 2020

No part of this publication may be reproduced except as specified under the Copyright Act 1968 or by permission from the
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Contents
Introduction 1
Structure of the learning plans 2
Clear learning aims support assessment and planning 3

Identity Children have a strong sense of identity 5

Community Children are connected with and contribute to their world 15

Wellbeing Children have a strong sense of wellbeing 25

Communication Children are effective communicators 35

Learning Children are confident and involved learners 55

VEYLDF Sample Evidence Markers 86

Resources 120
Introduction
This resource has been designed to: This resource consists of a range of sample learning plans
• demonstrate how the Victorian Early Years Learning and focused on evidence of learning across the five VEYLDF
Development Framework (VEYLDF) Early Years Planning Learning and Development Outcomes. The Early Years
Cycle can be applied to observe, assess and respond to Planning Cycle Resource illustrates how your knowledge
evidence of children’s learning of the trajectory of children’s learning informs your
decision-making: decisions about what is worth noting
• illustrate and provide a model for the teaching of and observing, and decisions about what you could plan
specific concepts to children aged from birth to eight next for children.
years within everyday learning environments.
The sample evidence markers reflect a selection of
This resource has a focus on learning and development concepts in different curriculum discipline areas for
across each of the VEYLDF Learning and Development most of the key components of learning in each of the
Outcomes. VEYLDF Learning and Development Outcomes. These
The Early Years Planning Cycle Resource is supported key components of learning are mapped against the
by sample evidence markers that illustrate a continuum achievement standards in the first three levels of the
of learning from the VEYLDF evidence markers to the first Victorian Curriculum F–10. It is important to remember
three levels of the Victorian Curriculum F–10. that these are examples – as you engage more with the
VEYLDF key components of learning and the achievement
It is important to note that learning plans and their sample standards in first three levels of the Victorian Curriculum
evidence markers are examples of planning and not F–10, you will build your understanding of the continuum
comprehensive lists. of learning and development further and discover other
illustrations of this in the documents.
The learning plans are organised by the age ranges
birth to two years, three to five years and six to eight
years to make navigation through the document easier.
This reflects the age ranges according to which most
early learning centres group learners and the fact that
the VEYLDF addresses learning and development from
birth through to eight years of age.

Early Years Planning Cycle Resource for the VEYLDF 1

Structure of the learning plans
The learning plans in this resource are written in everyday language and follow the structure of the
Early Years Planning Cycle.

Early Years Planning Cycle

Collect information
Initiation: The educator briefly
records evidence of a child (or group
of children) engaged in an activity
that demonstrates child learning.
Continuation: The educator briefly
records evidence of a child (or
group of children) engaged in the
planned learning activity that further
demonstrates child learning
and the cycle continues.

Reflect and review

With the learning aims in mind, Question and analyse
the educator evaluates what the The educator analyses the observation
child learnt and considers whether to clarify what the child knows already
to repeat, refine or extend the and what the child may be ready to
plan. Alternatively, the educator learn next. The educator then links
may choose to keep the learning this information to VEYLDF Outcome
aims and apply them to other Evidence Markers or the first three
playful activities. levels of the Victorian Curriculum
F–10 Achievement Standards.
Context

Plan
Act and do The educator identifies learning aims
that are linked to VEYLDF evidence
The educator sets up
markers or the first three levels of the
and delivers the learning
Victorian Curriculum F–10 Achievement
activity, paying attention
Standards, and writes an outline of
to the extent to which the
what they will provide to consolidate of
child engages with the aims
extend the child’s learning and progress
of the learning plan.
along their individual learning trajectory.
This includes specific vocabulary the
educator will model and scaffold as well
as some open-ended questions that
encourage the child (children) to explain
or demonstrate their thinking.

2 Early Years Planning Cycle Resource for the VEYLDF

Clear learning aims support
assessment and planning
The learning plans are a useful model for making This resource supports educators' conversations with
children’s learning visible. In addition, when educators families and other professionals. This evidence can be
develop learning aims that are based on evidence of child used in discussion with families and other professionals
competency, it is possible to follow a child’s interests while to extend children’s learning in a range of settings,
still addressing the planned learning aims. For example, including the home learning environment. This approach
if a learning aim is to support a child's exploration of the strengthens the monitoring of child learning over time by
measurement of length using informal units, the learning educators and families.
aim can be achieved regardless of whether the child
measures the length of a rug with building blocks or
the length of the sandpit using spades.
When educators have clear aims for planned learning
activities, it becomes possible for the educator to assess
whether, and to what extent, the learning aims are
achieved – either during the planned activity or later in the
context of a different activity. This equips educators to
feel confident about what constitutes evidence of learning.
Educators working with children in prior-to-school settings
should document this evidence of learning in order to
meet the requirements of the National Quality Standard
(in particular 1.2.1, 1.3.1 and 1.3.3). Developing confidence
about the learning observed equips educators to make
decisions about links to appropriate VEYLDF Learning
and Development Outcomes. Alternatively, the educator
is equipped to make decisions about which achievement
standard best relates to the first three levels of the
Victorian Curriculum F–10.

Early Years Planning Cycle Resource for the VEYLDF 3

Identity
Identity
Children have a strong sense of identity
4 Early Years Planning Cycle Resource for the VEYLDF
Birth–2 years Identity

Catching insects
Collect information
Elan is 30 months old. He is exploring the outdoor environment. He looks closely at a garden bed
and begins to pick up pieces of tan bark. He notices an insect crawling around in the garden bed.
He watches as the insect climbs up the nearby fence. When an educator walks past, Elan calls out
and points to the insect he has been watching.

Question and analyse Act and do

Draw the learners’ attention to the plants and garden
VEYLDF Identity Evidence Marker
beds. Encourage the learners to observe the natural
• Are open to new challenges and make new discoveries. environment, look closely at plants and garden beds,
• Initiate interactions and conversations with trusted and observe any living things (particularly insects) by
educators. saying, ‘I wonder what we can find in the garden?’
and ‘What do you think might live in the garden?’
Plan When insects are found, encourage the learners to
Aims look at the insects through the magnifying glasses so
For Elan and the other learners to: that they can see the insects more clearly. Show the
learners how to hold the magnifying glass close to the
• explore and interact with the natural environment insect, rather than close to their eyes. If appropriate,
• notice living things use a bug catcher or bucket to hold the insect so
• begin to use language to describe discoveries. that the learners can look at it.
Invite learners to volunteer their ideas by saying, ‘I wonder
VEYLDF Identity Evidence Marker if this insect can fly?’ and ‘How would we know if it can fly?’
• Respond to ideas and suggestions from others. Ask them, ‘How many legs does it have?’ Model language
to support the learners to be able to describe the insects
Materials they find.
Provide the learners with magnifying glasses, Allow time for repeated observation of the insects.
buckets or bug catchers and small nets. Include the learners as you release insects back into
their natural habitat. Talk about why it is important to
release the insects.
Support further discussion by asking, ‘What do you think
the insect eats?’ and ‘Why do you think that?’

Vocabulary
insect, legs, alive, living, moving, head, eyes, antennae,
abdomen, wings

Reflect and review

Look back at the aims of this learning experience
to guide your reflection and review.

• Did the learners explore the natural environment?

• Did the learners notice living things within the
environment?
• Were the learners interested in other elements
of the natural environment?
• Did the learners use language to describe what
they saw?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 5

Identity Birth–2 years

Taking turns
Collect information
Twenty-two-month-old Lizzie was playing with the trains, pushing the ‘Thomas’ train around the
circular track. Ying, 24 months, sat down beside Lizzie. Ying picked up a red train and began to push
it around the track. Lizzie said, ‘No’, and pushed Ying’s hand away from the track. Ying took the
‘Thomas’ train out of Lizzie’s hand and continued to push both trains around the track. Lizzie started
to cry, stood up and approached a nearby educator, arms reaching out and upwards. She said to
the educator, ‘Want Thomas, want Thomas.’ The educator knelt down and gave Lizzie a hug. They
returned to the train area together, where the educator assisted Lizzie and Ying to solve the problem.

Question and analyse As one learner pushes the train around their coloured
Lizzie uses her developing language skills to communicate section of track, the educator narrates, focusing on the
with both Ying and the educator. She attempts to express use of turn-taking language. For example, ‘It’s Lizzie’s
her desire to play with the trains by herself using both turn, look how carefully she is pushing the train around
verbal and physical communication with Ying. Lizzie the track. It will be your turn when the train gets to the
demonstrates her level of ease and belonging in the blue section.’ Imaginative play may naturally occur, or the
environment in her willingness to approach the educator educator may prompt this by saying, for example, ‘The red
for comfort and assistance. paper could be the dirt of the outback, and blue could be
a river.’ Follow the lead of the learners.
VEYLDF Identity Evidence Marker At the swap-over point (where the two coloured pieces
• Initiate interactions and conversations with trusted of paper meet), the first learner passes the train to the
educators. second learner to continue pushing it around the other
• Communicate their needs for comfort and assistance. coloured section.
The educator continues to narrate, modelling relevant
Plan vocabulary. For example, ‘Now it’s Ying’s turn to push the
Aims train around the blue section, across the river!’, ‘I really like
the way you’re working together as a team’, ‘You’re taking
For Lizzie and the other learners to: turns driving the train’.
• use language to communicate their emotions Continue modelling and narrating the turn-taking,
and needs, as well as interests, with peers encouraging the learners to use language to describe
• work collaboratively with peers when sharing resources what is happening. For example, they may say, ‘My turn’
• use vocabulary relating to taking turns and sharing. or ‘Ying turn now’. Repeat and extend the language used:
‘Yes, Lizzie has a turn, and then it’s Ying’s turn.’
VEYLDF Identity Evidence Marker
Vocabulary
• Increasingly cooperate and work collaboratively
turn, together, share, mine, yours, team, taking turns
with others.
• Express a wide range of emotions, thoughts Reflect and review
and views constructively.
Look back at the aims of this learning experience to guide
your reflection and review.
Materials
• Large sheets of coloured paper (A3 or larger) • Did the learners communicate using verbal or body
in two different colours language during the turn-taking experience?
• Train tracks and one train • How did the learners express their emotions, thoughts
and ideas?
Act and do • What happened after the educator left – did the learners
Working with the learners, set up a connected train track continue or adapt the experience?
with one large piece of coloured paper under half the • Have you seen the learners apply the language or
track, and a different coloured piece of paper under the concepts of this experience in other contexts?
other half of the track. Ask one learner which colour they
How can you use the evidence you have collected to
would like to be the ‘driver’ for, and assign the remaining
design a further plan to consolidate or extend this learning?
colour to the other learner.
A new cycle begins

6 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Identity

‘Roly Poly’: Music

Collect information
The mother of 23-month-old Mia is from Germany. One day when Mia arrived at child care, she ran
to her educator and said, ‘Guten morgen!’ Mia’s mother explained, ‘She is saying good morning in
German.’ Mia ran to her friend and said, ‘Isa, guten morgen! Hallo!’ Then she laughed.

Question and analyse Now demonstrate arm movements along with the rhyme
Mia understands that both language and speech, as and encourage the learners to copy your movements
verbal means of communication, are a medium for social while saying the related words such as ‘up’ by rolling
interaction. Mia has shown enthusiasm in sharing the new your hands up.
words she is learning from her mother with her educator After some repetitions, replace the English words with
and peers. German, Mia’s home language.

VEYLDF Identity Evidence Marker Roly Poly #1

Use their home language to construct meaning. Roly, poly ever so slowly
Faster, faster, faster, faster, faster, faster, STOP!
Plan
Aims Roly Poly #2 in English
Roly poly, roly poly, up, up, up
For the learner to:
(roll hands up)
• use more German and Australian English words
• use actions that match the words. Roly poly, roly poly, down, down, down
(roll hands down)
VEYLDF Identity Evidence Marker Roly poly, roly poly, out, out, out
• Develop strong foundations in both the culture and
language(s) of their family and the broader community (roll hands away from body)
without compromising their cultural identities. Roly poly, roly poly, in, in, in

Discuss your goals for Mia with her parents and agree on (put hands in your lap)
the German words you will incorporate in your planning to Roly poly, roly poly, tickle your chin
encourage Mia’s language development both in German
and Australian English. Roly Poly #2 German
In the song ‘Roly Poly’, most of the words repeat in Roly poly, roly poly, über über über
patterns of three, making them easier for very young Roly poly, roly poly, unter unter unter
children to remember and pronounce. Translate the short
Roly poly, roly poly, aus aus aus
words, such as ‘up’, ‘down’, ‘in’ and ‘out’, into the learner’s
home language. If you are unsure of any words, ask Roly poly, roly poly, in in in
the parents to write the words down for you and check Roly poly, roly poly, kitzle dein kinn
pronunciation with them.
Vocabulary
Act and do up, down, in, out, slowly, faster (and über, unter, aus,
Invite Mia and her peers to sit in a circle. Tell the learners it in – or if not German, other languages)
is music time and sing a ‘welcome song’, using the same
tune as ‘Polly Put the Kettle On’, while clapping: Reflect and review
Have you brought your singing Look back at the aims of this learning experience to guide
voice, singing voice, singing voice your reflection and review.

Have you brought your singing • Did the learners show an understanding of each
directional word?
voice to music time today?
• How did they demonstrate this understanding – did they
Doo doo doo doo doo doo doo, doo
use the words, or did they move their arms along with
doo doo, doo doo doo the rhyme?
Doo doo doo doo doo doo doo, • Did you see the learners transfer the vocabulary used
it’s music time today! in the song to other contexts later, such as in their play?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 7

Identity Birth–2 years

Let’s paint: Visual Arts

Collect information
Nineteen-month-old Julius was doing finger-painting at the art table for the first time. He put the
fingers of his right hand in the paint, separated his fingers, put them on the paper and moved his hand
in different directions. His educator approached him and said, ‘Julius, you are painting lots of lines!’
Julius smiled and said, ‘Lines.’

Question and analyse Use painting as an opportunity to develop the learner’s

Julius is using the large and small muscles of his arm and vocabulary. Words to use include ‘paint’, ‘painting’, ‘line’,
hand as he paints. He is also exploring the act of mark- ‘lines’, ‘thick’, ‘thin’, ‘marks’ and ‘paper’. To support
making and the ability to control part of his environment the children’s learning, make up little poems, using the
by painting lines on the paper. Lines are the mainstay of descriptive words, to go along with their art explorations
children’s earliest drawings and will continue to remain and sing them to traditional tunes.
an important element in all their art. Let Julius paint until he feels he is finished, then intervene
and compare the different lines or patterns he has made.
VEYLDF Identity Evidence Marker
• Approach new safe situations with confidence. Vocabulary
paint, painting, paper, line, long, short, round, curved,
Plan straight, zigzag, thick, thin
Aims
Reflect and review
For the learner to:
Look back at the aims of this learning experience to guide
• develop painting vocabularies and use sound and your reflection and review.
language in combination with visual effects they
• Did Julius use descriptive language, as modelled by you,
have created
to describe the painting experience?
• develop an art awareness by becoming familiar
• Did Julius show control over the brush and paint?
with the types of lines they make
• discover that their motions can cause the effect How can you use the evidence you have collected to
of making visual lines. design a further plan to consolidate or extend this learning?

A new cycle begins

VEYLDF Identity Evidence Marker
• Are open to new challenges and make
new discoveries.
• Initiate interactions and conversations
with trusted educators.

Materials
Provide one thick, paint brush, a stable cup of paint
in one colour and a large sheet of paper.

Act and do
Dip the brush in the paint and model how to make a mark
on the paper. Hand the brush to Julius and let him explore
and experiment with the brush and the paint. Emphasise
the sensory experience by excitedly describing the texture
and movement of the paint. For example, you might say:

• ‘Wow see how the brush makes a curved line,

I am wondering can we make a straight line?’
• ‘Oh, Julius you made a very long line here
and I can see a short line next to it.’
• ‘Do you think we can make a round line?’

8 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Identity

Drawing emotions in music

Collect information
A few days ago, in the butterfly life cycle dance (see Early Years Early Years Planning Cycle Resource
for 3–5 years – Community: The butterfly life cycle), five-year-old Adam pulled his arms and legs
towards his torso, positioned his hands and feet on the ground and said, ‘The butterfly is sad and
does not want to dance anymore.’ Five-year-old Millie approached Adam waving her arms up and
down like a butterfly. She sat beside him, put her head on his shoulder and said, ‘The butterfly is
sad because he lost his home.’

Question and analyse Consider the four emotions of scared, angry, sad and
Adam used physical clues to embody an imaginary happy. Play music that suggests these emotions. For
emotion. He acted out how he thought a butterfly example, Beethoven’s Moonlight Sonata, Tchaikovsky’s
may look when feeling sad. Millie also demonstrated Swan Lake, Mussorgsky’s Night on Bald Mountain and
her emotional understanding by judging the cause Mahler’s Symphony No. 2. (If you prefer, you could play
of the emotion to be external factors. Furthermore, the learners’ favourite music.) While playing the music,
she came up with an effective way to relieve the guide the learners to describe their feelings about the
butterfly’s negative feeling, putting her head on song by asking, ‘Butterfly, how do you feel when you
Adam’s shoulder to comfort him. hear this song?’
Encourage Adam and Millie to draw their feelings on
VEYLDF Identity Evidence Marker the paper while describing their ideas and listening
• Empathise with and express concern for others. to the music.
Then, encourage the learners to create a story about the
Plan butterfly based on their emotion drawings. Ask questions
Aims such as ‘Do you think the butterfly is feeling scared or
angry when she realises she is lost?’, ‘Which of these
For the learner to:
drawings show sadness?’, ‘What happens next?’ and
• interpret the emotional expression of music ‘What feeling did the butterfly have next?’
through drawing
Ask open-ended questions based on each learner’s
• use their emotional drawing as a visual score to create drawing and guide each learner to create a story by
a storytelling piece. giving them hints and relevant emotional words with
their synonyms and antonyms.
VEYLDF Identity Evidence Marker
• Openly express their feelings and ideas in their Vocabulary
interactions with others. glad, pleased, tranquil, unhappy, gloomy, furious, afraid,
• Express a wide range of emotions, thoughts frightened, terrified, lonely, excited
and views constructively.

Adam and Millie are able to demonstrate emotional

Reflect and review
understanding by referring to the cause and behavioural Look back at the aims of this learning experience to guide
signs of emotion. Understanding that people can feel a your reflection and review.
mix of emotions at once, such as happiness and sadness • Did the learners express emotions related to the music
or anger, would extend their emotional understanding, and link the emotions to their drawings?
their ability to respond with empathy to others, and their • Did the learners demonstrate their understanding
cognitive development. that a mix of emotions may occur at once, using their
emotion drawings as a visual score to create a story
Act and do about the butterfly’s emotions?
Give Adam and Millie four pieces of paper each, along
with a variety of drawing media including crayons, markers How can you use the evidence you have collected to
and coloured pencils. Talk about the day they danced like design a further plan to consolidate or extend this learning?
butterflies and ask them how Adam’s butterfly felt at the
A new cycle begins
end. Millie thought Adam was sad because had lost his
home. Suggest that they could make a story to help the
butterfly find his home, so he would be happy again.

Early Years Planning Cycle Resource for the VEYLDF 9

Identity 3–5 years

Hello, world
Collect information
Malik is four years and eight months old. He has just joined the kindergarten program after his
family moved to the area from India. English is his second language. Hindi is the language commonly
spoken in his home. On Malik’s first day, an educator observes the following interaction: Malik
approaches two learners who are sitting together in the sandpit, building a sand construction
together. ‘Namaste!’ says Malik, smiling and sitting down in the sandpit. (In Hindi, ‘namaste’ means
‘hello’). The two learners look at Malik, and at each other. They smile, but do not respond verbally.
Malik continues to play in the sandpit alongside the learners.

Question and analyse Plan

Malik has attempted to communicate in a friendly manner Aims
with his peers, using his home language, Hindi. His verbal
For the learners to:
attempt is unsuccessful due to the language barrier.
• develop awareness that people speak different languages
VEYLDF Identity Evidence Marker • share with the group (if relevant) any languages
• Use their home language to construct meaning. other than English they or their family may speak
• Reach out and communicate for comfort, assistance or understand
and companionship. • hear how the word ‘hello’ can sound and look different
in different languages
• learn how to say ‘hello’ in one other language.

VEYLDF Identity Evidence Marker

• Use their home language to construct meaning.
• Express a wide range of emotions, thoughts and
views constructively.
• Openly express their feelings and ideas in their
interactions with others.
• Respond to ideas and suggestions from others.

During group time, introduce the concept of different

cultures and languages by reading a relevant picture
book to the group. Suggested texts include Whoever
You Are and I’m Australian Too, both written by Mem
Fox, but there are many picture books that look at the
topic of cultural diversity.

10 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Identity

Act and do Vocabulary

Using the picture book as a starting point, invite the language, culture, translate, technology, countries,
learners to contribute their thoughts and ideas about the English, Australian
concept of different countries, cultures and languages.
Possible questions include:
Reflect and review
Look back at the aims of this learning experience to guide
• ‘What did you notice about the people in this book? your reflection and review.
How did this book make you feel? What does this book
make you think about?’ • Did the learners demonstrate awareness of the concept
• ‘What is a language? Who can speak or understand of different languages?
a language that is different to English?’ • Did learners share other languages they speak at home
• ‘When do you speak that language?’ with the group?
• ‘What does it mean to be Australian?’ • Were the learners engaged in the process of using
technology to find out how to say ‘hello’ in different
• ‘How could we find out how to say “hello” languages?
in different languages?’
• Did the learners attempt to say ‘hello’ in a language that
Follow the learners’ lead in this discussion. Invite learners is different to their own?
to share how they say ‘hello’ in a language other than
English, recording this information on a large piece of How can you use the evidence you have collected to
poster paper to display in the room. design a further plan to consolidate or extend this learning?

Note: The following section of this learning plan requires A new cycle begins
a computer tablet, laptop or interactive whiteboard with
internet access.
Introduce the idea that we can use technology to help
us learn different languages.
Type ‘Google Translate’ into the search engine, and it
will show two boxes. You can type or speak any word
into the first box, and it will translate the word(s) into a
chosen language in the second box. Invite learners to
have a turn, speaking a word into the computer tablet/
laptop microphone and choosing a language for it to
be translated into. Invite the learners to repeat some
of the translations, particularly those that relate to the
home languages of learners in the group. Highlight how
technology can help us understand different languages.
Discuss how the words sound and look different.
To encourage further independent exploration of the
ideas introduced during this group time, arrange a related
table experience.
Some ideas for the table experience are:
• make the picture book you shared during group time
available to the learners
• display a world map with pins or markers showing the
country of origin for families in the room
• display an atlas and/or a world globe
• provide a computer tablet with Google Earth or Google
Maps open
• display bilingual dictionaries reflecting a variety of
different languages
• include community brochures, takeaway menus or
newspapers featuring different languages, or letter
formations other than the English alphabet.

Early Years Planning Cycle Resource for the VEYLDF 11

Identity 3–5 years

The Eiffel Tower story: Drama

Collect information
Five-year-old Blake and Laila were playing in the sandpit. The educator overheard Blake saying,
‘Laila, I went to Paris and I saw the Eiffel Tower.’ Laila said, ‘What? What is the Eiffel Tower?’
Blake said, ‘The tower Laila, it is really, really tall, it’s like a triangle.’ Blake gestured with his
hand above his head and said, ‘I’ll bring some pictures of it tomorrow.’

Question and analyse Plan

See Early Years Planning Cycle Resource for 3–5 years – Aims
Communication: The Eiffel Tower design for analysis and
For the learners to:
planning for Blake.
• take part in the process drama by discussing ideas
During the conversation with Blake, Laila asked, ‘What is
and taking different perspectives
the Eiffel Tower?’. This inquiry could be explored through
a process drama to explore the Eiffel Tower and provide • solve a problem by collaborating with their peers.
Laila with an opportunity to discover where the tower is
located, who built it, why and how it was built. VEYLDF Identity Evidence Marker
• Explore different identities and points of view
VEYLDF Identity Evidence Marker in dramatic play.
• Are open to new challenges and make new discoveries. • Are open to new challenges and make new discoveries.

Young learners naturally explore their world through

dramatic play, taking on roles and acting out situations
through cooperative play. Plan to support Laila’s inquiry
by engaging her in a story that encourages her to take an
active role in learning about the Eiffel Tower.
This process drama has three parts: a beginning, a middle
and an end. It is inspired by a book about the love story
that led to the construction of the Eiffel Tower (Madame
Eiffel, see Resources p. 120).
In this approach to drama, your role is to set the scene
and encourage the learners to become the experts
who are acknowledged as actors and directors with
the knowledge to create, develop and resolve the story.
As experts, learners all take on the same role and work
together to find solutions to Mr Eiffel’s problem. Prepare
a costume for yourself, such as a hat, coat, moustache
and monocle, to take the role of Mr Eiffel, the engineer.
Invite the learners to sit in a circle and tell them that this
room has turned into another place or city which is called
Paris and we can be other people while going on a fictional
journey together. Explain that you are going to leave the
room, and when you enter the room again, you will be
Mr Eiffel.

12 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Identity

Act and do Reflect and review

The beginning: Re-enter the room in your special Look back at the aims of this learning experience to guide
costume and with a letter in your hand. Introduce yourself your reflection and review.
as Mr Eiffel and explain that you feel sad. Cry a little and • Did the learners achieve the aims you set for this
show the learners the letter in your hand. Encourage learning experience?
the learners to imagine what is written in the letter. (This
• Did the learners work together collaboratively to come
stimulates their playful imagination – this is important for
up with a solution?
the drama.) Then, tell them that Mrs Eiffel is really sick
and you have taken her to all the most famous and trusted • Did the learners communicate their solutions to
doctors, but they agreed there is nothing to be done, other the problem?
than getting some fresh air!
How can you use the evidence you have collected to
Then read the letter, ‘Dear Eiffel, I wish I could go up to design a further plan to consolidate or extend this learning?
the clouds in the blink of an eye.’ The learners are experts,
so say, ‘I need engineering experts to help me find a way A new cycle begins
to send Mrs Eiffel up to the clouds to get some fresh air.
Could you all be engineering experts?’ Ask them to think
of solutions to send Mrs Eiffel up to the clouds. Encourage
their thinking, using prompts such as ‘I wonder?’, ‘What
if?’, ‘What should we do?’ and ‘What else do we need?’
The middle: In order to involve all the learners equitably
in the story, ask one-to-one, open-ended questions and
be sensitive to the different personalities and learning
styles in the group. At this stage, review, combine and
layer the learners’ ideas and find collective solutions
to Mr Eiffel’s problem. Let the story continue to grow
and develop until all the learners arrive at a satisfactory
conclusion.
The end: It is very important to find a way to ‘bring’
the learners out of the story and back to the classroom.
To make it clear that the story has ended, you could use
an imaginary helicopter to carry the learners all together
back from Paris to the room. Change out of your costume
– this will help the learners understand the process drama
has ended.
Invite the learners to sit together again. Recap the story
experience about Mr and Mrs Eiffel and encourage the
learners to draw something they remember from the
story. Then, using the Google Earth app on the service’s
computer tablet or mobile phone, search for the Eiffel
Tower and let the learners explore the three-dimensional
image of it by rotating and exploring the image from
different angles.
Ask how similar or different the real Eiffel Tower is from
their imaginary one?

Vocabulary
This will vary, depending on the suggestions and solutions
learners offer while contributing to the process drama.
(You may choose to write down new words that you and
the learners use, to help prepare you for the next time you
read this story).

Early Years Planning Cycle Resource for the VEYLDF 13

Identity 3–5 years

Visual timetable
Collect information
Four-year-old Ezrah was lined up at the door, ready to play outside, when he was joined by his friend
Zachary. Ezrah told Zachary, ‘You need to go back because you don’t have your hat on.’ Zachary
replied, ‘It’s not hot today, I don’t need to wear a hat.’ Ezrah replied, ‘But it is sunny today, so you
do need to wear a hat.’

Question and analyse Act and do

Ezrah and Zachary expressed their ideas to each Ask the learners open-ended questions, such as ‘I wonder
other, providing reasoning for these ideas. They also if it will rain today? Why do you think that?’, ‘It looks very
demonstrated observations of the weather and described windy outside, does that mean it will be a cold day?’ and
links between the weather and how that would affect the ‘I wonder if we will need to wear jumpers outside today?’
necessity of wearing hats. Refer to the visual timetable and ask the children
questions such as ‘When do we have lunch?’,
VEYLDF Identity Evidence Marker
followed by ‘How do you know that?’
• Openly express their feelings and ideas in their
interactions with others. Vocabulary
sunny, cloudy, hot, cold, warm, windy, summer, winter,
Plan autumn, spring, rainy, stormy, freezing
Aims
For the learners to: Extended vocabulary
days of the week, months, events, before, after
• observe or predict changes in the weather
• notice events during the course of the day Reflect and review
• infer events in the day based on a visual timetable Look back at the aims of this learning experience to guide
• make connections with previous experiences. your reflection and review.
• Did the learners observe and describe the weather?
VEYLDF Identity Evidence Marker
• Did the learners make connections with previous
• Use effective routines to help make predicted transitions experiences?
smoothly.
• Were the learners able to use the visual timetable to
At the beginning of the day, encourage learners to join predict events during the day?
in a morning meeting (group time).
How can you use the evidence you have collected to
When appropriate, draw learners’ attention to the weather design a further plan to consolidate or extend this learning?
outside and encourage their observations. Ask them to
predict what might happen to the weather over the course A new cycle begins
of the day.
This can be extended into a daily timetable with visuals to
depict the weather, as well as events throughout the day,
such as outdoor/indoor play, rest time, morning tea and
lunch. This visual timetable could be referred to at various
points during the day so that learners are able to see what
routine or event is happening next.

14 Early Years
Years Planning Cycle Resource
Resource for the VEYLDF
Community
Children are connected with and contribute to their world

Community
Birth–2 years Community

Doing and being things: Drama

Collect information
Twenty-three-month-old Abigail was playing in the home corner. She poured a cup of tea for her
friend Sophia. Then, she sat down on the floor, hugged her baby doll, covered the doll with a small
blanket, put the toy milk bottle in the doll’s mouth and began to ‘feed’ the doll.

Question and analyse Act and do

Abigail’s play reflects behaviours she has observed. By Doing things: During book reading or storytelling with
directing her play actions towards other people or objects, the learners, act out ordinary actions, such as brushing
such as pouring tea for a friend or feeding a doll, her play teeth, shovelling sand, rolling a ball, eating soup and riding
is showing concern for the wellbeing of others. a bike. Then, introduce the idea of descriptive mime by
explaining that you are all going to act out a story.
VEYLDF Community Evidence Marker
Start with simple, one-sentence mimes. For example, say,
• Build on their own social experiences to explore other
‘Imagine you are licking a delicious ice cream. What is
ways of being.
your favourite flavour?’ (Let them lick for a while.)

Plan Then add an extension. For example, say, ‘Imagine you

are licking a delicious ice cream, what is your favourite
Aims
flavour?’ (Let them lick for a while.) ‘Suddenly a big dog
For the learner to: jumps up and knocks the ice cream out of your hand.
• respond to the descriptive mimes either verbally Show how you feel!’
or non-verbally Add interest by exaggerating the movements and making
• develop their vocabulary related to the actions interesting sounds, such as slurping soup or saying, ‘Let’s
and concepts. ride the bike slow, slow, fast, fast, faster, faster, stop!’
Being things: Mime objects in action to support the
VEYLDF Community Evidence Marker learners’ understanding of how things work. Pretend to
• Participate in reciprocal relationships. be inanimate objects. For example, be a clock (using arms
as the hands), be a pencil (writing with your feet), be a
Engaging in descriptive mime prepares learners for the
leaf (falling off a tree) or be a car (steering the wheel with
more complex activities of role-play and the dramatisation
your hands as you drive around the room). To extend the
of stories. Providing Abigail with opportunities to practise
experience further, encourage the learners to act first and
dramatic arts skills through participating in familiar
you copy or expand on what they are doing.
descriptive mime experiences, such as doing things and
being things, will further enhance Abigail’s make-believe Vocabulary
play skills. It also provides opportunities to extend her
This will vary, depending on the suggestions you and
vocabulary.
learners make while pretending to be and do things.
Choose gestures to use to signal ‘start’, ‘listen’ and ‘stop’ Make a list of new words, plan some related actions
and practise before beginning. and act them out with learners.

Reflect and review

Look back at the aims of this learning experience to guide
your reflection and review.
• Were the learners able to match their actions with
the concepts?
• How did the learners demonstrate their understanding of
the words? Did they copy your actions, or did they create
their own?
• Did they say the words while doing the actions?
• Do you see evidence of this learning emerging in their
open-ended play elsewhere in the program?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years
Years Planning Cycle Resource
Resource for the VEYLDF 15
Community Birth–2 years

Do I see me?
Collect information
In recent months, the infants’ room has welcomed several new families to its community. Some of the
new learners are Arjun, who is 11 months old and of Indian background; Rania, who is 10 months old
and of Sudanese background; and Riku, who is 13 months old and has a Japanese background. The
educator has been thinking about buying new resources for the infants’ room. One day, the educator
observes Rania crawling over to the baby dolls’ area. Rania picks up the baby doll and holds it to her
chest with one arm. The same afternoon, the educator notices Arjun and Riku in the book corner.
Arjun and Riku spend approximately five minutes in the book corner, choosing different books, turning
the pages and looking at the pictures. They alternate between looking at their own books and looking
at the same book together.

Question and analyse Plan

Following these observations, the educator reflected on Aims
the diverse cultural backgrounds represented in the infant
For all learners to:
room community and the extent to which different cultures
are reflected in the resources available to the learners. • be exposed to texts and resources that represent
a diverse range of backgrounds and cultures
Questions that the educator considered were:
• look at/listen to texts shared in a small group context,
• Can the learners/families see their culture/ethnicity being with engagement shown through responses such as
represented and valued in the room? sounds, pointing, eye contact or smiling
• Do the learners see themselves or their families in books • participate in back-and-forth verbal and non-verbal
and pretend play materials? interactions with educators.

VEYLDF Community Evidence Marker VEYLDF Community Evidence Marker

• Cooperate with others and negotiate roles and • Cooperate with others and negotiate roles and
relationships in play episodes and group experiences. relationships in play episodes and group experiences.
• Participate in reciprocal relationships. • Become aware of connections, similarities
and differences between people.
• Begin to understand and evaluate ways in which texts
construct identities and create stereotypes.
• Participate in reciprocal relationships.

16 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Community

Using resources from other rooms in the service, or Reflect and review
low-cost community facilities (libraries, toy libraries and Look back at the aims of this learning experience
‘op shops’), consider how the room could be made more to guide your reflection and review.
inclusive of different cultures and ethnicities in a respectful,
authentic manner. Seek feedback and suggestions from • Were you able to source texts and resources that
all families, perhaps inviting them to contribute a favourite represented the diverse backgrounds and cultures?
book, toy or instrument from their home to share with the • Did the learners indicate engagement during a shared
room for a few days. reading experience by making sounds, pointing, eye
contact or smiling?
Act and do • Did the learners participate in back-and-forth verbal
Gradually begin to include the resources and texts and/or non-verbal interactions with educators?
in the room.
How can you use the evidence you have collected to
The options are endless, but some examples may include: design a further plan to consolidate or extend this learning?
• male and female dolls with different facial features,
skin tones and hair types A new cycle begins
• texts featuring culturally diverse characters or topics (the
local library is an excellent resource as a starting point)
• musical instruments used in a range of cultures
or countries
• unbreakable mirrors placed on the floor and low on the
walls so crawlers can observe themselves and others,
noticing differences and similarities.

Throughout the coming weeks, notice when learners

are exploring the new texts or materials, and whenever
possible, engage in an intentional interaction with them.
Notice and narrate what the learners are showing interest
in, and highlight different features of texts or materials. You
could say, ‘What do you notice about this picture? I can
see a family. Can you see the enormous dragon puppet?
I think they might be celebrating Chinese New Year.’ Or
‘What is the same about these two baby dolls? What is
different? I can see they both have eyes, and ears, and
noses [pointing at facial features]. And I can see this baby
doll has light-coloured hair, like Emily! This baby doll has
dark curly hair, like Rania. Some things about the babies
are the same, and some things are different.’

Vocabulary
culture, background, different, same, family, notice

Early Years Planning Cycle Resource for the VEYLDF 17

Community Birth–2 years

Sensory garden: Watching plants grow

Collect information
Eighteen-month-old Jesse and four-year-old Emma are outside in the garden. Emma finds a flower
on the ground and gives it to Jesse. Jesse crouches down and looks at the flower. Emma says, ‘Jesse,
you are meant to smell it!’ Jesse smiles and sniffs at the flower. Emma tells Jesse, ‘We only pick up
flowers that have fallen on the ground, Jesse. We don’t pull them off the plants.’

Question and analyse Act and do

See Early Years Planning Cycle Resource for 3–5 years Ask open-ended questions such as, ‘What do you think
– Community: Plant diary for observation, analysis and this will smell like (or feel like)?’
planning for Emma. You could create your own sensory garden beside
Jesse is developing an understanding of the natural the learners, modelling new words that describe the
environment through his senses as he looks at and different materials.
smells the flower in the garden.
Vocabulary
VEYLDF Community Evidence Marker smell, touch, spiky, smooth, dry, green, squishy, hard, soft
• Show growing appreciation and care for natural
and constructed environments. Reflect and review
Look back at the aims of this learning experience to guide
Plan your reflection and review.
Aims • Did the learners explore the materials using different
For Jesse and the other learners to: senses?
• Did you provide enough time for learners to respond
• use their senses to explore the natural world
to questions?
• develop new understandings of the natural
world and how to experience it. How can you use the evidence you have collected to
design a further plan to consolidate or extend this learning?
VEYLDF Community Evidence Marker
A new cycle begins
• Broaden their understanding of the world in which
they live.
• Use play to investigate, project and explore new ideas.

Learners will create their own sensory garden at the

playdough table. Provide a range of natural materials,
which could include sticks and leaves, seed pods,
eucalyptus leaves and herbs such as rosemary and
lavender. Encourage learners to add different materials
to their playdough garden. With each item they add,
support the learners to smell, touch and look carefully
at the details of the different materials.

18 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Community

The butterfly life cycle: Dance

Collect information
Five-year-old Andreas found a caterpillar in the garden. He showed four-year-old Adam and said,
‘Look!’ Adam looked closely and asked, ‘What is it?’ Andreas replied, ‘A caterpillar!’ An educator
walked over to Andreas and Adam, and asked, ‘Where did you find the caterpillar?’ Andreas
pointed to the garden. The educator asked, ‘Do you think that was its home?’ Andreas responded,
‘Yes. It lives under the ground, same as worms.’

Question and analyse Design creative movement sequences related to each

Andreas and Adam show different levels of understanding sentence. For instance, for the phase of hatching, sit on
about caterpillars. For Andreas, there is a difference the floor, hug yourself, place your head between your
between a worm and a caterpillar. However, there is knees and gently grow as you sing the first two lines of the
a misunderstanding about where a caterpillar lives. song. (To represent the caterpillar, put two fingers on your
In addition, there is no evidence that Andreas and head as its antennae).
Adam know that a caterpillar changes into a butterfly. Dance activities require that dancers both share the
dance space and move in conjunction with others. Before
VEYLDF Community Evidence Marker beginning, set up simple, positively worded behaviour
• Broaden their understanding of the world in which guidelines that foster cooperative behaviour.
they live.
Act and do
Plan Using the tune of ‘Row, Row, Row Your Boat’, replace
the traditional lyrics with the words of the ‘Butterfly Song’.
Aims
Invite the learners to join you in a dance related to the
For the learners to: butterfly life cycle.
• learn about the stages of the butterfly life cycle Choose an area for dancing where there is plenty of space.
• match their creative movements with each stage Encourage the learners to discover their own ways to move
of the cycle. and to use their bodies to communicate their ideas about
each stage. If necessary, support them to match their bodies
VEYLDF Community Evidence Marker and movements to the melody and the song.
• Explore relationships with other living and non-living Vocabulary
things and observe, notice and respond to change. hatch, caterpillar, chrysalis, silk, butterfly
Plan a ‘Butterfly Song’ with the same melody as ‘Row,
Row, Row Your Boat’ and replace the words as below: Reflect and review
Look back at the aims of this learning experience to guide
Hatch hatch little egg, I’m so very small your reflection and review.
Teeny tiny caterpillar, you can’t see me at all
• Did the learners demonstrate their understanding of the
Crawl crawl caterpillar, munching on a leaf butterfly life cycle stages by creating relevant movements
Crawling munching crawling munching, in each stage?
eat and eat and eat • Do you think the art form of dance can be used
Form form chrysalis, I’m a different shape intentionally as a medium for teaching science
Hanging by a silken thread, until I can escape concepts?
Rest rest chrysalis while I change inside How can you use the evidence you have collected to
Now at last my time has come to be a butterfly design a further plan to consolidate or extend this learning?
Stretch stretch pretty wings, it’s a special day
A new cycle begins
Soon they will be strong enough for me to fly away
Fly fly butterfly, fly from flower to tree
Find a place to lay my eggs so they can grow like me

Early Years Planning Cycle Resource for the VEYLDF 19

Community 3–5 years

Plant diary
Collect information
Eighteen-month-old Jesse and four-year-old Emma are outside in the garden. Emma finds a flower
on the ground and gives it to Jesse. Jesse crouches down and looks at the flower. Emma says,
‘Jesse, you are meant to smell it!’ Jesse smiles and sniffs at the flower. Emma tells Jesse, ‘We only
pick up flowers that have fallen on the ground, Jesse. We don’t pull them off the plants.’

Question and analyse Encourage the learners to observe the growth

See Early Years Planning Cycle Resource for Birth–2 years – of their seeds over the course of several weeks.
Community: Sensory garden for another planning direction. Support the learners to create their own plant diary
Emma is showing appreciation for the natural environment by taking photographs of the seed trays once a week,
and respecting other living things. She shows care or by making paper booklets to record the growth
towards plants and responsibility for her own actions of their plants.
in relation to living things. Encourage the learners to discuss the changes
they observe.
VEYLDF Community Evidence Marker
• Demonstrate an increasing knowledge of and respect Act and do
for natural and constructed environments. Ask open-ended questions such as ‘What is happening
• Develop an awareness of the impact of human to the plants that are kept in the dark?’, ‘What is
activity on environments and the interdependence happening to the plants that get no water?’, ‘What is
of living things. happening to the plants that get sunshine and water?’
and ‘What are we learning about what plants need
to grow?’
Plan
Compare what plants need to grow with what people
Aims (and/or animals) need to grow. Discuss why it is important
For Emma and the other learners to: to care for living things.
• explore the needs of living things
Vocabulary
• develop an understanding of the care
seeds, seedling, growth, change, sunlight, plant, water,
and responsibility required to grow a plant
stem, leaves, flower, oxygen, nutrients, soil, environment
• observe and notice changes in living things
over time. Reflect and review
Look back at the aims of this learning experience to guide
VEYLDF Community Evidence Marker your reflection and review.
• Explore, infer, predict and hypothesise in order • Did the learners predict what would happen to their
to develop an increased understanding of the seeds in different environments?
interdependence between land, people, plants
and animals. • Were the learners able to notice, describe and record
some of their observations?
• Explore relationships with other living and non-living
things and observe, notice and respond to change. • Did the learners notice changes over time?
• Did the learners demonstrate an understanding of what
Provide seeds, soil and pots for learners to grow their living things need to grow? How do you know?
own plants. Discuss what plants need to grow (for
example, sunlight and water) and support learners How can you use the evidence you have collected to
to plant their own seeds in their tray of three pots. design a further plan to consolidate or extend this learning?
Explain that you are going to do an experiment to see A new cycle begins
what plants need to grow:
1. Place one tray in a sunny spot and water the tray
regularly.
2. Place one tray in a sunny spot but do not give it
any water.
3. Place one tray in a cupboard where it gets no light,
and water the tray regularly.

20 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Community

Same or different?
Collect information
Luella is four years and eight months old. She is drawing with pencils at a table. Fatima, aged four
years and six months, has just been dropped off for the day by her mum. Fatima joins Luella at the
table. The educator overhears their conversation. Luella says to Fatima, ‘Why does your mum always
wear that scarf on her head? Does she have hair?’ Fatima frowns and replies, ‘My mum has hair!’
Luella responds, ‘I think it looks funny. My mum doesn’t wear one.’ Fatima frowns again. Then she
stands up and moves away from the drawing area.

Question and analyse Each day, the educator initiates a brief conversation about
Luella and Fatima discover some differences about their the results of the ‘poll’. This might be with small groups of
lives (culture). Luella is interested in the hijab she saw children during the day or with the whole group. Leave the
Fatima’s mum wearing when she dropped her off, and poll data visible and encourage the learners to discuss the
wonders why it is different to how her mum dresses. poll results with their families at the end of the day.
Questions/observations may include:
VEYLDF Community Evidence Marker
• ‘Which animal/food is the most popular?’
• Become aware of connections, similarities
• ‘Luella and Fatima both like dinosaurs – their favourite
and differences between people.
animal is the same.’
Plan • ‘Sam likes pizza, but Emily likes spaghetti – their
favourite food is different.’
Aims
For Luella and other learners to: Invite the learners to share any observations they notice.

• develop an understanding of the meaning of language At the end of each day, the name cards go back in the
relating to similarities and differences basket, ready for the next morning.

• contribute ideas or thoughts to group discussion

Vocabulary
• listen to the ideas or thoughts of others. same, different, similarities, differences, connections

VEYLDF Community Evidence Marker Reflect and review

• Become aware of connections, similarities Look back at the aims of this learning experience to guide
and differences between people. your reflection and review.
What does it mean to be the same? Or to be different? • Did the families engage with the experience?
How are we the same? How are we different? Is it good • Did the learners identify similarities/differences based
to be the same? Or good to be different? on the polls?
Create a small laminated name card for each learner, • Did the learners use new vocabulary such as ‘same’
using the Victorian Modern Cursive font. Paste a or ‘different’?
photograph beside each learner’s name (to help with • Was the concept applied to a broader context, such
name recognition). Put Blu Tack on the back of each as different cultures or family members?
name card.
How can you use the evidence you have collected to
Display a large laminated poster (or a large whiteboard)
design a further plan to consolidate or extend this learning?
near a table at the drop-off/sign-in area. Invite families
to check the table each morning for a week, where A new cycle begins
there will be a new topic to vote on each day.

Act and do
On Monday (for example), learners may have to choose
their favourite animal out of three options – elephant, dog
or dinosaur. Luella’s favourite animal is a dinosaur, so with
the help of her family member she finds her name card
in the basket, and sticks it in the dinosaur column on the
poster. Other topic ideas might be pets, foods or how
you got to kinder (for example, car, scooter, walked). After
introducing the concept on the first day, invite the learners
to contribute their own ideas for topics.

Early Years Planning Cycle Resource for the VEYLDF 21

Community 3–5 years

What happens to our rubbish?

Collect information
A small group of four-year-old learners is working in the sandpit, ‘digging for treasure’. Callum pulls
a plastic straw from the hole he is digging and shouts, ‘I found something!’ Jack comes over to look
and says to Callum, ‘That’s not treasure, it’s some rubbish.’ Callum drops it back in the sandpit but
Jack picks it up and says, ‘Let’s put it in the bin so we can keep the sandpit clean.’ Callum responds,
‘Yeah, let’s look for more rubbish so we can keep the sandpit clean!’ Callum, Jack and two other
learners continue to search through the sandpit for pieces of rubbish.

Question and analyse Plan

Jack shows an understanding of different types of
Aims
materials, including waste products that should be
For the learners to:
disposed of rather than left in the natural environment.
Callum is beginning to show an understanding of the • continue to explore understanding of properties
importance of caring for and respecting the environment of different materials
in which he plays. The group of learners in the sandpit is • explore the impact of waste on the community
beginning to work together to solve a problem. and wider environment.

VEYLDF Community Evidence Marker VEYLDF Community Evidence Marker

• Demonstrate an increasing knowledge of and • Develop an awareness of the impact of human
respect for natural and constructed environments. activity on environments and the interdependence
• Participate with others to solve problems of living things.
and contribute to group outcomes. • Explore, infer, predict and hypothesise in order
to develop an increased understanding of the
interdependence between land, people, plants
and animals.

You will need to plan ahead to ensure the timeline of the

experience is not interrupted by term holidays. Also, you
will return to this several times over the next few weeks.
Collect four containers (for example, two-litre ice-cream
tubs). Help the children to fill each tub with soil. In each
tub, bury one of the following: an apple core, a piece of
celery, a piece of paper or a piece of plastic. Label each
of the containers and water them regularly.
At the end of each week, uncover the objects in the soil.
Observe what happens to the objects over six weeks or
two months (or even longer if possible).

22 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Community

Act and do Reflect and review

Ask open-ended questions, such as: Look back at the aims of this learning experience
• ‘What do you expect will happen to the objects to guide your reflection and review.
we have buried?’ • Did the learners provide predictions about what
• ‘I wonder whether all the objects we buried would happen to the materials?
will look the same next week, or whether • Did you provide enough time for learners to
they will change?’ answer questions?
• ‘What may be the reason for this?’ • Did the learners describe any differences between
• ‘What are we learning about the things natural materials and constructed materials?
we throw in the bin?’ How can you use the evidence you have collected to
This learning plan could be extended by supporting design a further plan to consolidate or extend this learning?
children to draw or write down what was buried.
A new cycle begins
Vocabulary
materials, natural, constructed, biodegrade, soil,
different, same, changes, environment

Early Years Planning Cycle Resource for the VEYLDF 23

24 Early Years Planning Cycle Resource for the VEYLDF
Wellbeing
Children have a strong sense of wellbeing

Wellbeing
Birth–2
Birth–2 years
years Wellbeing

Tricycle tracker
Collect information
Three tricycles are a recent addition to the toddler outside play area, and are proving to be very
popular. There are often learners waiting to use the tricycles.

George, 20 months, is riding a tricycle around the outside play area, using his feet to push himself
along. He is smiling. Remy, 22 months, and Yasmine, 18 months, are using the other two available
tricycles, riding alongside each other, and smiling frequently at each other.

Sienna, 22 months, approaches George and grabs the handlebars of the tricycle. Sienna says,
‘My turn!’ to George. George pushes Sienna’s hands off the tricycle and rides away. Sienna begins
to cry, and walks towards a nearby educator.

Question and analyse Act and do

Sienna communicated her desire to use the tricycle Display the ‘Tricycle Tracker’ board outdoors at the level
verbally. George responded with a physical gesture, of the learners. Place the basket of photo cards nearby.
indicating that he had not finished using the tricycle. Explain to the learners that the ‘Tricycle Tracker’ helps to
Yasmine and Remy are using the tricycles together, keep track of whose turn it is next, so everyone who wants
showing their enjoyment of each other’s company a turn can have one. This makes it fair for everyone.
through their facial expressions. If all three tricycles are being used, and other learners
have expressed a desire to have a turn, invite the learners
VEYLDF Wellbeing Evidence Marker
who are waiting to find their photo card and stick it on
• Increasingly cooperate and work collaboratively the board, indicating that it will be their turn next. Other
with others. learners waiting for a turn can do the same, sticking their
photo card underneath the previous one.
Plan
When the learners are identifying their name card, point
Aims out their photograph, and draw attention to the letters
For the learners to: underneath. You could say, ‘These marks here are
letters, and these letters are your name. These letters say
• begin to understand the concepts of turn-taking
“George”. That’s you!’
and fairness
• express their desire to use a piece of equipment Monitor which learners are waiting for a turn and when the
using words or gestures tricycles become available. Once the tricycles (or any other
new or popular resource) have become less popular, the
• recognise their photo/name card ‘tracker’ will no longer be required.
• begin to recognise that written text has meaning.
Vocabulary
VEYLDF Wellbeing Evidence Marker turns, waiting, taking turns, fair, letters, name
• Increasingly cooperate and work collaboratively
with others. Reflect and review
• Recognise and communicate their bodily needs (for Look back at the aims of this learning experience to guide
example, thirst, hunger, rest, comfort, physical activity). your reflection and review.

Write ‘Tricycle Tracker’ at the top of a pinboard, • How did the learners respond to the ‘Tricycle Tracker’?
whiteboard or blackboard. Place a photograph of one Did the visual representation of turn-taking ease the
of the tricycles next to the heading, to provide a visual waiting process?
cue for the text. • Were the learners able to communicate to an educator
their desire to use a tricycle?
Print out (or use existing) small photos of all children with
their names printed underneath. Laminate the cards and • Were the learners able to identify their photo/name
place them in a container/basket. cards and stick them on the board?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 25

Wellbeing Birth–2 years

Shape collage: Visual Arts

Collect information
Ella is two years and 10 months old. She sat down next to Max who was playing with the shape-
sorting box. She took each shape block, named its colour and gave it to Max to pass it through the
hole. They both continued this for a few minutes. The educator approached them and holding the
red circle block in front of her said, ‘Ella, I have got one red circle block. Can you give me another red
circle?’ Ella took one red square, said, ‘Red’, and passed it to the educator. The educator tried each
of the four shapes: circle, square, triangle and rectangle, choosing different colours. Ella passed her
a block of the correct colour each time.

Question and analyse Plan

Ella exhibited her sharing skills by passing each shape
Aims
to her peer as they collaborated in their play. She also
For the learner to:
demonstrated her knowledge about colours by correctly
naming them. • learn to differentiate different colours and shapes
• practise their hand-eye coordination.
VEYLDF Wellbeing Evidence Marker
• Increasingly cooperate and work collaboratively VEYLDF Wellbeing Evidence Marker
with others. • Recognise their individual achievements.

Plan to consolidate Ella’s knowledge of shapes by engaging

her in a collage activity.
Prepare a sheet of contact paper with the backing peeled
off. Tape the paper to a table, sticky side up. Provide
a paper plate with pre-cut geometric paper shapes in
different colours, patterns and textures. Be sure to provide
the shapes in different sizes.
Remember that learners at this age are usually able
to sort objects by one attribute only – colour OR shape.
It is better to consolidate a learner’s ability to sort by
one attribute before you introduce a second attribute.

26 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Wellbeing

Act and do Reflect and review

Hold up one of the paper shapes and say, ‘Ella, look at Look back at the aims of this learning experience to guide
this circle. Do you know what colour it is? Where will you your reflection and review.
put it on your collage?’ • Could the learner identify the named colours
Hand the learner the shape to place on the sticky surface. and shapes?
Provide guidance and support if needed. Start with • How did she demonstrate her understanding of shape
two shapes, such as a circle and square. After a few names – did she use the words, or did she point to the
repetitions, add the other two shapes. Then let the named shape?
learner choose shapes independently.
How can you use the evidence you have collected to
After the learner puts the shape down on the surface,
design a further plan to consolidate or extend this learning?
describe where it was placed. For instance, say ‘Ella,
you put the circle next to the triangle.’ Repeat with the A new cycle begins
other shapes by naming them and using locational words.
After Ella can identify shapes with confidence, introduce
a second attribute. For example, pass a red circle
to her and ask, ‘Can you put the red circle next to
the green circle?’ Start with naming the same shapes
in different colours.
When the learner feels they are finished, hold up
the collage and say, ‘Look at the collage you made.
Can you find the circle?’
Display the collage and return to it often. Continue
to support the learner in finding shapes by using
descriptive terms.

Vocabulary
circle, square, triangle, rectangle, next to, above, under,
across, same, different, names of colours

Early Years Planning Cycle Resource for the VEYLDF 27

Wellbeing Birth–2 years

Babies
Collect information
Twenty-six-month-old Dax was playing with the baby dolls in the home corner. Another child
had drawn on the face of the baby that Dax was holding. Dax pointed to the baby’s face and
said, ‘Baby dirty!’ and tried to wipe the mark off the doll’s face.

Question and analyse Act and do

Dax is demonstrating behaviour that he may have seen at It is important to provide opportunities for the learners
home or experienced himself. He shows an understanding to explore the materials.
of looking after the baby by holding it and wanting to clean Ask open-ended questions, such as ‘I wonder what
its face. happens when we rub the soap and water together
in our hands?’
VEYLDF Wellbeing Evidence Marker
Encourage the learners to describe what they see
• Recognise and communicate their bodily needs (for
and feel.
example, thirst, hunger, rest, comfort, physical activity).
Vocabulary
Plan bubbles, foam, slippery, wet, dry, clean, dirty
Aims
For Dax and the other learners to: Reflect and review
• continue to explore an understanding of taking care Look back at the aims of this learning experience to guide
of others your reflection and review.
• explore interactions between materials. • Did the learners engage with the reaction between the
soap and water?
VEYLDF Wellbeing Evidence Marker • Did you provide enough time for learners to answer
• Use their sensory capabilities and dispositions with questions?
increasing integration, skill and purpose to explore • What engaged the learners’ attention?
and respond to their world.
How can you use the evidence you have collected to
Set up a water play area with some washable baby dolls, design a further plan to consolidate or extend this learning?
towels, washers and soap. Remember to use large tubs
and shallow water. Model washing the babies using A new cycle begins
washers with soap and water. Encourage Dax and other
learners to explore the water play. Invite the learners to
wash the baby dolls, and to observe what happens to the
dolls when they use the soap and water to wash them.
Focus the learners’ attention on how the soap feels when
it is wet. Describe what is happening when bubbles form.

28 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Wellbeing

Sliding down
Collect information
Twelve-month-old Mia has recently started using the furniture to pull herself up to a standing
position. She is also beginning to take a few steps without support. Today, Mia was sitting with
an educator, holding onto the educator’s hands and repeatedly pulling herself up and sitting
down again. When the educator said, ‘Up!’, Mia stood up. When the educator said, ‘And down!’,
Mia sat back down and giggled.

Question and analyse Act and do

Mia is beginning to demonstrate an awareness of moving Model language to support the learners’ understanding
her body and responding to directions from others. of position and movement. Use words to describe the
equipment and narrate the learners’ movements around
VEYLDF Wellbeing Evidence Marker the equipment. Use your voice to emphasise the concepts
• Demonstrate spatial awareness and orient themselves, of ‘up’ and ‘down’ – make your voice go up as you say,
moving around and through their environments ‘Up!’, and down as you say, ‘Down!’
confidently and safely.
Vocabulary
Plan up, down, around, slide, again, bouncy, cushions, climb
Aims
Reflect and review
For Mia and the other learners to: Look back at the aims of this learning experience to guide
• consolidate their understanding of ‘up’ and ‘down’. your reflection and review.
• Did the learners respond to the educator’s
VEYLDF Wellbeing Evidence Marker encouragement?
• Demonstrate spatial awareness and orient themselves, • Did the learners respond to the educator’s language
moving around and through their environments modelling?
confidently and safely.
How can you use the evidence you have collected to
Set up a small slide with safety cushions for children to design a further plan to consolidate or extend this learning?
explore climbing up and sliding down, with your support.
A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 29

Wellbeing Birth–2 years

Move your body dice

Collect information
During group time in the toddler room, the educator sang the ‘Hokey Pokey’ song. All six learners
participated and copied the educator’s actions with enthusiasm.

Question and analyse Extension: This is a great opportunity to familiarise

The group of learners showed their enthusiasm by taking the learners with the elements of dance, such as space
part in the song and repeating the educator’s actions. (personal and general), level (high, middle, low) and
Providing them with an opportunity to create their own direction (up, down, forward, backward). For example,
movement patterns would extend their understanding introduce the learners to the concepts of space and
of the parts of their bodies and how the different parts direction by encouraging them to move their legs forwards
of their bodies move. and backwards within their own personal space in one
spot, while you rhythmically emphasise the spatial terms.
VEYLDF Wellbeing Evidence Marker You could add more movements, such as ‘Move your
arms up and down!’ or ‘Jump forward, now jump back.’
• Are happy, healthy, safe and are connected to others.
Vocabulary
Plan leg, foot, arm, hand, body, head, low, high, medium,
Aims forward, backward
For the learners to:
• name the parts of their bodies
Reflect and review
Look back at the aims of this learning experience to guide
• invent new creative movements based on the images your reflection and review.
on the die.
• Were the learners able to identify the different parts of
VEYLDF Wellbeing Evidence Marker the body? Did they say the word, or did they point to it?
• Combine gross and fine motor movement and balance • Did the learners move the parts of their bodies that
to achieve increasingly complex patterns of activity, corresponded with the pictures on the die?
including dance, creative movement and drama. • Did the learners copy the movement patterns of a peer?
Draw (or print) pictures of a leg, an arm, a foot, a hand, How can you use the evidence you have collected to
a body and a head. To create the die, make a cubed box design a further plan to consolidate or extend this learning?
and stick an image on each side. (You could make your
own die or use a cube-shaped tissue box). A new cycle begins

Act and do
Invite the learners to stand in a circle. Show them the
picture on each side of the die and name each body part
together. Say, ‘I wonder what kind of movements we can
make with each of these parts of the body?’
Demonstrate the dice game by rolling it into the middle of
the circle. Draw the learners’ attention to the picture facing
upwards on the die. Then, create body movements based
on the picture. For example, if it is a picture of a hand, ask
the learners to name it. Make a creative movement pattern
by using your hand, such as shaking it. Encourage and
support the learners to imitate your actions.
Give each learner a turn to roll the die and move the
corresponding body part. Describe the movements made
by the children, modelling new words. For example, ‘Ali,
you are drawing a circle with your arm by moving it round
and round to draw a circle in the air.’
Use your professional judgment to decide whether the
learners could make a double movement.
Each learner rolls the die twice (or two dice at the same
time) and uses two parts of the body to make a movement
pattern. For example, if the die lands on the pictures of a
hand and a foot, create a combined movement using both
parts of the body.

30 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Wellbeing

Healthy bodies
Collect information
Five-year-old Yasmin comes to kindergarten wearing a pedometer on a ribbon around her neck.
When an educator asks her what it is, Yasmin explains that her sister brought one home from school
because her sister’s class is counting how many steps they take each day. Yasmin also explained,
‘Taking lots of steps helps keep us healthy.’

Question and analyse Act and do

Yasmin is showing some awareness of the role that Draw the learners’ attention specifically to their breathing,
exercise plays in maintaining health and wellbeing. their increased heart rate, changes in their body
temperature and their perspiration (sweating).
VEYLDF Wellbeing Evidence Marker Ask open-ended questions such as ‘What do you notice
• Show an increasing awareness of healthy lifestyles about your body after you have been running around?’,
and good nutrition. ‘What changes have you noticed from before playing the
game?’, ‘Can you think of other times when your body
Plan feels hot and you perspire?’ Ask the learners, ‘Can you
Aims think of times when your heart beats harder and faster?’
For Yasmin and the other learners to: Encourage children to consider why exercise helps
keep our bodies healthy and why it is important. Make
• continue to explore what makes our bodies healthy connections with their knowledge of eating healthy food,
• develop an understanding of their bodies’ reaction drinking water and sun safety.
to physical exercise
• describe examples of exercise in their own lives. Vocabulary
heart rate, breathing, fast, slow, perspire, sweat, hot, cold,
VEYLDF Wellbeing Evidence Marker oxygen, blood (pressure), exercise, movement, health,
• Show an increasing awareness of healthy lifestyles activity, lungs, muscles
and good nutrition.
Reflect and review
Organise a large group game involving physical exercise Look back at the aims of this learning experience to guide
(particularly running) such as ‘What’s the time, Mr Wolf?’ your reflection and review.
Before playing the game, explain to the learners that they • Did the learners notice changes in their bodies after
are going to do an experiment to see how their bodies physical activity?
change after exercising.
• Did the learners describe some of these changes
Encourage learners to sit quietly and notice their breathing and suggest why these changes take place?
(fast or slow?), feel their own chests for their heartbeat, • Were the learners able to make connections with other
and touch their own faces to feel the temperature of their aspects of healthy living?
skin (warm or cool?).
Play the game until learners begin to show physical signs How can you use the evidence you have collected to
that they have been active. Then, encourage them to design a further plan to consolidate or extend this learning?
sit quietly again and to notice their own breathing, their
A new cycle begins
heartbeat and how their faces feel.
Encourage the children to share their observations.

Early Years Planning Cycle Resource for the VEYLDF 31

Wellbeing 3–5 years

Dance lines
Collect information
In Early Years Planning Cycle Resource for 3–5 years – Communication: The Eiffel Tower design,
Blake looked at Laila’s drawing, pointed to the straight line between the two legs of the Eiffel Tower
she had drawn and said, ‘Laila, there should not be any straight line in here.’ Then he pointed to the
curved line he had drawn and said, ‘It should be like this, like a turtle shell.’ The educator asked,
‘I wonder what type of line it is?’ Blake replied, ‘Turtle shell.’

Question and analyse Act and do

Blake has distinguished between straight and curved Invite Blake and Laila to join you.
lines by associating them with familiar things in his Explain, ‘Today we are going to imagine we are different
environment. Blake could be introduced to additional kinds of lines.’
words to describe lines.
Hold up one card at a time, name the kind of line and
VEYLDF Wellbeing Evidence Marker invite Blake and Laila to move in a way that matches
the image on the card.
• Increasingly cooperate and work collaboratively
with others. Connect the lines to any familiar things, such as lying
down on the floor and gradually moving while saying,
Plan ‘Let’s be a wavy line moving around like a snake. How
does a snake move?
Aims
Yes, that’s a wavy line’ or ‘How small/big can you make
For the learner to:
your zigzag line?’ Repeat the describing word while the
• acquire new words to describe lines, such children move.
as ‘curved’ and ‘wavy’
To extend the learning, add music, move to the beat
• create a movement that relates to the kind and combine two kinds of lines together while creating
of line on the card. a movement pattern.

VEYLDF Wellbeing Evidence Marker Vocabulary

• Engage in increasingly complex sensory-motor skills horizontal, vertical, diagonal, broken, zigzag, wavy,
and movement patterns. curved, spiral
• Demonstrate spatial awareness and orient themselves,
moving around and through their environments Reflect and review
confidently and safely. Look back at the aims of this learning experience to guide
your reflection and review.
On sheets of paper or poster board (approximately A5
dimensions), draw different kinds of lines such as spirals, • Were the learners able to create movements to match
curved and wavy (see examples below). Draw one kind the images on the cards?
of line per sheet to create a collection of cards. • Did the learners name the kinds of lines while dancing
the lines?
Examples of lines to draw: How can you use the evidence you have collected to
design a further plan to consolidate or extend this learning?

A new cycle begins

horizontal vertical diagonal

zigzag wavy curved

broken spiral

32 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Wellbeing

‘Walking to the left’: Dance

Collect information
In the Early Years Planning Cycle Resource for 3–5 years – Community: The butterfly life cycle, Adam
flew around the room in different directions, waving his arms up and down like a butterfly. As soon as
the educator asked, ‘Where do you think the butterfly would like to lay its eggs?’, Adam pointed to the
left corner of the room where an indoor plant was located and said, ‘Over there.’

Question and analyse Act and do

Adam demonstrated gross motor control and balance Listen to the song, ‘Walking to the Left’ from Shenanigans’
while moving his body in different directions in his Dance Like a Kangaroo CD (see Resources p. 120).
general space. Invite the learners to stand in a line. Stand between two
learners and join hands along the line. Practise the steps
VEYLDF Wellbeing Evidence Marker without any music.
• Demonstrate spatial awareness and orient themselves,
Then, play the music. Sing along with it and move in the
moving around and through their environments
direction the music says. Guide the learners’ movements
confidently and safely.
by using gestures and demonstrating the actions along
with them.
Plan
To start with, this experience may form the entire
Aims
movement experience. Later, it can be used as a warm-up
For the learner to: exercise for more complex movement experiences.
• follow the given direction through movement.
Vocabulary
left, right, front, back, in, slow, fast
VEYLDF Wellbeing Evidence Marker
• Combine gross and fine motor movement and balance
to achieve increasingly complex patterns of activity,
Reflect and review
including dance, creative movement and drama. Look back at the aims of this learning experience to guide
your reflection and review.
• Demonstrate spatial awareness and orient themselves,
moving around and through their environments • Did the learners show an understanding of the
confidently and safely. directional words ‘left’ and ‘right’?
• How did they demonstrate this understanding –
Movement helps learners to become aware of the
did they use the words, follow your lead or
front, back, left and right space. This in turn develops
respond independently with the movements
spatial awareness. Adam’s spatial understanding could
at the appropriate time?
be enhanced through concrete experiences that are
accompanied by spatial terms, such as ‘left’, ‘right’, ‘front’, How can you use the evidence you have collected to
‘back’, ‘up’ and ‘down’. Words are abstract symbols that design a further plan to consolidate or extend this learning?
can embody meaning when learners physically experience
what they represent. Using the relationship between A new cycle begins
dance movements and spatial thinking would support
Adam’s understanding of spatial words.

Early Years Planning Cycle Resource for the VEYLDF 33

Wellbeing 3–5 years

Obstacle course: Follow the leader

Collect information
Five-year-old Desi and Rebecca are climbing on the play equipment in the outdoor area. Desi has
climbed up the rope ladder at the beginning of the obstacle course, but Rebecca hesitates at the
bottom. Rebecca calls out, ‘Wait for me Desi!’ but continues to hesitate. Desi comes back to the rope
ladder and tells Rebecca that she will climb down to show her how to do it. Rebecca watches while
Desi climbs. Rebecca then climbs up the rope ladder and they continue playing on the equipment.

Question and analyse Act and do

Desi displays confidence in her ability to climb up and Encourage the leader to narrate their movements. The
down the rope ladder, as well as an understanding of her educator models this to start with: ‘Desi is going up the
position in relation to Rebecca. Rebecca is hesitant to ladder and down the slide.’ Now and then, the educator
climb up the ladder, but with the support of a peer she could ask the children to freeze and describe their position
accepts the challenge and climbs up successfully. to consolidate positional language.
Ask questions such as ‘Can you find another way around
VEYLDF Wellbeing Evidence Marker the obstacle course?’, ‘What does beside or next to look
• Demonstrate spatial awareness and orient themselves, like?’ or ‘What equipment can you be under?’
moving around and through their environments
This could be extended by one learner (or the educator)
confidently and safely.
providing verbal directions for the other learners to follow.
• Seek out and accept new challenges, make new Attach arrows or other symbols to direct children to follow
discoveries, and celebrate their own efforts and a particular route. Children could reposition the arrows
achievements and those of others. (or other symbols) to create new routes to follow.

Plan Vocabulary
Aims up, down, under, over, beside, next to, above, below,
through, between, direction, location
For Rebecca and the other learners to:
• continue to develop an understanding of their body Reflect and review
position in space and in relation to other objects
Look back at the aims of this learning experience to guide
• describe their own location using positional language your reflection and review.
• explore the use of locational language to follow directions. • Did the learners use positional language to describe their
locations or direct others?
VEYLDF Wellbeing Evidence Marker
• Were the learners able to follow the leader and/or the
• Demonstrate spatial awareness and orient themselves, directions provided?
moving around and through their environments
• Were the learners able to use the equipment confidently
confidently and safely.
and safely? Were there any areas where extension or
Plan and set up an obstacle course. Connect some support was needed?
sections of the course and leave others separate so that
How can you use the evidence you have collected to
learners can practise moving around between different
design a further plan to consolidate or extend this learning?
pieces of equipment.
When learners use the equipment, introduce a game of A new cycle begins
‘Follow the leader’. One learner is the leader and the other
learners follow. The aim is for the leader to make sure that
all the learners are following the path the leader chooses
until all the learners are back at the beginning of the
obstacle course.

34 Early Years
Years Planning Cycle Resource
Resource for the VEYLDF
Communication
Children are effective communicators

Communication
Birth–2
Birth–2years
years Communication

‘Jim Along Josie’: Dance

Collect information
Twenty-four-month-old Ali played a ‘parts of the body game’. (See Early Years Planning Cycle
Resource for Birth–2 years – Wellbeing: Move your body dice.) As soon as he saw pictures of parts
of the body such as the hands, head and arms, he made lots of movements with the corresponding
body part. However, when he saw pictures of parts of the lower body (such as the foot and the leg),
he waited for his peers to move the corresponding body part first. After watching them, he sometimes
imitated their actions.

Question and analyse Act and do

Ali has demonstrated an understanding of how the parts Invite the learners to stand in a circle. Talk about the actions
of his upper body move, creating and imitating related they can make with their lower bodies, using their legs and
movements. He seems to be more confident in moving his feet. Then, sing the ‘Jim Along Josie’ song and encourage
upper body than his lower body. Involving him in physical the learners to listen as you sing and introduce one action.
activities that rely on the large muscles of the lower body The song begins with ‘Hey Jim along, Jim along Josie, Hey
may support his development. Conversations during this Jim along, Jim along Jo’ and when you and the children are
play would help him to learn new words to describe the familiar with the rhythm you can substitute action words into
parts of his lower body. the song, such as:

VEYLDF Communication Evidence Marker Run Jim along, Jim along Josie,
• Use the creative arts, such as drawing, painting, run Jim along, Jim along Jo
sculpture, drama, dance, movement, music and Walk Jim along, Jim along Josie,
storytelling, to express ideas and make meaning. walk Jim along, Jim along Jo
Twist Jim along, Jim along Josie,
Plan
twist Jim along, Jim along Jo
Aims
Jump Jim along, Jim along Josie,
For the learners to:
jump Jim along, Jim along Jo
• develop an understanding of the lower body functions
• practise their gross motor skills Model the movements with enthusiasm and encourage
the learners to copy you.
• acquire vocabulary relating to gross motor skills,
such as ‘run’ and ‘jump’. To extend the learning, include other variations with
actions, such as ‘crawl’, ‘skip’ and ‘hop’.
VEYLDF Communication Evidence Marker Encourage the learners to suggest actions they would
• Use the creative arts, such as drawing, painting, like to add to the song.
sculpture, drama, dance, movement, music and
storytelling, to express ideas and make meaning. Vocabulary
walk, run, jump, twist, hop
Learn the ‘Jim Along Josie’ song (you will find several
variations on YouTube) so that you can sing it with Reflect and review
the children. Look back at the aims of this learning experience to
guide your reflection and review.
• Did the learners connect each action word with
a particular movement?
• Which action words mentioned in the music did the
children demonstrate?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years
Years Planning Cycle Resource
Resource for the VEYLDF 35
Communication Birth–2 years

Lycra: Music
Collect information
In Early Years Planning Cycle Resource for Birth–2 years – Identity: ‘Roly Poly’, 23-month-old Mia
demonstrated her understanding of spatial terms (such as ‘in’) by matching her bodily gestures with
the words while singing a song. Later, she was observed using the spatial term ‘in’ while playing in the
sandpit. She pointed to a bowl and said, ‘In, in here’ to ask a peer to add more sand to her bowl.

Question and analyse Then move on to the ‘Stretchy Lycra’ song:

Mia exhibits knowledge of the word ‘in’ and uses it Fingers underneath the lycra,
accurately in her play. Mia’s vocabulary could be extended
fingers under, give a little shout, HEY!
by adding other spatial terms such as ‘on’ and ‘under’.
Fingers underneath the lycra,
VEYLDF Communication Evidence Marker leaning in and leaning out
• Engage in enjoyable reciprocal interactions using Fingers bouncing on the lycra,
verbal and non-verbal language. fingers bouncing, give a little shout, HEY!
Fingers bouncing on the lycra,
Plan leaning in and leaning out
Aims
Stretching, tugging, pulling lycra,
For the learner to: stretching, tugging, to and fro
• use and respond to positional and directional language Stretching, tugging, pulling lycra,
• match their bodily gestures with a song. stretching, tugging, watch it grow
Knees make mountains under lycra,
VEYLDF Communication Evidence Marker
knees make mountains, give a little shout, HEY!
• Respond verbally and non-verbally to what they see,
hear, touch, feel and taste. Toes are wriggling under lycra, toes are wriggling,
• Sing chant rhymes, jingles and songs. give a little shout, HEY!
Side to side we’re pulling lycra,
Materials
side to side and give a little shout, HEY!
• Stretchy fabric, such as lycra
Up and down we’re waving lycra,
• Music: ‘Row, Row, Row Your Boat’, and the
up and down and give a little shout, HEY!
‘Stretchy Lycra’ song from Pukeko Stomp
(see Resources p. 120) Demonstrate the movements with the lycra accompanied
by the song.
Act and do Show enthusiasm and exaggerate the actions to model
This game is intended for a small group of learners. them to the learners. For instance, while singing ‘fingers
Use a piece of stretchy fabric like lycra that is large bouncing on the lycra’, raise your hands above your head
enough for each learner to hold a section comfortably. and then bounce them on the lycra to emphasise the
Invite the leaners to come and sit on the floor in a circle. location of your hand on the lycra.
Place the lycra on the floor and have the learners take
hold of it with both hands. Model how to hold the lycra Vocabulary
by placing the fingers on top and thumbs underneath under, in, on, out, side to side, up, down
the fabric. Choose a familiar song as a warm-up, such
as ‘Row, Row, Row Your Boat’, and explain to the learners Reflect and review
that the lycra is our boat and we will be moving the lycra as Look back at the aims of this learning experience to guide
if we are rowing. Demonstrate this action while explaining. your reflection and review.
• Did the learners show an understanding of the spatial
terms?
• How did they demonstrate this understanding – by using
the terms verbally, or non-verbally by matching their
actions along with the song?
• Did the learners move in time with the music or repeat
patterns they heard in any way?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

36 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Communication

Puzzle
Collect information
Twenty-month-old Rocco was doing a wooden peg puzzle. He took out each piece in turn, placing
the pieces around the edge of the puzzle frame. Then he picked up the first piece he had removed
and tried it in the correct space, although he turned around the wrong way. He moved it to each
of the other spaces in turn and tried to push it in. ‘Uuuuuh’ he said, in a frustrated tone. ‘Try here
again,’ said the adult, guiding the piece to the correct space and rotating it so that it was roughly
the right way around. Rocco was able to push it in. He picked up the next piece and tried it in all
of the remaining spaces, before again becoming frustrated. The adult helped again in a similar
way. This continued until the puzzle was complete. He looked up and smiled.

Question and analyse Make a Goldilocks figure:

Rocco shows that he understands the aim of doing a • Tell the story of Goldilocks and the Three Bears,
puzzle – to get the pieces sitting snugly in the correct putting the puzzles together as you read.
spaces. He also understands that he has not managed
to do this independently, and expresses frustration. Act and do
When the adult provides encouragement and scaffolding The second time you tell the story, hand learners the
in the form of hints, Rocco is able to complete the task relevant pieces of the puzzle as they are mentioned in
successfully. He communicates his understanding that he the story, and encourage the learners to place them in
has been successful each time by moving on to the next the correct sequence to complete the puzzle strip. Assist
piece and smiling when he finishes. the learners to fit the puzzle pieces together. Use the
Goldilocks figure to animate the story-telling.
VEYLDF Communication Evidence Marker
As the learners become more familiar with the elements
• Interact with others to explore ideas and concepts, of the story, encourage them to look for the next picture in
clarify and challenge thinking, negotiate and share the sequence, rather than handing puzzle pieces to them.
new understandings.
Draw the learner’s attention to the attributes of the shapes
• Exchange ideas, feelings and understandings
such as corners, edges, curves, straight lines.
using language and representations in play.
If necessary, show the learners how to rotate, flip and
Plan slide the pieces to line them up correctly.
Aims
Vocabulary
For the learner to: turn, flip, slide, curve, straight, corner
• practice rotation strategies to complete a puzzle
Reflect and review
• choose puzzle pieces that represent the elements
Look back at the aims of this learning experience to guide
of a story.
your reflection and review.
VEYLDF Communication Evidence Marker • Did the learners achieve the aims of your learning
• Actively use, engage with and share the enjoyment experience?
of language and texts in a range of ways. • Are puzzles being used intentionally as teaching
• Begin to be aware of the relationships between oral, and learning tools in your setting?
written and visual representations. Consider how collaborative puzzle building would provide
opportunities for you to model directional and positional
Make a simple puzzle: language.
Four strips of thick cardboard or foam, each cut into three
How can you use the evidence you have collected to
jigsaw-like pieces. Make the jigsaw joins different enough
design a further plan to consolidate or extend this learning?
so that it’s easy to see when pieces do not fit.
Draw (or print) and stick the following pictures onto the A new cycle begins
three pieces:
• Strip 1: Papa Bear, Mama Bear and Baby Bear
• Strip 2: Small, medium and large bowls of porridge
• Strip 3: Small, medium and large chairs
• Strip 4: Small, medium and large beds

Early Years Planning Cycle Resource for the VEYLDF 37

Communication Birth–2 years

Waving
Collect information
Whenever the mother of 18-month-old Dina arrived at childcare to pick her up at the end of the day,
Dina immediately waved to the teacher.

Question and analyse Act and do

Dina has noticed patterns and routines of her everyday Each day, draw attention to aspects of Dina’s day
life. She seems to know that soon after her mother arrives, and link them to the sequence of the day’s routines.
they will leave childcare and her teacher won’t go with her.
She also seems to know that waving is part of greeting For example, say, ‘We can go outside and play in the
routines used in goodbyes. sandpit soon!’ While Dina is eating her morning tea,
say ‘After morning tea, we will play in the sandpit!’
VEYLDF Communication Evidence Marker Ask, ‘After we’ve washed our hands, what do we
• Notice and predict the patterns of regular routines do next?’
and the passing of time. When other learners’ parents arrive, remind Dina,
‘Your mum will be here soon!’
Plan
Aims Vocabulary
For the learner to: later, soon, before, after, next

• acquire vocabulary relating to time such as later Reflect and review

and soon.
Look back at the aims of this learning experience to guide
your reflection and review.
VEYLDF Communication Evidence Marker
• Notice and predict the patterns of regular routines • Is there evidence that Dina understands ‘soon’
and the passage of time. and ‘later’?
• Does she generalise waving behaviours to other arrivals
Plan to consolidate the vocabulary and communication and departures?
behaviours that Dina encounters during greetings. Wave
back, and say goodbye in several different ways, For How can you use the evidence you have collected to
example, ‘Goodbye!’ and ‘See you tomorrow!’ Also, design a further plan to consolidate or extend this learning?
support the learner’s understanding of the sequences
within a day. A new cycle begins

38 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Communication

Up I go!
Collect information
Stella is two years and six months old. She was walking in the outdoor area with her friend when she
stepped carefully off a low, wide ledge surrounding the paved area. ‘Down I go,’ she said. She walked
across to the other end of the ledge. ‘Up I go,’ she said before she stepped up onto it. Then she
started walking along the ledge to the end again.

Question and analyse Act and do

Stella exhibits knowledge of the directional terms ‘up’ Try to make up a simple, repetitive or rhyming chant for
and ‘down’ and uses them accurately to describe her each obstacle. For example, ‘Up, up, up the ramp, don’t
own actions. get your toes damp! Over the wooden plank we go –
doesn’t matter if you’re fast or slow. Jump off the fallen
VEYLDF Communication Evidence Marker log – watch out for the frog!’
• Interact with others to explore ideas and concepts, Use the rhymes to reinforce directional and positional
clarify and challenge thinking, negotiate and share language by repeating them as learners complete the
new understandings. obstacle course.
If you don’t have rhymes, narrate their course as
Plan they move through it, being sure to use plenty of the
Aims directional/positional terms below: ‘First, you walk along
For the learner to: the plank, now you are walking up the ramp.’

• use and respond to directional and locational language. Vocabulary

up, down, above, below, under, over, before, after, along,
VEYLDF Communication Evidence Marker through, behind, in front of, high, low, beginning/start, end,
• Draw on memory of a sequence to complete a task. forwards, backwards, sideways, beginning, end
• Interact with others to explore ideas and concepts,
clarify and challenge thinking, negotiate and share Reflect and review
new understandings. Look back at the aims of this learning experience to guide
your reflection and review.
Invite Stella and her friend to set up an obstacle course
with you, using a range of materials such as tunnels, • Did learners show understanding of terms such as
ramps, hoops and steps. ‘beginning,’ ‘end’, ‘before’ and ‘after’?
As you set up the course together, model directional • How did they demonstrate this understanding – did they
and positional language to describe the actions needed use the words or did they move in a way that showed
to complete each obstacle. For example, ask, ‘When the you they understood the words?
children have gone through the tunnel, what will they • Did you see the children transfer the vocabulary used
do next? Will they go over a bridge?’ here to other contexts such as while reading a book
or building a waterway in the sandpit?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 39

Communication Birth–2 years

Fruit and veg

Collect information
Zain is nearly three years old. He sat in the garden looking at a cherry tomato he had just picked
from the edible garden. He looked at the tomato very closely before taking a bite. Then he carefully
touched the seeds in the tomato before putting the rest in his mouth. The teacher asked him what
it tasted like. Zain said, ‘Juicy!’

Question and analyse Act and do

Zain shows signs of being interested in the parts of the Give each learner their own fruit and vegetables to chop
tomato. He is also exploring the world using more than and describe the differences and similarities between
one of his senses – he looks very closely and shows the fruit and vegetables as they chop them. Encourage
interest in the taste. the learners to taste the fruit and vegetables that they are
chopping. Encourage the learners to describe the
VEYLDF Communication Evidence Marker textures and flavours.
• Respond verbally and non-verbally to what they see, Sort the parts of the fruits and vegetables according to the
hear, touch, feel and taste. parts we eat and the parts we don’t eat. You can do this
• Attend and give cultural cues that they are listening to by having a scraps bowl nearby. Talk about why we don’t
and understanding what is being said to them. eat some parts of the fruit and vegetables – they’re too
tough or woody, or they’re not the healthy part.
Plan Ask the learners, ‘What could we do instead with the parts
Aims that we don’t eat?’
For the learner to: Vocabulary
• sort chopped-up fruits and vegetables into parts we eat hard, soft, crunchy, juicy, smooth, rough, spiky, shiny, hairy
and parts we don’t
• rehearse descriptive vocabulary. Reflect and review
Look back at the aims of this learning experience to guide
VEYLDF Communication Evidence Marker your reflection and review.
• Respond verbally and non-verbally to what they see, • Were the learners able to sort the chopped-up fruit
hear, touch, feel and taste. and vegetables into edible and inedible parts?
• Attend and give cultural cues that they are listening • Did the learners use the descriptive vocabulary
to and understanding what is said to them. that you modelled?
• Begin to sort, categorise, order and compare collections • Could this be a regular activity that you do with
and events and attributes of objects and materials small groups of learners every day?
in their social and natural worlds. • Did you observe the learners using the words they learnt
in this task to other foods they ate during the day?
Invite Zain and one or two other learners to help you chop
a variety of fruits and vegetables for the learners to eat at • This learning experience required the learners to
morning tea. categorise. Could you support categorising skills
in other ways, such as sorting soft toys and hard
toys into different groups?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

40 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Communication

Hats
Collect information
Everyone was getting ready to go outside when 22-month-old Sakura went to the pockets containing
learners’ hats and retrieved her hat. ‘Mine,’ she said, putting it on. She looked at the photographs on
the pockets before retrieving another learner’s hat and took it to him. ‘Sam hat,’ she said. Then she
retrieved the educator’s hat from the pocket with his photograph and gave it to him. ‘Du-art hat.
Big hat,’ she said.

Question and analyse Act and do

Sakura is demonstrating understanding of one-to-one Play a game with Sakura and a small group of learners.
correspondence – she systematically gives one hat to Count the pieces of cake modelling the number words
each person. with 1:1 correspondence. Count the learners.
Give each learner (doll or teddy) one piece of cake, saying,
VEYLDF Communication Evidence Marker ‘One, two, three …’ slowly and deliberately. Ask: ‘Are there
• Begin to sort, categorise, order and compare collections enough pieces for everyone?’
and events and attributes of objects and materials in
Ask: ‘Are there any pieces left? How many do we have?’
their social and natural worlds.
(If applicable, count the leftover slices of cake slowly
• Use language to communicate thinking about quantities and deliberately).
to describe attributes of objects and collections, and to
explain mathematical ideas. Vocabulary
number words, each, same, different, enough
Plan
Aims Reflect and review
For the learner to: Look back at the aims of this learning experience to guide
your reflection and review.
• rehearse counting skills using 1:1 correspondence.
• Which learners joined in with the counting?
VEYLDF Communication Evidence Marker • Did any of the learners count independently, associating
• Use language to communicate thinking about quantities one number word with one segment?
to describe attributes of objects and collections, and to • How many number words did they use?
explain mathematical ideas.
How can you use the evidence you have collected to
Introduce a toy cake to the home corner. design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 41

Communication 3–5 years

The Eiffel Tower design:

Visual Arts/Media Arts
Collect information
Blake has described the Eiffel Tower as a triangle. (See Early Years Planning Cycle Resource for
3–5 years – Identity: The Eiffel Tower story.) When exploring the three-dimensional (3D) image of the
tower on Google Earth, he said, ‘See, I told you, the Eiffel Tower is a triangle.’ When asked how he
knows it’s a triangle, Blake replied, ‘Because it has three straight lines.’ Then he pointed to the top
part of the tower and said, ‘Mrs Eiffel and Mr Eiffel sit here and touch the clouds.’ In addition to this,
during the process drama to find a solution for Mr Eiffel’s problem, Blake said, ‘I can build a tall tower
for them with the building blocks, even taller than myself.’

Question and analyse Act and do

Blake recognised the two-dimensional (2D) representation Drawing a 2D image of a 3D object: Invite the learners
of the Eiffel Tower and identified its shape as a triangle. to the art table. Together, look at the 2D images of the
However, he uses the name of the 2D shape for the Eiffel Eiffel Tower. Talk about its shape. Explore the small
Tower while looking at the 3D figure on Google Earth triangles within the tower and determine how many
activity, when he is able to view the Eiffel Tower levels it has. Encourage the learners to draw the tower,
from all sides. explaining that their drawings will be their design plans
when they build their own Eiffel Towers. Ask open-ended
VEYLDF Communication Evidence Marker questions such as ‘How many building blocks do you
• Contribute their ideas and experiences in play think we will need to build each leg of the tower?’, ‘How
and small and large group discussion. tall do we want it to be?’ Encourage the learners to talk
about each other’s drawings and to talk about how they
Plan will construct the 3D tower.
Aims Building the 3D Eiffel Tower: Display the designs and
For the learner to: encourage the children to build their towers. Talk about
size and height.
• draw a 2D image of the 3D Eiffel Tower (or another
building they choose) For example, say, ‘Blake, you mentioned that you want the
tower to be taller than you. How tall do you mean?’ and
• build a 3D construction of the Eiffel Tower from its 2D
‘What shapes do we need to make?’ Encourage the children
design drawing (or another building they choose).
to return to their 2D drawings and invite them to engage in
problem-solving skills, such as exploring how to make the
VEYLDF Communication Evidence Marker
tower narrower as it rises to the pointy top.
• Contribute their ideas and experiences in play
and small and large group discussion. After building has finished, talk about the different aspects
of the 3D tower and compare it with its 2D image.
• Use information and communication technologies
and tools for designing, drawing, editing, reflecting Vocabulary
and composing.
two-dimensional, three-dimensional, triangular,
Invite Blake and two other learners who were interested rectangular, narrow, wide, long, short, shortest, tall, tallest
in the Eiffel Tower story to look for images of the Eiffel
Tower on the internet (or in books) and to choose which Reflect and review
images they would like to draw. Together, print the Look back at the aims of this learning experience to guide
selected images. your reflection and review.
Present the images side by side on the art table. Provide • How did drawing a 2D image and building its 3D shape
paper and a variety of drawing materials, such as support Blake’s understanding of the difference between
coloured pencils, crayons and textas. (If you have a centre 2D and 3D shapes?
computer tablet in the room you could also choose to • Would Blake be interested in extending this learning
download the free app ‘Drawing Desk: Draw & Paint Art’ experience by designing and constructing different
and assist the learners to ‘draw’ using the app.) landmarks?
Gather a range of building materials for the learners to How can you use the evidence you have collected to
use when constructing 3D figures of their 2D drawings. design a further plan to consolidate or extend this learning?

A new cycle begins

42 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Communication

Shells
Collect information
Hazel and Sebastian were playing together in the garden, looking at a pile of shells. A teacher
overheard Hazel saying, ‘These shells are the same. They’re white and they look like fans.’
Sebastian replied, ‘This one is like a snail’s shell.’

Question and analyse Act and do

Hazel appears to understand the concept of ‘same’. Hazel Invite Hazel and Sebastian to look at the materials with
has identified and grouped some of the shells according you. Discuss them with the learners, asking them what
to their colour and shape. Both learners compare the shell they notice about the natural materials.
shapes with familiar everyday objects. As the learners use describing words, write the words
on a large piece of paper and place the relevant objects
VEYLDF Communication Evidence Marker underneath the words. In this way, you are helping the
• Respond verbally and non-verbally to what they see, learners to create categories. It may be helpful to draw
hear, touch, feel and taste. a symbol to reflect the attribute they have named. That
• Begin to sort, categorise, order and compare collections is, write ‘circle’ and invite the learner to draw a circle
and events and attributes of objects and materials in next to the word, or write ‘fan’ and draw a fan.
their social and natural worlds. If learners continue to show engagement and enthusiasm,
invite them to go on a treasure hunt outside to bring
Plan back more examples of materials with the listed shapes,
Aims features and patterns. See if they can find at least one
of each category.
For the learner to:
After the treasure hunt, work with the learners to decide
• identify shapes and patterns found in nature
which category the objects they have collected belong in.
and natural materials
Should any of them be moved to a different category? For
• sort materials according to shape, pattern or other example, there may be a round leaf that also has spots.
features identified by the learners Discuss where it belongs.
• learn new words to describe shapes and patterns. Ask open-ended questions like, ‘What could we do if
an object belongs in two categories?’ If there are more
VEYLDF Communication Evidence Marker objects in one category than another, ask the learners
• Begin to recognise patterns and relationships and the what may be the reason for this.
connections between them.
• Use language to communicate thinking about quantities, Vocabulary
to describe attributes of objects and collections, and to stripe, spot, line, spiral, curvy, straight, corner, side, edge,
explain mathematical ideas. long, short, rough, smooth

Assemble a few natural materials such as a straight stick, Reflect and review
a curved stick, some leaves of different shapes, rocks,
Look back at the aims of this learning experience to guide
pinecones or other seed pods.
your reflection and review.
• Which shape and pattern vocabulary seemed new to
the learners?
• Were the learners able to allocate objects to categories
independently once they had identified different shapes
or patterns, or did they require your support?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 43

Communication 3–5 years

Block story
Collect information
Adjo is nearly five years old. He spends a lot of time playing in the block corner, building very similar
structures. His structures often include roads and he often drives cars along his roads. When he
builds with a friend, he is very determined about where the road should go and you have noticed
that his friends move away after a few minutes. Adjo often narrates his games as he plays.

Question and analyse Act and do

Adjo enjoys playing with blocks and incorporates cars Read the book Rosie’s Walk by Pat Hutchins (see
in his play. As his block constructions are very similar Resources p. 120), with the learners in the block corner.
each time, joining in to extend his play to include other Have a toy chicken and fox represent Rosie and the
structures may support opportunities for Adjo to express fox in the story. As you come to each location, build
more ideas and use a wider vocabulary in his play. a block structure that requires Rosie to act out what
happens in the story. Offer support by asking questions
VEYLDF Communication Evidence Marker and making suggestions.
• Interact with others to explore ideas and concepts. Encourage learners to build structures that are in
• Exchange ideas, feelings and understandings using proportion to the chicken and fox. This is about
language and representations in play. encouraging learners to think about the relative sizes
of a chicken, a mill or a haystack. Use the pictures
Plan in the book to support their thinking.
Aims Ask open-ended questions such as, ‘How could we
make a pond/mill/haystack with blocks? What shape
For the learner to:
would the pond be? How about you show Rosie going
• extend Adjo’s play by incorporating new structures around the pond? What happens to the fox? Does it
in his block constructions go around the pond too? What does it do instead?’
• incorporate more directional and locational concepts
and vocabulary in his play Vocabulary
• engage with one other learner for a few minutes, around, through, across, under, over, between, behind,
incorporating one of the learner’s suggestions in in front of
their play. Other books with spatial concepts that can be used
in a similar way:
VEYLDF Communication Evidence Marker • We’re Going on a Bear Hunt, by Michael Rosen
• Use the creative arts, such as drawing, painting, and Helen Oxenbury (see Resources p. 120).
sculpture, drama, dance, movement, music and • Where the Forest meets the Sea, by Jeannie Baker
story-telling, to express ideas and make meaning. (see Resources p. 120).
• Express ideas and feelings and understand
and respect the perspectives of others. Reflect and review
Look back at the aims of this learning experience to guide
Block play can support planning, problem-solving
your reflection and review.
and design skills. Collaborative block play provides
opportunities for learners to exchange ideas using • After the learning experience, observe Adjo’s block play.
language, to negotiate differences in opinions. By joining Does he use blocks in more varied ways? Does he use
in with learners’ play, educators can facilitate perspective- new vocabulary?
taking, encourage more creative thinking and encourage
How can you use the evidence you have collected to
learners to explain their thinking.
design a further plan to consolidate or extend this learning?
This plan could be enacted with a large group, a small group
or an individual learner. For a whole group, it may be best A new cycle begins
to set up the blocks ahead of the story reading, but with
a small group you could build the structures together, as
suggested below.

44 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Communication

Hearts
Collect information
Four-year-old Evie was painting hearts all over a large piece of paper on an easel. ‘I’ve got so many
hearts on mine – maybe 50!’ she said to her six-year-old sister, Zara. ‘One, two, three, four, five, six,
seven, eight, 11, 12, 27, 22, 65, 50!’ she said, very quickly, as she pointed with her paintbrush at the
hearts on her paper. She said the number words one to eight as she pointed to the first eight hearts,
and then waved it quickly over the other hearts as she continued saying number words. Zara shook
her head. ‘That’s not how you count,’ she said, and proceeded to count the hearts, pointing to each
heart in turn and assigning it a number. She counted correctly to identify that Evie had painted
23 hearts. ‘There’s only 23, not 50,’ she said.

Question and analyse Act and do

• See Early Years Planning Cycle Resource Learning Invite Evie to be your helper when you set out the mats for
Outcome for 3–5 years: Hearts for another planning children to sit on at group time. Give Evie 10 mats and ask
direction for Evie. her to count them to check as she places them on the
• See Early Years Planning Cycle Resource ground. Ask her if she thinks you need more mats. Hand
Communication Outcome for 6–8 years: Hearts for her more mats and encourage her to count again.
analysis and planning for Zara. Find multiple opportunities to support Evie’s counting
skills, gradually increasing how far she counts to 10,
Evie spontaneously uses counting and numbers in her
then 15, then 20 and beyond.
play, and is beginning to experiment with estimation,
using counting as a strategy to check her estimation. Observe carefully, encouraging Evie to point to each
She also knows that ‘50’ is ‘many’. She counts to eight, object, or to move the objects as she counts them to
using one-to-one correspondence. She has some indicate that they have already been counted. Evie has
knowledge of larger number words like 20, 50 and 60. demonstrated very fast counting in the observation above
She counted very quickly. – encourage her to take her time for accuracy. If she
counts very quickly again, encourage her to count
VEYLDF Communication Evidence Marker again to check.
• Take on roles of literacy and numeracy users in
Vocabulary
their play.
number words, more, less, line, row, last, first
Plan
Reflect and review
Aims
Look back at the aims of this learning experience to guide
For the learner to: your reflection and review.
• count accurately to 10. • Did you achieve the aims of this learning experience?

VEYLDF Communication Evidence Marker How can you use the evidence you have collected to
design a further plan to consolidate or extend this learning?
• Use language to communicate thinking about quantities,
to describe attributes of objects and collections, and to A new cycle begins
explain mathematical ideas.

Find multiple ways to encourage Evie to count to 10 in

a purposeful way.

Early Years Planning Cycle Resource for the VEYLDF 45

Communication 3–5 years

Memory game
Collect information
For the past week, the learners have been gathering on the mat for a story before lunch. At the end of
the story, the teacher gives instructions in the same order to each learner, saying: ‘Wash your hands,
get your lunchbox and drink bottle, and come back to the mat to eat’. Lalita nods to the educator, but
she has consistently forgotten at least one of the three steps each day.

Question and analyse Step 6: Check the learner’s success in remembering,

Lalita skips one step from a three-step sequence. and say what they did.
If appropriate, progress to three-step instructions such as,
VEYLDF Communication Evidence Marker ‘Can you put the yellow bear under the yellow cup, the red
• Attend and give cultural cues that they are listening pencil on the red paper and then put the orange paper in
to and understanding what is said to them. the orange cup?’
• Draw on memory of a sequence to complete a task. Tailor the support you provide to the learners’ ability.
To scaffold learners, use gesture to point to each object
Plan and to indicate where to put it while you speak. Gestures
Aims are very helpful for spatial learning and teaching.
For the learner to: Encourage the learners to lead the memory game.

• remember and correctly follow one-, two-and three-step Variation

sets of instructions Play this as a barrier game, with players on either side of
• give one-and two-step instructions. a barrier set up so that learners cannot see their partner’s
play space. Take turns to give a description such as,
VEYLDF Communication Evidence Marker ‘I’m putting the blue bear in the green box’ and the other
• Attend and give cultural cues that they are listening player has to do the same. Lift the barrier to check.
to and understanding what is said to them. Start with one-step directions, and then progress to two
or more steps. When learners are giving instructions,
• Draw on memory of a sequence to complete a task.
encourage the use of full sentences.
Materials Vocabulary
• 3 wax crayons (different colours) first, second, third
• 3 small toys (preferably the same toy in different colours)
• 3 different-coloured pieces of paper or boxes Reflect and review
(improvise with whatever you have on hand). Look back at the aims of this learning experience to guide
your reflection and review.
Invite the children to play a memory game.
• Did you achieve the aims of this learning experience?
Act and do • Did you observe differences in children’s ability to give
Step 1: Check that each player knows the colours and and follow instructions?
names of each object. • Did you observe much variability in learners’ ability
to give and follow instructions?
Step 2: First, give a one-step instruction such as ‘Put the
blue bear on the green paper’. • If you used gesture, did this help learners to follow
the instructions?
Step 3: Check the learner’s success in remembering,
say what they did (‘You put the blue bear on the green How can you use the evidence you have collected to
paper!’). design a further plan to consolidate or extend this learning?
Step 4: Repeat Steps 2 and 3 with a range of one-step A new cycle begins
instructions.
Step 5: After observing the learners’ success with one-
step instructions, if appropriate, progress to two-step
instructions, such as: ‘Pass me the red bear and then
put the green pencil on the green paper.’

46 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Communication

Measuring a rocket
Collect information
Louis was playing with magnetic tiles on the floor, sticking them together in one long line. From time
to time, Louis would lie down and compare the length of the line with the length of his body. A teacher
sat down with Louis and asked him about what he was doing. ‘I’m making a rocket but it’s not tall
enough yet,’ said Louis. ‘I need to be able to fit inside.’

Question and analyse Act and do

Louis shows knowledge of measurement of length Discuss the features of each structure as you go.
and size, and uses a process of direct comparison Ask open-ended questions such as, ‘How could you test
and experimentation involving trying, checking and whether the spaceship is big enough? Is the spaceship
adjusting to solve his problem. too big? If it’s bigger than it needs to be, could you fit
Louis uses the word ‘tall’ to describe his rocket even more than one toy inside it? Could we all work together
though it is being built horizontally. This is perhaps to build one spaceship for all the toys?’
because he is comparing his height with the length You could introduce number words to this activity as
of the rocket and he knows that he is described as well, comparing how many blocks wide/tall/long each
being tall, not long. Real rockets are also upright, structure is.
and would be described as tall in real life.
Vocabulary
VEYLDF Communication Evidence Marker tall, short, narrow, wide, long, small, large, little, big,
• Use language and representations from play, bigger, biggest
music and art to share and project meaning.
Reflect and review
Plan Look back at the aims of this learning experience to guide
Aims your reflection and review.
For the learner to: • What strategies did the learners use to decide how big
• use words to describe size appropriately to describe the rockets needed to be?
structures and toys. • Did learners estimate before building their rockets? What
strategies did learners use to test their estimations?
VEYLDF Communication Evidence Marker • Did learners use tools to measure their rockets – informal
• Demonstrate an increasing understanding of (sticks, blocks) or formal (rulers, measuring tapes)?
measurement and number using vocabulary to describe • Did learners use vocabulary relating to size appropriately?
size, length, volume, capacity and names of number.
How can you use the evidence you have collected to
Gather a group of toys of different sizes, for example, design a further plan to consolidate or extend this learning?
a tall giraffe, a short echidna, a thin flamingo, a wide
hippopotamus, a long snake, a tiny mouse. A new cycle begins
Using Louis’ interest in rockets may be a good hook
to entice him to play, but you can adapt this to make
whatever structures you like.
Introduce the activity with a simple story. The toys are
going to a party on the moon, and they each need a
spaceship to take them there. Will the learners help to
build the spaceships? Encourage the learners to build a
rocket using blocks for each toy. They could work together
or you could ask each learner to build an appropriate
structure for one toy.

Early Years Planning Cycle Resource for the VEYLDF 47

Communication 6–8 years

Hearts
Collect information
Four-year-old Evie was painting hearts all over a large piece of paper on an easel. ‘I’ve got so many
hearts on mine – maybe 50!’ she said to her six-year-old sister, Zara. ‘One, two, three, four, five, six,
seven, eight, 11, 12, 27, 22, 65, 50!’ she said, very quickly, pointing with her paintbrush and waving
it quickly over the hearts. Zara shook her head. ‘That’s not how you count,’ she said, and proceeded
to count the hearts, pointing to each heart in turn and assigning it a number. She counted correctly
to identify that Evie had painted 23 hearts. ‘There’s only 23, not 50,’ she said.

Question and analyse Act and do

• See Early Years Planning Cycle Resource Learning Place the counters in the centre of the table. Each player
Outcome for 3–5 years: Hearts for analysis and planning takes a turn, rolling both dice and saying what number
for Evie. they rolled. The teacher observes whether the learners
subitise or count the dots to calculate the total number
Zara counts to 23 confidently, and demonstrates an rolled. Learners then take the corresponding number of
understanding of 1:1 correspondence – she points to counters from the ‘treasure’ in the centre of the table.
each heart once and only once to assign a number. She After each player has had a turn, ask the learners to say
demonstrates an understanding of cardinality: she stops who has the most, who has the least, and how they know
at 23 and knows that this is the total number of hearts. the answers to these questions.
She also knows that 50 is a larger number than 23: there
are only 23 hearts. Each player then takes a second turn and the steps of the
game are repeated. This time, the maximum number of
VEYLDF Communication Evidence Marker counters in front of each learner will be 24.
• Use language to communicate thinking about quantities Use your professional judgment in deciding whether to
to describe attributes of objects and collections, and to ask the players to return their treasure to the centre of the
explain mathematical ideas. table, or to take a third turn (maximum number of counters
will be 36).
Plan
Vocabulary
Aims
number words, more than, less than, same as, add
For the learner to:
• add the numbers on two dice Reflect and review
• demonstrate strategies used to add two numbers Look back at the aims of this learning experience to guide
your reflection and review.
• demonstrate ability to count beyond 20.
• When Zara added the numbers on the dice, what
VEYLDF Communication Evidence Marker strategies did you observe her using?
• Use language to communicate thinking about quantities • What strategies did you observe other learners using?
to describe attributes of objects and collections, and to • Did you observe differences in the strategies and
explain mathematical ideas. counting skills demonstrated by the learners who played
at the same time? How will this impact on how you
Victorian Curriculum F–10 group learners to play this game together in future?
• Represent practical situations to model addition • How could you adapt this game to support children
and subtraction (VCMNA073). rehearsing subtraction?
We know that Zara is confident counting up to 23. We do How can you use the evidence you have collected to
not know whether she is able to add two numbers. This design a further plan to consolidate or extend this learning?
learning experience is planned to provide opportunities
for the teacher to observe what strategies Zara uses A new cycle begins
to add two numbers together in order to plan further
opportunities to consolidate or extend her addition skills.
This game works best if played with a small group of
learners – at least two, but no more than five players
altogether. You will need a large number of counters
and two dice.

48 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Communication

Card play
Collect information
In the playground, a teacher on yard duty overheard two Year 2 learners negotiating to swap
some trading cards. ‘I’ll give you two of my silver ones for your gold one,’ said Ethan. ‘I already
have that silver one. Will you give me another silver one as well?’ asked Emily. ‘No way! Three silver
ones are way too many for one gold,’ said Ethan. ‘I’ll give you a black one as well as the gold one,’
suggested Emily. The trade was made, and both learners seemed happy.

Question and analyse Act and do

Play with cards such as these goes in and out of fashion, Discuss what criteria the learners believe should be
but in trading games, the learners attribute value to the applied to determine the cards’ value and ask learners to
objects that they trade and in this way, the objects are a justify their thinking. For example, as there are fewer gold
form of ‘currency’. cards in circulation than other colours, they may be worth
100. Silver may be worth 50 and black cards may be
VEYLDF Communication Evidence Marker worth 10 (because there are lots in circulation).
• Take on roles of literacy and numeracy users in Ask groups of learners with the same cards to develop
their play. charts that reflect the value of their cards to display in
the classroom.
Plan
Ask the learners to work out as many ways as they can
Aims
to represent the numbers you give them.
For the learner to:
For example, 1000 = 10 gold cards, or 5 gold cards + 8
• develop a currency system based on the value silver cards + 10 black cards. Have the learners check
of swap cards each other’s calculations.
• represent the value of their cards using numbers Ask the learners to record the value of their cards in their
and other symbols. workbooks and then have each learner work out the total
value of their own cards, showing their working. Then, ask
VEYLDF Communication Evidence Marker the learners to find the person in the class with the closest
• Use language to communicate thinking about quantities total value. The learners check each other’s calculations
to describe attributes of objects and collections, and to and then develop a way to represent the total joint value
explain mathematical ideas. of their cards. Ask the learners to explain their thinking to
• Draw on their experiences in constructing meaning the class.
using symbols.
Vocabulary
number words, value, amount, equal, same, more, less
Victorian Curriculum F–10 – Maths
• Recognise, model, represent and order numbers to
at least 1000 (VCMNA104).
Reflect and review
Look back at the aims of this learning experience to guide
• Recognise and represent multiplication as repeated your reflection and review.
addition, groups and arrays (VCMNA108).
• In this game, the learners used swap cards as a means
Encourage the learners to bring their cards to school. of working with values that were multiples of 10. How
Explain that they are going to give their cards a number effective were the cards in supporting the learners to
value. (Learners who do not have cards could make represent the value of their cards using numbers and
their own.) other symbols?
• To what extent did this learning experience encourage
creative thinking and mathematics talk?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 49

Communication 6–8 years

Catapult
Collect information
A teacher on yard duty observed Olivia, a Year 1 student, playing in the sandpit. Olivia filled
a small toy dump truck with gumnuts, then flicked the edge of the tray, sending the gumnuts flying.
She laughed and said to her friend Will, ‘Look how far they went!’ ‘I bet I can make them go further,’
Will said. He started to gather gumnuts to fill the tray, then he flicked them as Olivia had done.
‘See?’ he said, laughing. ‘No way, mine went further than that!’ Olivia said.

Question and analyse Plan

Olivia and Will are applying force to one object to make Aims
other objects move. They also show knowledge of
For the learner to:
measurement, using the vocabulary of comparison:
‘far’ and ‘further’. • experiment with using simple machines to exert force
on other objects
VEYLDF Communication Evidence Marker • measure and compare distances travelled by object.
• Engage in enjoyable reciprocal interactions using verbal
and non-verbal language. VEYLDF Communication Evidence Marker
• Demonstrate an increasing understanding of • Demonstrate an increasing understanding of
measurement and number using vocabulary to describe measurement and number using vocabulary to describe
size, length, volume, capacity and names of numbers. size, length, volume, capacity and names of numbers.

Victorian Curriculum F–10 – Design and Victorian Curriculum F–10 – Design and
Technologies Technologies
• Explore how technologies use forces to create • Explore how technologies use forces to create
movement in designed solutions (VCDSTC014). movement in designed solutions (VCDSTC014).

Victorian Curriculum F–10 – Maths Victorian Curriculum F–10 – Maths

• Measure and compare the lengths, masses and • Measure and compare the lengths, masses and
capacities of pairs of objects using uniform informal capacities of pairs of objects using uniform informal
units (VCMMG095). units (VCMMG095).

Identify a safe area in which this learning experience

can take place. Discuss safety considerations with the
learners, specifically that only soft objects will be used
with the catapults.
Create a few simple catapults using sturdy cardboard
tubes and flexible rulers. Use something light and soft
to catapult, like small pompoms.
Have learners work in pairs. Each pair has one catapult,
one pompom, and a roll of string or coloured ribbon.
(Comparison of distances travelled is easier if each pair
has different coloured ribbon).

50 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Communication

Act and do Reflect and review

Each learner takes a turn to catapult a pompom as Look back at the aims of this learning experience
far as they can. to guide your reflection and review.
After each turn, learners measure the distance the • Did the learners achieve the aims you set for this
pompom travelled using the string or ribbon, cutting learning experience?
a length of ribbon to represent their throw. You may • Did you observe differences in the measurement
choose to introduce formal measurement using tape strategies demonstrated by the learners who played
measures or rulers as well. at the same time? How will this impact on how you
After each learner has taken a turn, line the lengths of group learners to play this game together in future?
ribbon up. Compare the lengths of the distances travelled • What measurement ‘rules’ do you need to consolidate?
by the pompoms. For example, length is a fixed distance between
Paste the lengths of ribbon on a sheet of paper, ranked two points.
from shortest to longest. Display this on the wall and • Did you observe differences in the understanding
use it as an opportunity to have conversations about of the concept of force demonstrated by the learners
the learning experience. who played at the same time? How will this impact
Ask open-ended questions like, ‘Why did some pompoms on how you group learners to play this game together
travel further than others?’ and, ‘What could you do to in future?
make your pompom travel further?’ How can you use the evidence you have collected to
design a further plan to consolidate or extend this learning?
Vocabulary
near, far, long, longer, longest, short, shorter, shortest, A new cycle begins
propel, force, catapult

Early Years Planning Cycle Resource for the VEYLDF 51

Communication 6–8 years

Lego patterns
Collect information
The Year 1 class was using Lego bricks for a maths task. Lamia put together a green,
a red and a blue brick. ‘Look, I made a pattern!’ she said to her friend.

Question and analyse Plan

To make a repeating pattern, there needs to be at least Aims
two repeating sequences, for example: red, blue, then
For the learner to:
red, blue. However, Lamia appears to think that a pattern
is something like a row of items in a number of different • make patterns of repeated sequences of colours
colours. In order to support her learning, it is important to • identify when a sequence of colours can be called
develop her understanding of what a pattern is, as well as a pattern.
what it is not. Although her understanding of patterns is
still developing, Lamia communicates her mathematical VEYLDF Communication Evidence Marker
knowledge voluntarily and with confidence to her friend. • Begin to recognise patterns and relationships and the
connections between them.
VEYLDF Communication Evidence Marker
• Begin to sort, categorise, order and compare collections
• Interact with others to explore ideas and concepts, and events and attributes of objects and materials in
clarify and challenge thinking, negotiate and share their social and natural worlds.
new understandings.
Victorian Curriculum F–10 – Science
• Respond to and pose questions, and make predictions
about familiar objects and events (VCSIS050).

Victorian Curriculum F–10 – Maths

• Investigate and describe number patterns formed by
skip counting and patterns with objects (VCMNA093).

52 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Communication

Start off by asking the whole class what they think a Act and do
pattern is. Write down key words and concepts as well Make sure that Lamia has an opportunity to answer
as any pattern examples they suggest. questions throughout the discussion. Observe whether
Then, invite four learners up to the front of the class. Lamia is creating patterns using Lego bricks after the
Each learner chooses one Lego block from two possible initial class discussion. Look for evidence of her growing
colours. Ask the children to face the class and, by holding understanding of the elements of a pattern in the tower
their Lego blocks in front of them, to make a pattern. she builds and in the pattern that she draws.
Ask the group whether the two learners holding the If Lamia is finding the patterning work challenging,
red pieces are making a pattern. Ask the learners how additional demonstration and examples may need
we could make a pattern using the two red pieces and to be provided individually or in a small group.
two blue pieces. Highlight that in order to be a pattern,
the sequence needs to be repeated at least twice (e.g. Encourage learners to look for patterns in the
red, blue, red, blue). A repeating pattern is more than environment in made objects and the natural world.
alternating colours – it is the repetition in the structure that
enable us to predict what comes next. Make this obvious Vocabulary
by asking the learners holding a red Lego piece and a blue sequence, repetition, repeat
Lego piece to stand together, with a small gap between
the next two learners holding a red Lego and a blue Lego. Reflect and review
Look back at the aims of this learning experience to guide
Next, invite all the learners to collect 6-10 pieces of Lego
your reflection and review.
each in two colours. (You could extend some learners
by asking them to use more colours.) Each learner then • Were learners able to identify the point at which the
creates a Lego tower pattern using their bricks. Ask sequence becomes a pattern? Do any of the learners
students to find a partner to check they have made a need more practice?
pattern and suggest they explain their pattern to the • Were some of the learners able to use three and
other person. four colours in their pattern? How could you include
Provide an opportunity for some learners to share their other ways of making patterns like music and body
patterns with the class, highlighting the structure of the movements?
pattern and the number of colours in each sequence.
How can you use the evidence you have collected to
Ask the learners to identify how many repetitions make
design a further plan to consolidate or extend this learning?
up the pattern. Verbalise these sequences examples (red,
blue, green), (red, blue, green) – this is the red, blue, green A new cycle begins
sequence repeated twice.
Learners can record their patterns by drawing/colouring
in squares to represent the pattern they created.

Early Years Planning Cycle Resource for the VEYLDF 53

Communication 6–8 years

Water
Collect information
During a lesson using ice cubes, George said to his friend, ‘Ice is just frozen water.’ ‘I know,’ said Tom.
‘You just put it in the freezer and it goes hard. Why does it even do that?’

Question and analyse Act and do

Tom and George both appear to understand that water Invite the learners to stand up and become water molecules.
can exist in different states: solid, liquid or gas and that First, they will be water vapour. Explain that it is boiling hot
they can change from one to another. Tom appears to and get the learners to move as far apart from each other
be eager to find out why/how water changes states. as they can, arms outstretched, within the boundaries
VEYLDF Communication Evidence Marker of the basketball court. Then have them walk fast or
run in straight lines. When they come to the edge of the
• Show increasing knowledge, understanding and skill basketball court, they have to turn around and go in a
in conveying meaning. different direction.
• Contribute their ideas and experiences in play and Next, explain that they are feeling cooler. They change
small and large group discussion. state and become liquid: water. Use a small section of
the court as the new boundary. All of the learners stay
Plan in one half of the section, about one arms-length apart,
Aims and move slowly past each other.
For the learner to: Finally, explain that it is freezing cold. The learners should
stand as close to each other as they can, packed in lines
• investigate three states of water: solid, liquid and gas,
in a very small space.
and what makes water change states
• role play being water molecules in the three They can move a little bit on the spot, but should stay
different states. reasonably still.
After you’ve rehearsed the three states, play a game in
VEYLDF Communication Evidence Marker which music with three different tempos (fast, medium,
• Use the creative arts, such as drawing, painting, slow) represent the different states of water. As you switch
sculpture, drama, dance, movement, music and between fast, medium and slow music, the learners switch
story-telling, to express ideas and make meaning. between the states as they have just practised.
Afterwards, learners draw representations of water
Victorian Curriculum F–10 – Science molecules in the three different states using dots inside
• Everyday materials can be physically changed or squares. They also write a short sentence describing
combined with other materials in a variety of ways what the molecules do (or look like) in each state.
for particular purposes (VCSSU045). Ask open-ended questions such as, ‘When we were
Use a big space for this lesson – a basketball court water vapour molecules did we need more space?’
is perfect.
Vocabulary
Revise what the class knows about the states of water.
state, liquid, solid, gas, vapour, change, molecule,
Do they know that water can be a liquid, solid or gas?
temperature, freeze, boil, fast, slow, close together,
Do they know the names of these three states (water, ice
far apart
and vapour)? What do they know about how water gets
to these states? Lead the conversation to temperature,
boiling and freezing. Explain that water is made up of lots Reflect and review
and lots of tiny parts called molecules. Look back at the aims of this learning experience to guide
your reflection and review.
• Were learners able to represent the water molecules on
paper independently, or did they need support for this?
• What other science concepts could be role played by
the class?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

54 Early Years Planning Cycle Resource for the VEYLDF

Learning
Children are confident and involved learners

Learning
Birth–2 years Learning

Clay play: Visual Arts

Collect information
Akiko was playing in the outdoor kitchen area. She is two years and five months old. She put a small
mound of wet sand in the sink, took a spoon and banged on the sand mound. When she saw the flat
shape of the wet sand, she laughed and made it into a mound again with her hands. Then, she took
the spoon and flattened it again. Akiko repeated these actions several times.

Question and analyse Act and do

Akiko was exploring the principle of causation through Join in the play. Model ways to poke and pat the clay.
her play by discovering that her actions can impact her Let the learners see, smell and touch it. Then, encourage
environment: by banging a mound of wet sand, she could the learner to interact with the clay and describe what
flatten the mound. By holding and manipulating natural they are making. Engage in pretend play with the learners.
materials like clay, Akiko will discover how her hand For example, say, ‘I wonder what we could make with the
movements can change an object’s form. clay?’ Express your satisfaction with and enthusiasm for
any exploration initiated by the learner.
VEYLDF Learning Evidence Marker
Talk about the tactile qualities of the clay by using words
• Initiate and contribute to play experiences emerging such as ‘sticky’ and ‘squishy’. Follow up with provocations
from their own ideas. such as ‘I wonder what will happen when you poke the
clay?’, ‘Squeeze the clay?’, ‘Add a little water?’ and ‘Press
Plan your whole hand into the clay?’
Aims
Provide longer pauses between questions to allow the
For the learner to: learners to engage more independently with the materials.
• experiment with cause and effect as they manipulate Once the learner has finished, place their sculpture aside
the clay and change its form to dry.
• use the large muscles of their arm and the small When the learner’s work is dry, compare it with a fresh
muscles of their hand. piece of natural clay and talk about the differences
between the fresh clay and the dried clay.
VEYLDF Learning Evidence Marker
Vocabulary
• Manipulate objects and experiment with cause
soft, hard, squishy, pat, poke, push, pull, sticky, press,
and effect, trial and error, and motion.
squash, flat, roll
Provide learners with individual pieces of softened
modelling clay, a clay board and clay tools to make Reflect and review
markings and indentations. Have water available to Look back at the aims of this learning experience to guide
act like glue (or make a clay slip beforehand) if learners your reflection and review.
want to join clay pieces together. Encourage free
• Did the learner use the clay?
exploration. Emphasise that arts materials are never
to be put in the mouth. • Did the learner change the form of the clay by using
her hands?
• Did the learner repeat and use the descriptive terms
modelled by the educator?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 55

Learning Birth–2 years

Making faces: Drama

Collect information
Twenty-four-month-old Diego was doing a six-piece inset puzzle. He placed four puzzle pieces
in the correct spaces. Then he took one piece and tried to push it in, but it did not fit. After a few
attempts, he pushed away the puzzle and left the table. An educator approached him and said,
‘Let’s try it together, Diego.’ He came back, sat next to the educator and, with her assistance,
completed the puzzle.

Question and analyse Plan

• Diego demonstrated perseverance by responding Aims
positively to his educator’s encouragement to return
For the learner to:
to the table and complete the activity he had started.
• Acknowledging different emotions can help develop • recognise emotional expressions
a young learner’s ability to regulate their emotions. • learn how emotional expressions are described
• Adults often encourage infants and very young • match facial expressions with an emotion.
children to inhibit negative emotions by imitating their
expressions of happiness and interest, but rarely VEYLDF Learning Evidence Marker
imitating their expressions of anger and sadness. • Engage in learning relationships.

VEYLDF Learning Evidence Marker Plan to support Diego’s emerging emotional understanding
by identifying the types and names of emotions and the
• Persevere and experience the satisfaction of achievement.
reasons behind them.

56 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Learning

Act and do Reflect and review

Sit facing the learner. Have a large mirror beside you. Look back at the aims of this learning experience to guide
Make different facial expressions and explain to the learner your reflection and review.
what each facial expression shows you are feeling. Talk • Was the learner able to imitate your expressions?
about how you may act when feeling that way. Encourage
the learner to make different faces. • Could the learner match the expression to the emotion?

Hold the mirror up so that the learner can look in it with How can you use the evidence you have collected to
you. Look at and comment on the expressions on your design a further plan to consolidate or extend this learning?
faces. Say, ‘Here is my happy/sad/angry/surprised face.
Can you make a happy/sad/angry/surprised face? Look A new cycle begins
at my mouth/eyes/eyebrows. Are your mouth/eyes
eyebrows doing the same thing? How do you think I look?’
Talk about the features of each emotion on your faces.
For example, say, ‘Wow, that’s my happy face. What a
big smile with shiny eyes!’
Make an angry face. Say, ‘Look at my angry face. My eyes
are so small, and my eyebrows are squeezed together.’
Talk about what you would do to feel better when you
feel that way. For example, say, ‘When I am feeling angry,
I close my eyes. I take a deep breath in, and then slowly
breathe out. Can you do it with me?’
To extend this learning, look at photographs of people
and try to guess how they are feeling.

Vocabulary
happy, sad, angry, surprised

Early Years Planning Cycle Resource for the VEYLDF 57

Learning Birth–2 years

Block bridge
Collect information
Twenty-month-old Zaharah often plays with wooden blocks, stacking them on top of each other.
The blocks are all different shapes. There are cylinders, semi-circular blocks, triangular blocks,
pyramids and cones, as well as cubes and rectangular blocks.

Zaharah stacked blocks into towers up to six blocks high before they fell or she knocked them down.
She used a cylinder in many of her towers, always rotating the cylinders to stand on a flat side before
adding them to the towers. When she sometimes put a triangle or conical block on her tower, she
would later remove it before placing a different block on the tower.

Question and analyse Demonstrate the process of estimating the distance

Zaharah understands that blocks need to be placed with between the two supporting towers. Build them too far
a flat side plane on a flat side for the greatest stability. She apart to begin with, and then right next to each other,
is very good at rotating the blocks to do this. She removes showing and describing the difference to Zaharah.
the triangular blocks without first trying to balance a block Experiment with using towers of different heights as
on their tips. bridge supports, and talk about what happens when
She repeatedly builds vertical towers. Has she worked you try to put the long block on top.
out other ways to build with blocks?
Act and do
VEYLDF Learning Outcome Evidence Marker Ask open-ended questions such as, ‘What do you
• Manipulate objects and experiment with cause think what will happen now?’ as you try to place long
and effect, trial and error, and motion. blocks on supports that are different heights, or on
supporting blocks that are spaced either too far apart
Plan or too close together.
Aims Vocabulary
For the learner to: same, different, long, short, tall, height, straight,
• balance a block across two others to build far apart, close together, next to, along, across, over,
a simple bridge under, balance
• experiment with different bridge designs.
Reflect and review
Look back at the aims of this learning experience to guide
VEYLDF Learning Outcome Evidence Marker
your reflection and review.
• Use the processes of play, reflection and investigation
to problem-solve. • Did Zaharah try and arrange the blocks in bridge
formations?
• Develop an ability to mirror, repeat and practise the
actions of others, either immediately or later. • Does Zaharah experiment by making other interesting
shapes over the following days?
Set up some fabric to represent a river in the block corner.
Join Zaharah in her play. Create a simple bridge across How can you use the evidence you have collected to
the river using two towers with a long rectangular block design a further plan to consolidate or extend this learning?
balanced across them. Make up a story about why you
need to get from one side of the river to the other. A new cycle begins

Ask Zaharah if she can make a bridge like yours.

If necessary, scaffold this by using simple language
to narrate your actions as you demonstrate how you
built the bridge. Zaharah may need assistance to ‘line
up’ the blocks on both sides, or to hold them steady
as she places the long block across the towers.
Encourage Zaharah to build more bridges so that
she can consolidate her skill.

58 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Learning

Sinking and floating

Collect information
Twenty-month-old Thomas was playing outside. It had rained overnight and there was a large muddy
puddle in the playground. Thomas picked up a stone and dropped it into the puddle. It disappeared
from view in the muddy water. ‘Gone,’ said Thomas, turning his hands up and shaking his head. He
dropped a leaf in the water and it floated on top of the water. Thomas said nothing. He picked up
another stone and dropped it into the puddle. ‘Gone’ he said again as it went under the water.

Question and analyse Act and do

Thomas has discovered that rocks and leaves behave Ask open-ended questions such as, ‘I wonder what will
differently when dropped into water. He communicates happen when …?’ to encourage the learners’ thinking
this by using the word ‘gone’ for the stones and no word and to encourage them to express their understanding
at all for the leaf. He experiments to test that he gets the of mathematical and scientific concepts.
same result with another stone.
Vocabulary
VEYLDF Learning Outcome Evidence Marker sink, float, top, bottom, underneath, below, light, heavy,
• Explore their environment. absorb, hollow
• Explore ideas and theories using imagination,
creativity and play. Reflect and review
Look back at the aims of this learning experience to guide
Plan your reflection and review.
Aims • Did the learners experiment with objects that float and
For the learner to: objects that sink?
• Learners at this age understand a lot more than they can
• experiment with objects that either float or sink
express with words. Did you provide plenty of vocabulary
• develop their vocabulary related to sinking and floating and modelled language?
VEYLDF Learning Outcome Evidence Marker • Did you allow enough time for learners to speak as well?
• Use reflective thinking to consider why things happen This can be a tricky balance, especially with learners
and what can be learnt from these experiences. aged younger than three years. Try ‘pulling back’ and
allowing longer pauses between questions to see if the
• Engage with and co-construct learning. learners speak if they are given more thinking time.
Set up a water play tub and gather a number of objects How can you use the evidence you have collected to
that sink or float. design a further plan to consolidate or extend this learning?
Play with Thomas and a small group of learners at the
tub. Model dropping objects into the water one at a A new cycle begins
time. Before you drop each object into the water, tell the
learners whether you think it will sink or float. After you
drop it in, say whether you were right or not.
Encourage the learners to choose an object to drop into
the tub. Each time, ask them to guess whether their object
will sink or float before they drop it in. Use this opportunity
to introduce new language as you describe what happens
to their object after they’ve dropped it in. It’s okay if your
questions are not answered – providing learners with
opportunities to hear new words many times over is the
best way to extend their vocabulary. With time, they will
make a prediction.
Try to make an object that usually sinks, balance on an
object that floats (like a rock on top of a leaf). Talk to
the learners about what you are doing. Describe what
happens as you experiment.
Try to push floating objects under the water and then
describe what has occurred.

Early Years Planning Cycle Resource for the VEYLDF 59

Learning Birth–2 years

Oobleck colour mixing

Collect information
Twenty-four-month-old Pawan was at the finger-painting table with a friend, Sascha. Pawan was
using blue fingerpaint and his friend was using yellow paint. Pawan reached across with a hand
covered in blue paint and wiped it over his friend’s yellow paint. He rubbed it back and forth many
times, watching closely as the yellow paint turned green. Sascha stopped his own painting and
watched Pawan closely and then joined in, rubbing blue paint into the yellow to make green.

Question and analyse Act and do

Pawan demonstrates observation skills, watching closely Oobleck is a great medium to try for colour mixing
as the two colours become a third colour when mixed because it is quite difficult to mix the colours quickly,
together. Although he doesn’t use verbal cues, his and they swirl together in a very appealing way. You
sustained engagement and body language communicates should have a colourful marbled pattern for some time
this learning. Pawan models colour mixing to Sascha. The before it becomes one uniform colour. Discuss the
two boys co-operate to mix the colours together, creating marbling with the learners as it occurs.
the new paint colour. Make comparisons with other familiar experiences as
you play with the oobleck. For example, it runs through
VEYLDF Learning Outcome Evidence Marker
your fingers like water, but when we slap a hand into it,
• Use play to investigate, imagine and explore ideas. it doesn’t splash. What could be the reason for this?

Plan Ask open-ended questions such as, ‘Why do you think

the colour is dark here but lighter here?’ and ‘What do you
Aims
think will happen when these two colours mix together?
For the learner to: Why do you think that?’
• transfer new knowledge about colour mixing
Vocabulary
to a different sensory medium
colour names, mix, swirl, blend, liquid, solid, marbled,
• learn new colour and texture vocabulary. lines, squiggly, blob

VEYLDF Learning Outcome Evidence Marker Reflect and review

• Make connections between experiences, concepts Look back at the aims of this learning experience
and processes. to guide your reflection and review.
• Experience the benefits and pleasures of shared
• Were the learners able to transfer new knowledge about
learning exploration.
colour mixing paint to colour mixing oobleck?
Make a large tub of oobleck using cornflour and water. • Have the learners gained new colour and texture
Oobleck is a ‘non-Newtonian’ fluid that sometimes vocabulary? (Which words have they learnt?)
behaves like a liquid and sometimes like a solid, • Watch how the learners interact with the unique texture
depending on what you do with it. of oobleck. Do they appear to like it?
The learners can help you to mix the oobleck. Discuss
the steps as you make it. Make connections to processes How can you use the evidence you have collected to
familiar to the learners like mixing a cake, mixing paint or design a further plan to consolidate or extend this learning?
mixing sand and water. What other interesting textures could you introduce?
Once the oobleck is ready, add a few drops of red, blue How can you use the evidence you have collected to design
and yellow food colouring in different parts of the tub. a further plan to consolidate or extend this learning?
Mix them in a little with a spoon to avoid colouring hands Note: When you plan for other experiences involving
too much! Then encourage the learners to mix the mixing powders and liquids, like mixing powder paint
coloured oobleck together, and narrate what you see or cooking, connect the learners’ understandings by
happening. Ask questions about what colours they see, reminding them of this activity.
as well as what shapes and textures they experience.
A new cycle begins

60 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Learning

Lunchtime percussion
Collect information
Six learners in the toddler room were sitting around the meal table waiting for lunch to be served.
Harry started to bang his cup loudly on the table, grinning. His friend Levi copied him, and soon
all the other learners started banging their cups on the table.

Question and analyse Act and do

Harry is initiating his own activity as he waits. His As the tapping patterns change, encourage the learners
enthusiasm draws other learners in. Together they to listen carefully to the patterns before joining in.
experiment with sound making. Harry has discovered Ask open-ended questions such as, ‘I wonder what the
that he can make a loud noise by banging the cup next tapping pattern will be?’ Use your voice to provide
against the table. What else does he know about making hints. For example, speak quietly (to indicate quiet tapping)
percussive noises? or quickly (for a fast tempo tapping pattern).

VEYLDF Learning Outcome Evidence Marker Vocabulary

• Use their senses to explore natural and built fast, slow, loud, quiet, tap, beat, rhythm, pattern, volume,
environments. tempo, speed

Plan Reflect and review

Aims Look back at the aims of this learning experience to guide
For the learner to: your reflection and review.

• copy the rhythm of an adult or another group member • Did the learners copy the rhythm of an adult
or a peer?
• experiment with tempo, volume and patterning.
• Did the learners experiment with tempo, volume
and patterning?
VEYLDF Learning Outcome Evidence Marker
• Initiate and contribute to play experiences emerging How can you use the evidence you have collected to
from their own ideas. design a further plan to consolidate or extend this learning?
• Develop an ability to mirror, repeat and practise the Watch how the learners’ ability to copy your rhythm
actions of others, either immediately or later. improves with practice. In the beginning, it may
be challenging but if you continue to scaffold their
Start by tapping a medium volume, steady beat on the
understanding of tempo, volume and rhythm, they
edge of the table with your hands. Invite the learners to
will develop this ability over time.
join in with you. See if they can follow your beat.
Note: Routines can require young learners to spend time
Next, tell the group of learners that you’re going to switch
waiting, but this needn’t be ‘empty time’ – routines can
to a loud beat, and raise your voice to reinforce this. Beat
easily become learning time.
on the table a little harder, but keep the tempo the same.
Now, switch to just two fingers and tap very softly, with the A new cycle begins
same tempo. Change your voice to a whisper to further
signal this change.
Now speed up your beats. Say ‘Let’s go as fast as
we can!’
Then slow your beats right down, and slow your voice
down as well.
You can also tap out a simple rhythm, like, one-two-three­
wait, one-two-three-wait.
Once the learners are able to copy you, invite a learner
to be the leader and choose a rhythm. Everyone follows
the new leader. Encourage learners to take a turn being
the leader.
Describing the rhythm or volume helps to expand the
learners’ vocabularies and introduces them to concepts
like loud, soft, fast and slow. It also introduces opposites.
Counting out the rhythm helps the learners to identify
the pattern.

Early Years Planning Cycle Resource for the VEYLDF 61

Learning Birth–2 years

Springtime
Collect information
Thirty-month-old Amelia had been walking around the garden with an adult. As they walked, the
adult pointed to new buds on the bushes and trees, and to bulbs that were beginning to grow out
of the earth. ‘Look, Amelia!’ the adult said each time as she pointed to a bud or bulb. She explained,
‘It’s springtime. Look at the plants beginning to grow again.’ A short time later, Amelia was playing in
a different part of the garden when she called the adult over. ‘Look!’ she said, smiling and pointing
to a bulb emerging from the earth.

Question and analyse Plan

Amelia is repeating the actions of the adult. She Aims
understands that the adult is drawing attention to
For the learner to:
a certain kind of new growth, and has applied this
knowledge in a new setting. She demonstrates • learn about the life cycle of a plant
enthusiasm in observing changes in her environment, • role-play the life cycle of a daffodil.
and takes pleasure in sharing these observations
with an adult. VEYLDF Learning Outcome Evidence Marker
• Make connections between experiences, concepts
VEYLDF Learning Outcome Evidence Marker and processes.
• Develop an ability to mirror, repeat and practise the • Follow and extend their own interests with enthusiasm,
actions of others, either immediately or later. energy and concentration.
• Express wonder and interest in their environments.
Find some pictures of a bulb, a bulb with a stem, a stem
• Experience the benefits and pleasures of shared
with some leaves, a stem with leaves and a flower, and
learning exploration.
finally a wilting plant with dead leaves. Display these in the
sequence that shows the life cycle of a plant. Talk about
the pictures with the learners.
Invite the learners to join you in copying the picture sequence:
• Curled up into a tiny ball, sleeping under the ground like
a bulb.
• Like an emerging shoot growing to a stem, slowly
pushing one hand into the air, then gradually standing
up and stretching as high as they to be the stem.
• Becoming a flower by cupping their hands above their
head while they keep their roots (feet) firmly in the
ground; swaying from side to side as in the breeze.
• After swaying gently in the breeze, slowly wilting and
crumpling to the ground then curling into a ball again
to become the bulb waiting for the next spring.

You could add music with a slow tempo to this role play.
Repeat the life cycle sequence a few times.
After repeating the sequence a few times, observe
whether the learners are able to make the shapes
associated with each picture out of sequence. For
example, if you point to the flower picture, do the
learners reach up with their hands cupped?

62 Early Years Planning Cycle Resource for the VEYLDF

Birth–2 years Learning

Act and do Reflect and review

Ask open-ended questions such as, ‘I wonder how Look back at the aims of this learning experience to guide
the shoot knows which way to grow?’ or ‘I wonder your reflection and review.
what is inside the bulb?’ (Find the answers to your • How much did the learners learn about the life cycle
questions beforehand). of a plant? How do you know this?
Vocabulary • Did the learners role-play the life cycle of a daffodil?
bulb, shoot, stem, leaf, flower, root, wind, breeze, Did this support their learning?
spring, summer, autumn, winter, season, up, down, • Can the learners connect each picture with a particular
under, stretch, high, sun, sky body movement or shape?
• If you used music, how did this affect the learners’
movement?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 63

Learning 3–5 years

Shells and bumps

Collect information
Hazel and Sebastian are interested in shells. Yesterday, you planned a learning experience that
extended their interest in the patterns on the shells (stripes and spots) and planned a treasure hunt
for natural materials. The learners grouped their treasure according to a particular attribute of the
objects they collected (size, shapes, patterns on the natural materials). One of the objects they found
on their treasure hunt was a leaf with some raised bumps on it. This leaf was placed in the ‘spots’
category. The learners wondered what the bumps were, and responded enthusiastically when you
suggested they try to find out more.

Question and analyse First, invite the learners to imagine and guess what the
The experience demonstrated that the learners have a bumps might be. Encourage them to think about the
good understanding of classification according to visual environment where the leaf was found – what else might
features including colour, shape and pattern. They also be found there? Look closely at the bumps, perhaps with
expressed interest and enthusiasm in finding out what the a magnifying glass. Are there any clues? The size? The
bumps on the leaves were. How could the learners be shape? The colour? If the learners think they know the
supported to find out more? answer, ask them how they know, or why they think that.
Ask the learners how they could find out more about the
VEYLDF Learning Evidence Marker bumps, or find the answers to any other questions that
• Express wonder and interest in their environments. came up during your discussion.
• Explore their environment. Learners may suggest:

Aims • asking an adult

• looking at a book
For the learner to:
• using ICT.
• hypothesise about the bumps on the leaf they
have found Follow the learners’ suggestions to find the answers
• resource their own learning, using known and new to their questions. If their suggestions lead to a dead
tools for research. end, encourage them to think of another way to find
the answers.
VEYLDF Learning Evidence Marker This activity gives the learners autonomy over their
• Participate in a variety of rich and meaningful inquiry- learning. Hypothesising and researching answers are
based experiences. important skills that will continue to develop with rehearsal.
• Make predictions and generalisations about their They also support learning dispositions, perseverance and
daily activities, aspects of the natural world and a sense of achievement when the answers to questions
environments, using patterns they generate or identify, are found.
and communicate these using mathematical language
and symbols.
• Use the processes of play, reflect and investigation
to problem-solve.

64 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Learning

Act and do Reflect and review

Each research method you use with the learners gives Look back at the aims of this learning experience to guide
you an opportunity to develop the learners’ knowledge. your reflection and review.
• If the learners decide to ask someone, brainstorm • How much knowledge about plants was demonstrated
together who this person could be and write a list of the by the learners’ hypotheses about the bumps on
people they suggest. Then discuss who is most likely the leaves?
to know the answer and why. Discuss how they could • Were the learners familiar with different ways of looking
approach the person. Learners may suggest the person for answers to their questions? If not, this could itself be
be contacted by letter, telephone call, email or a video a focus for future planning.
from the group.
• How challenging was it to find answers to their
• If the decision is to use a book, use the opportunity questions? How much support did the learners need?
to model how we use an index or a table of contents Adjust future planning accordingly.
to organise information and to help make answers
• Were the learners’ hypotheses about the bumps
easy to find.
based in reality or fantasy? If their answers were
• If the decision is to use ICT, agree on a search term. fantasy-based, include the bumps in stories and drama
Then, show the group of learners how to use a activities, or create a fairy, pixie or elf garden together so
search engine. that the learners have an opportunity to further explore
Don’t be afraid to tell the learners if you don’t know the imaginative play.
answers to their questions. This makes you a co-learner. How can you use the evidence you have collected to
design a further plan to consolidate or extend this learning?
Vocabulary
This will vary, depending on the suggestions learners A new cycle begins
make and the research questions they have. You could
make a list of the new words and plan ways to include
them in your program to consolidate the learning.

Early Years Planning Cycle Resource for the VEYLDF 65

Learning 3–5 years

Pipe and ball

Collect information
Noah was holding a length of PVC pipe at an angle. He put a ball into the top of the pipe, and
watched it roll down and out of the pipe, and a little way across the paved area. Noah stacked some
nearby blocks into a tower. Then he picked up the pipe again and put the end on the ground right
next to the tower. He sent the ball down the pipe again, and the ball knocked over the tower. Noah
laughed and began building the tower again.

Question and analyse Act and do

Noah is using the simple machine of an inclined plane (the Encourage Noah to try to knock the tower down by
PVC pipe) to direct an object’s force at his tower, knocking sending each of the objects down the pipe.
it over. Noah tested the ball and pipe first and then he built Try building a taller tower and a shorter tower to see if
the tower to knock over. This reflects that his actions were this makes a difference to the results.
deliberate. It suggests that he developed and then tested
a hypothesis about what would happen when the ball hit Try building the tower closer to the pipe and further away
the tower. from the pipe.
Try increasing the angle of the pipe to make it a steeper
VEYLDF Learning Evidence Marker slide. Try reducing the angle of the pipe.
• Initiate and contribute to play experiences emerging
Ask open-ended questions such as, ‘Why do you think
from their own ideas.
that happened?’ Or, ‘What made (that object) knock the
tower down?
Plan
Aims Vocabulary
For the learner to: angle, slant, ramp, heavy, light, big, small, tall, short,
strong, weak, roll, slide, up, down, high, low
• experiment with force and inclined planes
• understand that various factors may influence Reflect and review
the amount of force exerted by an object.
Look back at the aims of this learning experience to guide
your reflection and review.
VEYLDF Learning Evidence Marker
• Did the learning experience support Noah’s
• Manipulate objects and experiment with
experimentation with force and inclined planes?
cause and effect, trial and error, and motion.
• What evidence did you observe that Noah learnt that
• Use reflective thinking to consider why things happen
various factors influence the amount of force exerted by
and what can be learnt from these experiences.
an object?
Invite Noah to help you position the pipe at a table angle. • Would Noah be interested in extending this play by using
You could tape it to the edge of a table or chair, or rest a plank instead of a pipe?
it on a soft surface (like a cushion) to prevent it from
• Did Noah consider strengthening the structure to make
rolling around.
it harder to knock over?
Gather an assortment of objects of different shapes
and sizes. Make sure they will all fit into the pipe. How can you use the evidence you have collected to
design a further plan to consolidate or extend this learning?
Build the tower of blocks with Noah a distance
away from the lower end of the pipe. A new cycle begins

66 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Learning

Floating and sinking

Collect information
Three-year-old Jake visited his brother Thomas in the Toddler Room while the toddlers were
investigating floating and sinking. (See Early Years Planning Cycle Resource Learning Outcome
Birth–2 Years: Sinking and Floating.) Thomas’ teacher told Jake’s teacher that he had enthusiastically
hypothesised about whether his objects would sink or float before putting them in the water. Although
his hypotheses were not always correct, he was able to describe the objects correctly as sinking
or floating after putting them in the water. ‘Is there any way we could make this foam square sink?’
Thomas’s teacher asked Jake. Jake pushed it under the water and let go. It bobbed to the surface
again. ‘Nope,’ he said.

Question and analyse Prepare the water play tub and provide objects to
Jake participates enthusiastically in the learning represent the animals in the book and the foam square to
experience, and he has a solid understanding of represent the boat. Try out your learning experience ahead
the concepts of sinking and floating. However, as of time – you may need to change some of the animals
his hypotheses are not always correct, he may not you have chosen to use.
yet be thinking about what factors affect whether
objects sink or float in water. Further evidence is that Act and do
he did not suggest ways to make an object that floats Return to the water play tub. Ask Jake if he thinks we
become an object that sinks in the water. He does test could make the foam block sink.
one hypothesis – pushing the foam square under the
Ask Jake if he can remember which animal got in first.
water – but he stops testing here and gives a definite
Then choose an object to represent that animal. Put the
negative answer. A possibility for extension would be
object on the ‘boat’. What happens?
to encourage further testing.
Which animal was next in the story? Choose another
VEYLDF Learning Evidence Marker object to add to the boat.
• Are curious and enthusiastic participants in their learning. Continue to add objects to the foam square and observe
• Manipulate objects and experiment with cause and changes until the foam square sinks.
effect, trial and error, and motion. Ask open-ended questions such as, ‘Why do you think
that happened?’
Plan
Aims Vocabulary
sink, float, top, bottom, underneath, below, light, heavy,
For the learner to: absorb, hollow, many, few, more, low, high, heavy, light
• suggest how an object that floats can become
an object that sinks, and test his hypothesis. Reflect and review
Look back at the aims of this learning experience to guide
VEYLDF Learning Evidence Marker your reflection and review.
• Use reflective thinking to consider why things happen • Did Jake make suggestions about how to make an
and what can be learnt from these experiences. object that floats (the foam square), sink?
• Participate in a variety of rich and meaningful inquiry- • Did Jake try adding ‘animals’ until the ‘boat’ sank?
based experiences. What conclusions did he come to?
Read the book Who Sank the Boat?, by Pamela Allen (see How can you use the evidence you have collected to
Resources p. 120). Before you read, look at the cover and design a further plan to consolidate or extend this learning?
ask the learners to predict which animal might be the one
to sink the boat. A new cycle begins
Ask them to explain their reasons.
At the beginning of the book reading, ask Jake if the
boat is floating or sinking. How do we know?
As each animal gets into the boat, what happens?
At the end of the story, ask the learners if the boat
is floating or sinking? Why? How did the boat sink?
What made it sink? Encourage Jake to explain.

Early Years Planning Cycle Resource for the VEYLDF 67

Learning 3–5 years

Hearts
Collect information
Four-year-old Evie was painting hearts all over a large piece of paper on an easel. ‘I’ve got so many
hearts on mine – maybe 50!’ she said to her six-year-old sister, Zara. ‘One, two, three, four, five, six,
seven, eight, 11, 12, 27, 22, 65, 50!’ she said, very quickly, as she pointed with her paintbrush at the
hearts on her paper. She said the number words one to eight as she pointed to the first eight hearts,
and then waved her finger quickly over the other hearts as she continued saying number words. Zara
shook her head. ‘That’s not how you count,’ she said, and proceeded to count the hearts, pointing
to each heart in turn and tagging it with one number word. She counted correctly and identified that
Evie had painted 23 hearts. ‘There’s only 23, not 50,’ she said.

Question and analyse Plan

• See Early Years Planning Cycle Resource Aims
Communication Outcome for 3–5 years: Hearts for
For the learner to:
another planning direction for Evie.
• See Early Years Planning Cycle Resource • use marks on a page to represent and record
Communication Outcome for 6–8 years: Hearts for a real-world reference
analysis and planning for Zara. • create and use representation to organise, record
and communicate mathematical ideas and concepts.
Evie appears to be using her painting to record and/or
practice making heart shapes. She understands that she VEYLDF Learning Evidence Marker
has done ‘so many’ hearts, and that this description is
• Create and use representation to organise, record and
connected to a final (cardinal) number count and that this
communicate mathematical ideas and concepts.
number should be a large number. Evie counts accurately
to eight, skips nine and ten, but says 11 and 12 in the Assemble a collection of objects that are the same apart
correct sequence. Consolidating an accurate count to from one feature, be it colour, pattern, size. This example
12 would be an appropriate plan for Evie. uses animal counters that are identical apart from being
different colours (red, blue, green and yellow).
VEYLDF Learning Evidence Marker Put all the animal counters in a bag. Aim to have enough
• Create and use representation to organise, record counters so that each person gets 12 counters. Give
and communicate mathematical ideas and concepts. each participating learner a tally sheet, divided into four
columns, and have pencils, textas or crayons available.
Show the learners the animal counters, and explain
that the idea is to see how many of each colour each
person gets. Show the learners how to label the columns
at the tops of their tally sheets by drawing an animal
in each colour.

68 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Learning

Act and do Reflect and review

Pass the bag around the circle. Each person closes their Look back at the aims of this learning experience to guide
eyes and takes a turn to remove one (or two) animal your reflection and review.
counter(s), placing the counters in front of them until the • Did the learners use marks to represent and record a
bag is empty. real-world reference?
Then, everyone opens their eyes and looks at their animal • Did the learning experience support their counting skills?
counters. Demonstrate how to count all of the counters
• Were the learners able to compare quantities and
you took from the bag, tagging each animal with one
explain their thinking?
number word. Emphasise the last number word that you
say and explain that it is special because it tells us how How can you use the evidence you have collected to
many you have. Invite each learner to count their animals, design a further plan to consolidate or extend this learning?
supporting an accurate count if necessary.
Then, count how many (red/blue/green/yellow) animals A new cycle begins
you have, starting with one colour. Record this on the tally
sheets. Depending on the learners’ number knowledge,
you could make tally marks (lines or circles) in the
appropriate column, draw the correct number of counters
in the appropriate column, or write the numeral. Then
count the next colour.
Each learner records their animals on their sheet. Place
the sheets next to each other to compare their data. Be
aware that learners may draw similar objects, different
sizes – discuss this, and emphasise that it is the number
that is important, not the size of the drawing.
Ask questions such as, ‘Who got the most red animals?
Who got the least blue?’ Follow these questions with
open-ended questions such as, ‘How do you know?’
and ‘Show me how you worked that out?’

Vocabulary
number words, more than, less than, same as, different,
same, most, least

Early Years Planning Cycle Resource for the VEYLDF 69

Learning 3–5 years

Water volume
Collect information
Three-year-old Liam was playing with two containers in the water play trough. He filled the larger
container with water using the smaller cylinder as a scoop.

A teacher asked Liam how many small cups of water could fit in the larger one. Liam responded,
‘Three’. The teacher asked Liam how he could be sure of his answer. Liam immediately emptied both
containers and began to fill the small container and pour the water into the large container, counting,
‘One, two, three, four, five.’ Each number accompanied one pour, but the smaller container was not
filled to the top each time. He stopped and held up the large container, which was less than half full,
and said, ‘Five’.

Question and analyse Act and do

Liam appears to have grasped the counting principle of First, ask Liam, ‘What does full mean?’ Establish that
one-to-one correspondence, as he tags each pour with full means that the water goes all the way to the top of a
one number word. He also understands the principle of container. You may fill one container and leave the other
cardinality – that the final number in the counting words empty, asking which is full and which is empty.
that he uses in this activity answers the teacher’s question. Ask Liam to fill the small container and then to pour the
Liam’s grasp of volume measurement may benefit from water into the larger container. Ask ‘Is the large container
some support. Because the smaller cup is not filled to full? How can we make it full?’
the brim each time, his units of measurement are not the Continue to fill the small container and pour the water
same. He doesn’t seem to understand why the small into the large container until the large container is full.
container should be full each time. Count aloud together to keep track of how many small
containers it takes to fill the large container, then pour
VEYLDF Learning Evidence Marker the water out again.
• Use play to investigate, imagine and explore ideas.
Next, ask Liam to put some water in the small container,
but not to fill it up. Point out to him that the small container
Plan is not full.
Aims
Next, see how many part-filled containers it takes
For the learner to: to fill the large container. Count aloud together.
• understand that equal units must be used for Did you get the same result as the first time?
measurement to be accurate
Encourage experimenting several times to check results.
• consolidate his understanding of ‘full’ and ‘empty’.
This learning experience could be delivered to a small
group of learners with different size containers that they
VEYLDF Learning Evidence Marker
use to fill larger containers of the same size.
• Manipulate objects and experiment with cause
and effect, trial and error, and motion. Ask open-ended questions such as, ‘Why do you think
that happened?’ or, ‘Why did Liam’s big container hold
• Create and use representation to organise, record
three but Max’s held six?
and communicate mathematical ideas and concepts.

Use two containers at a large water trough: one small Vocabulary

container and one about three or four times the capacity full, empty, top, bottom, more, less, lots, a little, large,
of the smaller container. It is helpful if the containers are small, many, few
transparent. Adding a couple of drops of food colouring
to the water makes the water level easier to see. Reflect and review
Look back at the aims of this learning experience to guide
your reflection and review.
• Do the learners understand that units of measurement
need to be the same size to measure volume accurately?
• Did the learners use the words ‘full’ and ‘empty’
appropriately?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

70 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Learning

Ballerina elephant: Dance

Collect information
While constructing the tower in the block area (see Early Years Planning Cycle Resource for 3–5 years
– Communication: The Eiffel Tower design), Blake said, ‘The Eiffel Tower has four legs. Two legs in
the front and two other legs at the back.’ Then he put two unit blocks next to each other on the rug,
added another six unit blocks on top of each, and a long rectangle unit in the middle. Then he said,
‘These are its front legs.’ Then he did the same for the back legs.

Question and analyse Play The Elephant by Camille Saint-Saens.

Blake built a symmetrical, 3D structure. He demonstrated Allow the learners some time to explore each other’s
awareness of mathematical symmetry by making his movement and patterns. Later, point out to the learners
construction with identical parts facing each other. that they have created actions that are symmetrical.
Young children often use symmetry when playing with Explain that they are symmetrical because they are
unit blocks. Blake’s understanding of symmetry could be moving corresponding body parts as if there is a mirror
extended by playing simple symmetry games to explore between them. For example, say, ‘Wow, Blake! You
the concept and rehearse new words. are exactly mirroring Rocco’s actions!’ or ‘Blake, as
long as you are doing the same thing as Sara, you
VEYLDF Learning Evidence Marker will be symmetrical.’
• Follow and extend their own interests with enthusiasm, Encourage the learners to dance at low, medium and
energy and concentration. high levels while using their upper and lower bodies. Ask
them to imagine how an elephant would dance or how the
Plan elephant would react when seeing herself in a mirror for
Aims the first time.
For the learners to:
Vocabulary
• explore symmetry through a mirror dance symmetry, symmetrical, line of symmetry, similar, same
• match and extend their actions with a peer’s
body movements. Reflect and review
Look back at the aims of this learning experience to guide
VEYLDF Learning Evidence Marker your reflection and review.
• Develop an ability to mirror, repeat and practise • Could each learner mirror the actions of their peer?
the actions of others, either immediately or later.
• Did the learners explore the dance element of ‘level’ by
moving at low, medium and high levels?
Act and do
• What other learning experiences could facilitate
Using masking tape, make a line measuring about
learners’ understanding of symmetry?
60 centimetres on the floor. Invite Blake and another
learner to stand on either side of the line, facing each How can you use the evidence you have collected to
other. Tell them a story about an elephant who always design a further plan to consolidate or extend this learning?
wished to be a ballerina. One day, she finds a mirror.
The elephant would love to see herself dancing like A new cycle begins
a ballerina so she watches her dancing reflection in
the mirror.
Tell the learners that the line on the floor is called the
line of symmetry. Encourage them to imagine it is the
mirror that the elephant has just found. Ask the learners
who would like to be the ballerina elephant first and who
would like to be the elephant in the mirror.
Explain how the game works. The ballerina elephant is the
leader. They can move any part of their body. The person
standing in front of them is the reflection (the follower),
who will mirror what the ballerina elephant does. Remind
the learners that the line of symmetry in the middle is the
mirror and they cannot cross it.
They must remain facing each other.

Early Years Planning Cycle Resource for the VEYLDF 71

Learning 3–5 years

Musical shapes: Music/Media Arts

Collect information
During group time with the five-year-old learners, the educator sang from the book I am the Music
Man, by Debra Potter (see Resources p. 120). The educator mentioned different instrument names,
such as violin, piano and saxophone, and imitated the actions of playing them. As soon as the
educator said, ‘I can play a big bass drum,’ Vincent said, ‘It’s a circle,’ and replaced the word ‘drum’
with ‘circle’ and sang, ‘I can play a circle, a circle, a circle; I can play a circle, a circle, a cir cir cir cle,’
while drawing a circle in the air. The educator asked, ‘How do you know it’s a circle?’ Vincent replied,
‘Because it’s a circle.’

Question and analyse Using shapes to represent the different musical

Vincent linked an object to a known shape. At around instruments that are available in your room, create a series
the age of five years, learners may identify and distinguish of picture cards. You could use a circle shape to represent
shapes visually by recognising shapes as wholes. For a tambourine, a triangle shape to represent a triangle, an
example, they might call a shape a rectangle because oval shape to represent an egg shaker and a rectangle to
‘it looks like a door’. represent a glockenspiel.
Supporting young learners to recognise the attributes Suggestions:
or properties of shapes can enhance their understanding
about shapes.

VEYLDF Learning Evidence Marker

• Engage with and co-construct learning. Tamborine Triangle Shaker Glockenspiel

Plan Create multiple copies of cards with sequences of the

shapes used on the picture cards (see suggestions
Aims below). These will be the ‘musical scores’ that the learners
For the learners to: will follow. This will ensure each learner has their own
• identify the properties of a shape score to follow.

• follow shape patterns through playing the related Suggestion 1:

instruments
• create and play their own shape pattern.

VEYLDF Learning Evidence Marker

• Create and use representations to organise, record
and communicate mathematical ideas and concepts. Suggestion 2:
• Explore the purpose and function of a range of tools,
media, sounds and graphics.

72 Early Years Planning Cycle Resource for the VEYLDF

3–5 years Learning

Act and do Reflect and review

Show each shape to Vincent and two other learners. Look back at the aims of this learning experience to guide
Ask them to name the shape and then tell them why your reflection and review.
it is, for example, a circle. Emphasise the properties of • Did the learners recognise the properties of the shapes?
each shape. For instance, while showing the image of
a triangle, slide your finger around its perimeter, describe • Did the learners link the shapes to the musical
and exaggerate your actions by saying, ‘Straiiiight side … instruments?
turn, straiiiight side … turn, straiiiight side, back to • Did the learners experiment with tempo, volume and
the beginning and stop.’ patterning?
Encourage the learners to link the drawn shapes to the How can you use the evidence you have collected to
instruments. Let them choose which instrument they design a further plan to consolidate or extend this learning?
would like to play with first. They will have a turn playing
the other instruments. A new cycle begins
Demonstrate how to perform each pattern and help them
to follow the order of the shapes. For example, if Vincent
is playing with a tambourine, he plays it when he sees the
circle in the order, which comes after triangle in the pattern
of ‘triangle, circle, triangle, circle’ (Suggestion 1 on the
previous page).
Act as a conductor by guiding the learners to take their
turn to play. Include some musical elements, such as
duration and dynamics. For instance, encourage the
learners to play loudly by raising your arms over your
head, and to play quickly by saying, ‘Let’s play as fast
as we can!’ Then, to turn down the sound, bring your
hands down close to the ground or change your voice
to a whisper.
After some practice, support the learners to create their
own patterns by drawing the shapes on a card. While
drawing the shapes, again emphasise the properties
of the shapes.
Then, let the learners explore each other’s compositions
by playing the instruments. Invite the learners to conduct
their own composition by directing the music-making of
their peers.

Extension
Using the audio-recording app on your centre’s mobile
phone or computer tablet*, record each learners’ shape
pattern composition while it is performed. Play the
recording back to the learners and encourage them to
discuss the musical elements. Invite the learners to record
it again after making any changes to their composition.

Vocabulary
circle, oval, triangle, rectangle, side, round, volume,
dynamic, high, low, fast, slow

*Do not use your personal digital device to record learners.

Early Years Planning Cycle Resource for the VEYLDF 73

Learning 6–8 years

Counting on, counting back

Collect information
A Foundation Year teacher was working with a small group of learners. Freya was counting blocks,
which she’d arranged in a line, separate from the rest of the blocks that were piled on the table.
‘One, two, three, four, five,’ she counted, touching each block in turn. The teacher added one block
to her line and asked, ‘How many blocks are there now?’ Freya started at the beginning of the line
and counted, ‘One, two, three, four, five, six. Six!’ The teacher took away the last block. ‘How many
are there now?’ she asked. ‘One, two three, four, FIVE,’ said Freya.

Question and analyse Make laminated number ladders (see example in the
Freya can count confidently and correctly to at least 6, Appendix) for use with erasable markers. Number ladders
using one-to-one correspondence. She understands can be used horizontally or vertically. They can start and
cardinality, that the final number in the sequence end at any number because the numbers can be erased.
represents the total number of objects. She also arranges For this lesson, write the numerals 1 to 6 on the ladder.
her blocks systematically to make counting easier.
Give pairs of learners a ladder, a die and some coloured
She is not yet using the strategy of counting on or
counters in two different colours.
counting back from the previous known number –
she goes back to the beginning to count the whole Children take turns rolling the die and then finding
set each time the teacher asks. the corresponding numeral on the ladder that
matches the number they rolled. The learners place
VEYLDF Learning Evidence Marker one of their coloured counters on the ladder in the
• Create and use representation to organise, record corresponding square.
and communicate mathematical ideas and concepts. Students continue taking turns until all the numbers
are covered with at least two dots (one placed by
Victorian Curriculum F–10 each learner).
• Connect number names, numerals and quantities, Extend the lesson in the following ways:
including zero, initially up to 10 and then beyond
(VCMNA070). • Students find the number that is either one more or
one less than the number they rolled.
Plan • Students use two dice and a longer ladder of numbers.
Aims • Students find numbers that are two more or two less
than the total number rolled.
For the learner to:
• introduce and practice the strategies of counting Act and do
on and counting back Support learners to find the number they rolled.
• consolidate counting fluency. If necessary, count with the learners, emphasising
the cardinal number.
VEYLDF Learning Evidence Marker If a learner says how many they have rolled, ask
• Apply a wide variety of thinking strategies to engage them to explain how they know. This will add to your
with situations and solve problems, and adapt these understanding of the number and counting strategies
strategies to new situations. being used by the learner.

Victorian Curriculum F–10 Reflect and review

• Establish understanding of the language and Look back at the aims of this learning experience to guide
processes of counting by naming numbers in your reflection and review.
sequences, initially to and from 20, moving
• Observe Freya during the lesson – does she count on
from any starting point (VCMNA069).
and count back? Does her number knowledge become
more fluent?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

74 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Learning

Musical skip counting

Collect information
The Year 2 class had been playing the skip-counting game ‘sam-yuk-gu’ with clapping to practise
skip counting by threes. The teacher then asked them to place counters on the relevant numbers
of a number square to represent counting by threes. Some learners identified the visual pattern that
the counters made on the number square and completed the task very quickly. Others confidently
counted by threes, but did not appear to notice or use the visual patterning clues. Others seemed
to struggle just with counting by threes, counting on ‘one, two, three’ from each counter in order
to place the next counter.

Question and analyse Learners are seated in a circle, each with a musical
The class demonstrates different ability levels in this instrument placed on the floor behind them so as to avoid
task. Many of the learners are not yet using the shortcut temptation to play while you explain the game.
of visual clues to help them complete the skip counting First, skip count by twos. Ask the learners to strike their
task, even if they are able to confidently count by threes. instrument only on the odd numbers, and to say the even
Some learners are not yet confident counting by threes numbers aloud. For example: bang, two, bang, four etc.
at all. Linking the skip counting game with the visual
Once the learners have understood the concept, try moving
pattern of skip counting with the whole class provides
round the circle counting by twos again, with individual
an opportunity for peer scaffolding of this connection.
learners either striking their instrument or saying the number
This benefits some learners by consolidating their
on their turn.
knowledge and benefits others by providing opportunities
for rehearsal. Skip count by threes and fives in the same way.
To make it more challenging, switch the instruments and the
VEYLDF Learning Evidence Marker counting so that learners play their instrument unless they
• Create and use representation to organise, record are one of the targeted numbers. For example, if counting
and communicate mathematical ideas and concepts. by threes: bang, bang, ‘three,’ bang, bang, ‘six’, bang, bang,
‘nine’ … This requires a lot of concentration, especially as
Victorian Curriculum F–10 the targeted numbers become further apart.
• Investigate number sequences, initially those increasing
and decreasing by twos, threes, fives and 10 from Act and do
any starting point, then moving to other sequences Highlight the pattern the learners are making with the
(VCMNA103). skip counting.

Plan Extension
Aims Have the learners seated on the floor in a ‘tight’ circle.
Give each learner a small bean bag or a small block that is
For the learner to: easy to pick up with one hand. Ask the learners to put the
• participate in an experience of skip counting that object on the floor in front of them.
requires physical movement to support the count. Tell the learners that on each multiple of (two, three, five,
10 … ), they should pick up the object in front of them and
VEYLDF Learning Evidence Marker place it in front of their neighbour. Make sure you agree
• Create and use representation to organise, record whether to pass to the left or to the right.
and communicate mathematical ideas and concepts.
Count aloud ‘one, two, three, four … ’, passing occurring
on the even numbers. No learner should ever have more
Victorian Curriculum F–10 than one object in front of them!
• Investigate number sequences, initially those increasing
and decreasing by twos, threes, fives and 10s from Reflect and review
any starting point, then moving to other sequences
Look back at the aims of this learning experience to guide
(VCMNA103).
your reflection and review.
• Did the incorporation of physical movement support the
learners’ accurate skip counting?

How can you use the evidence you have collected to

design a further plan to consolidate or extend this learning?

A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 75

Learning 6–8 years

Making yoghurt
Collect information
During morning snack time, many of the learners were eating yoghurt. ‘Yoghurt is good for you,
because it’s made out of milk,’ said Grace, a Year 1 learner. ‘That’s true,’ said the teacher. ‘Do you
know how yoghurt is made?’ He addressed the question to the group. They all shook their heads.
‘You don’t make yoghurt, you buy it,’ said Grace.

Question and analyse Plan

Grace demonstrates knowledge of the different nutritional Aims
value of different foods, and provides sound scientific For the learner to:
reasoning and evidence to back up her claim: ‘Yoghurt
is good for you because it’s made of milk’. • assist as you follow a sequence of instructions
to make yoghurt
Grace does not seem to know how yoghurt is made.
Exploring where different foods come from can be a • develop hypotheses about the outcomes of two
rich line of inquiry to follow. temperature variables in an experiment and test
the hypotheses.
VEYLDF Learning Evidence Marker
VEYLDF Learning Evidence Marker
• Show an increasing awareness of healthy lifestyles
and good nutrition. • Use reflective thinking to consider why things happen
and what can be learnt from these experiences.
Victorian Curriculum F–10 • Participate in a variety of rich and meaningful inquiry-
• Objects are made of materials that have observable based experiences.
properties (VCSSU044).
Victorian Curriculum F–10
• Compare observations and predictions with those
of others (VCSIS054). • Participate in guided investigations, including making
observations using the senses, to explore and answer
questions (VCSIS051).
• Respond to and pose questions, and make predictions
about familiar objects and events (VCSIS050).
• Everyday materials can be physically changed or
combined with other materials in a variety of ways
for particular purposes (VCSSU045).
• Represent and communicate observations and ideas
about changes in objects and events in a variety of ways
(VCSIS055).

Present this lesson at the start of the day as the yoghurt

needs at least five hours to set. Encourage the learners
to assist you as much as possible.

76 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Learning

Act and do Encourage learners to think about possible reasons and

express them using appropriate language. For example,
Ingredients ‘I think the fridge will make better yoghurt because you
500 ml whole milk keep yoghurt in the fridge.’ Later, check the results.
2–3 tablespoons plain yoghurt with live cultures Then ask more questions such as ‘Which environment
(‘pot set’ varieties are good for this). was better for yoghurt making? Did this match your
predictions?’ and ‘Why was the warmer environment
Equipment better than the cooler environment?’ Discuss other items
• Measuring jug and saucepan in lunch boxes that have undergone some production
process that the learners may never have considered.
• Portable cooktop (or see instructions for alternative
process) Talk about the ingredients of some of these familiar items.
• Spoons
Discuss where the ingredients come from, and what
• Food thermometer processes took place before ending up in lunchboxes.
• Bowl
• Two medium glass jars Reflect and review
• Towel Look back at the aims of this learning experience to guide
your reflection and review.
• Esky
• Hot water bottle or several more jars for hot water. • Did the learners attend to the sequence of instructions to
make yoghurt? Did the lesson involve a lot of waiting and
1. Sterilise the jug, spoons, bowl, thermometer and both watching rather than hands-on participation? How could
jars by washing them thoroughly and then pouring you improve this in future?
boiling water over them. Keep the sterilised equipment • How did the learners benefit from developing
on a clean tray covered with a clean tea towel until and testing hypotheses about the outcomes of
it is used. two temperature variables?
2. Measure the milk and heat until just boiling. Cool the • How can you use the evidence you have collected
milk to between 43 and 46°C. (You can use an ice to design a further plan to consolidate or extend
bath to speed up the cooling. Alternatively, boil the this learning?
milk before class in the staffroom. It should cool to the
required temperature by the time you’re ready to use it). • This lesson could be extended into an inquiry-based
project into food growing and manufacturing processes,
3. Remove any skin that has formed on the milk with a as well as the supply chain, linking with a broad range
sterile spoon. Mix about half a cup of the warm milk of subjects in the curriculum.
with the yoghurt in a small bowl, then pour the yoghurt
mixture into the rest of the milk. • This lesson could form the basis for an inquiry-based
project into bacteria and other tiny organisms.
4. Separate the mixture into the two jars and put lids on
the jars.
A new cycle begins
5. Explain that the class is going to test two temperature
variables:
– putting the mixture in the fridge to cool
– leaving it in a warm (but not hot) place.

Put one jar in the fridge. Wrap the other in the towel and
put it into the Esky with a hot water bottle or several jars
of hot water. Ask the learners to suggest reasons for
wrapping the jar in a towel, and what effect the Esky
will have. (See Early Years Planning Cycle Resource for
6–8 years – Learning: Insulation Experiment for a possible
extension of this aspect of this lesson.)
Ask open-ended questions such as, ‘What may happen
to the mixture in each jar? Why do you think this?’ and
‘Which environment (cool or warm) is better for making
yoghurt? Why?’

Early Years Planning Cycle Resource for the VEYLDF 77

Learning 6–8 years

Insulation experiment
Collect information
In the Early Years Planning Cycle Resource for 6–8 years – Learning: Making Yoghurt, the teacher
asked why the warm yoghurt mixture needed to be wrapped in a towel. ‘Because the towel is like
a blanket that will help heat up the yoghurt, and we want to make this jar warm,’ said William.

Question and analyse Plan

William appears to have a misconception about the way Aims
that blankets/insulators work. Rather than understanding
For the learner to:
that the heat is already present in the jar and is being
trapped by the towel, his answer shows that he thinks • observe that some materials slow down temperature
the towel is the source of the heat. This is a common cooling and warming; others speed it up
misconception in young learners. • develop hypotheses and test the insulation properties
However, William shows good reasoning skills, and of several materials.
understands the experimental variable (temperature)
that is being used for the yoghurt making experiment. VEYLDF Learning Evidence Marker
He communicates his thinking clearly using appropriate • Manipulate objects and experiment with cause
language (heat, warmth). and effect, trial and error, and motion.

VEYLDF Learning Evidence Marker Victorian Curriculum F–10

• Use reflective thinking to consider why things happen • Objects are made of materials that have observable
and what can be learnt from these experiences. properties (VCSSU044).
• Represent and communicate observations and ideas
Victorian Curriculum F–10 about changes in objects and events in a variety of
• Respond to and pose questions, and make predictions ways (VCSIS055).
about familiar objects and events (VCSIS050).
Explore the characteristics and properties of materials
and components that are used to create designed
solutions (VCDSTC017).
Learners often have misconceptions about heat as it is
a complex concept. Presenting hands-on experiments
about heat and energy transfer that the learners will
remember are more appropriate than telling learners
about it. Once they observed for themselves that different
materials change the rate of heating and cooling in this
experiment, they will be able to draw on this experience
when thinking about how and why this happens.

78 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Learning

Act and do Extension

Materials Try conducting the same experiment using ice instead
of hot water, using the same insulators. Ask the learners
• 4 small plastic cups to predict the results. Are the results as the learners
• 4 larger plastic cups expected them to be?
• Cotton wool
• Aluminium foil Reflect and review
Look back at the aims of this learning experience to guide
• Paper
your reflection and review.
• Hot tap water in a jug
• Did the learners observe how different insulators
Pour hot water into a plastic cup, and ask the learners: influence cooling (and heating, if applicable)?
• What would happen to the temperature if you left the • What did the learners gain from developing and testing
cup on the table for 10 minutes. their hypotheses?
• What would happen if you put the cup in the fridge? Why? • How effectively were the learners able to express their
• What would happen if you wrapped the cup in a towel. understanding?
What about wrapping with cotton wool? Foil? Paper? How can you use the evidence you have collected to
• Ask the learners to explain their thinking in each case. design a further plan to consolidate or extend this learning?
With the learners’ assistance, set up the experiment A new cycle begins
by putting the smaller cups inside the larger cups, and
filling the space between the two cups with the different
materials. Scrunch the foil and paper into small balls to fill
the space. Have one cup that is inside a larger cup but
without any insulation. When the cups are ready, pour hot
water into each small cup and put a thermometer in each.
Measure and record the temperatures of the water in the
cups. (These temperatures should be similar.)
Ask for predictions about which cup will cool down
fastest and slowest. Or, will they all cool at the same rate?
Have each learner write down a prediction and a reason
for their prediction.
Every five minutes, record the temperature of each cup.
(With advance planning, you could have the learners
plot the temperatures of a graph for each cup.) Discuss
the results once all the cups reach roughly the same
temperature. How long did it take each cup of water to
reach the same temperature? What may be the reason
for this?
Ask the learners to imagine they are going to make a hot-
water bottle to keep them warm. Explain that the best hot-
water bottle is the one that will keep them warm for the
longest period of time. Thinking about what they learned
in the experiment, which material do they think would be
the best to use? Ask the learners to explain their thinking.
Draw attention to the fact that the temperature of the
water lowered in each cup. Ask the learners what this
tells us. (Lead learners to the conclusion that the materials
helped to keep the heat in, but didn’t produce any
extra heat).

Early Years Planning Cycle Resource for the VEYLDF 79

Learning 6–8 years

Developing a sequence of instructions

Collect information
Year 2 learners, Sam and Harnoor, were seated side by side playing a physics-based problem-
solving game on the class computers. Sam tried several times to solve a puzzle. ‘I can’t do it!’ he said,
frustrated. Harnoor looked over at his friend’s screen. ‘Oooh, that one’s really hard, I did it yesterday,’
he said. ‘You have to put this bit there, and then you put the block on it. That means the ball bounces
high enough to go over.’ He pointed to Sam’s screen as he spoke. Sam followed Harnoor’s instruction,
and completed the puzzle successfully.

Question and analyse Plan

Sam and Harnoor are both experimenting to find solutions Aims
to solve problems. Sam persisted for some time; however,
For the learner to:
he required assistance from Harnoor to solve the problem.
• identify a sequence of steps to follow to complete
Harnoor provided a sequence of instructions to explain the
a task
solution, demonstrating that he had retained the memory
of the steps involved. He was also able to explain the • create a set of instructions detailing one of
steps clearly and concisely to his peer. these sequences.

VEYLDF Learning Evidence Marker VEYLDF Learning Evidence Marker

• Persist even when they find a task difficult. • Use information and communications technologies
(ICT) to investigate and problem-solve.
• Persevere and experience the satisfaction
of achievement.
Victorian Curriculum F–10
• Engage with and co-construct learning.
• Sequence steps for making designed solutions
(VCDSCD022).
Victorian Curriculum
• Follow, describe and represent a sequence of steps and
• Follow, describe and represent a sequence of steps
decisions (algorithms) needed to solve simple problems
and decisions (algorithms) needed to solve simple
(VCDTCD017).
problems (VCDTCD017).
Ask the learners to think of times when they need to
follow instructions, step by step. Brainstorm answers to
questions like, ‘What do instructions have in common?
What makes instructions easy to follow? What makes
them hard to follow?’
Ask each learner to write a sequence of instructions for
a task. These could be building a Lego construction,
baking a cake, doing a dance move, or planting a seed.
The sequence should have at least five steps.
Working in pairs, learners swap sets of instructions and
follow each other’s instructions. Do the instructions make
sense to the other person? Are there any steps missing?
Make a final draft of the instructions on the computer,
using a slideshow program such as PowerPoint. Children
may choose to illustrate their presentations with drawings,
photographs or images from safe search engines.
Have each child present their instructions to the class.

80 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Learning

Act and do Reflect and review

Encourage learners to think about using linking Look back at the aims of this learning experience to guide
and sequencing language, such as ‘First …, then …’ your reflection and review.
Encourage learners to other conventions, such as • These activities required learners to record and follow a
numbering the steps. sequenced set of instructions. Some learners may have
Encourage the learners to include reasons for each step been challenged by developing the steps, others may
where appropriate, such as ‘Grease the pan, so that the have been challenged by following the steps.
cake doesn’t stick to it.’ • Analyse what made the tasks challenging for those
learners: was it the need to rely on language? Was it
Extension deconstructing a process into steps? Did the challenge
Using a barrier to prevent learners seeing what they are relate to the learner’s spatial thinking?
doing, have the learners play a block construction game How can you use the evidence you have collected to
in which one learner tells the other where to place blocks. design a further plan to consolidate or extend this learning?
At the end of the game, learners on each side of the
barrier should end up with the same finished product. A new cycle begins

Early Years Planning Cycle Resource for the VEYLDF 81

Learning 6–8 years

Water cycle: Dance

Collect information
The learners were investigating how much water was wasted when a tap was left dripping. After
collecting data, they gathered on the mat to share their information. The educator asked, ‘What might
happen if a tap is not turned off properly for a long time?’ Mousa replied, ‘If we don’t turn the tap off
properly, ocean water will be finished.’ The educator asked, ‘Is that where the water comes from?’
Mousa said, ‘Yes, there is so much water in the ocean.’

Question and analyse As the water cycle describes the continuous movement
Mousa seems to understand that the ocean is a water of water on, above and below the surface of the Earth,
source. However, it is unclear whether Mousa is aware it can be linked to the learners’ sensory cognition. Their
of the water cycle. thinking and learning about the processes of evaporation,
condensation and precipitation can occur in and through
VEYLDF Learning Evidence Marker their bodily gestures.
• Explore their environment. In addition, creative movement activities provide learners
with an opportunity to use problem-solving skills while
Plan matching their movements with the physical challenges
asked of them. For instance, if learners are asked to
Aims
move as if they were a cloud, they are first required to
For the learner to: think about what a cloud is and how it moves and then
• represent the main stages in the water cycle to decide how they aim to imitate that movement using
using body movements. their bodies.

VEYLDF Learning Evidence Marker Materials

• Make connections between experiences, concepts • A water cycle poster
and processes. • ‘The Water Cycle’ song by Mr Davies (see Resources
• Transfer knowledge from one setting to another. p. 120)

Victorian Curriculum F–10

• Use safe dance practice, fundamental locomotor
and non-locomotor movements, body parts, bases
and zones to explore, improvise and structure
movement ideas for dance (VCADAE021).
• Use simple technical and expressive skills
when presenting dance that communicates
ideas about themselves and their world to
an audience (VCADAP023).

82 Early Years Planning Cycle Resource for the VEYLDF

6–8 years Learning

Act and do Reflect and review

Show the water cycle poster to the learners. Point to each Look back at the aims of this learning experience to guide
process in the cycle and, using open-ended questions, your reflection and review.
encourage the learners to talk about what they think is • Were the learners able to match their body movements
happening to the water shown on the poster. Then, ask to each stage of the water cycle?
the learners how they could represent each process in the
water cycle through their body movements and gestures. • Could the learners demonstrate their understanding of
Play ‘The Water Cycle’ song by Mr Davies. the water cycle by using the new words while creating
relevant movements?
Accompanied by the music, demonstrate movements and
• How did using music and creating body movements
gesture. For example, act out the evaporation process by
and gestures affect the learners’ understanding and
starting from a low level and rising slowly, while waving
learning about the water cycle?
your hands. For condensation, ask the learners to show
you how they make a big, heavy cloud with their bodies, How can you use the evidence you have collected to
and then to show you how it would move. This is also a design a further plan to consolidate or extend this learning?
great opportunity to introduce the learners to different
types of clouds. For example, you could say, ‘I am going A new cycle begins
to be a big cloud that looks like a cauliflower. Do you know
its name? It’s cumulus.’ Assist the learners to create their
own movements and use the relevant vocabulary.
After some practice, refer to the poster and encourage
the learners to draw what they know about the water
cycle. Explore their ideas while the learners create
a visual artefact to represent the water cycle.

Vocabulary
water cycle, evaporation, condensation, precipitation,
collection, vapour, gas

Early Years Planning Cycle Resource for the VEYLDF 83

84 Early Years Planning Cycle Resource for the VEYLDF
Victorian Early Years
Learning and Development
Framework (VEYLDF)
Sample Evidence Markers

Identity: Children have a strong sense of identity

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

VEYLDF
Early Years Planning Cycle Resource for the VEYLDF 85
VEYLDF Identity Outcome Sample Evidence Markers

Identity Related to experiences in the Arts

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: F–10

Children feel safe, secure and supported

This is evident, for example, when children: This develops, for example, when students:

Openly express their feelings and ideas in their interactions Drama: Explore and Express Ideas Drama: Explore and Express Ideas
with others Explore ideas for characters and situations through Explore roles, characters and dramatic action in dramatic
dramatic play (F) (VCADRE017) play, improvisation and process drama (L1–L2) (VCADRE021)

86 Early Years Planning Cycle Resource for the VEYLDF

Children develop their emerging autonomy, interdependence, resilience and sense of agency
Are open to new challenges and make new discoveries Visual Arts: Present and Perform Visual Arts: Present and Perform
Create and display artworks (F) (VCAVAP019) Create and display artworks to express ideas to an audience
(L1–L2) (VCAVAP023)
Practices
Experiment with different materials and techniques Practices
to make artworks (F) (VCAVAV018) Experiment with different materials, techniques and
processes to make artworks in a range of art form (L1–L2)
(VCAVAV022)

Increasingly cooperate and work collaboratively with others Music: Present and Perform Music: Present and Perform
Rehearse and perform songs and short instrumental pieces Rehearse and perform songs and instrumental music they
which they have learnt and composed (F) (VCAMUP019) have learnt and composed to communicate ideas to an
audience (L1–L2) (VCAMUP023)

Children develop knowledgeable and confident self-identities

Explore different identities and points of view in dramatic play Drama: Present and Perform Drama: Present and Perform
Present drama that communicates ideas and stories Present drama that communicates ideas, including stories
(F) (VCADRP019) from their community, to an audience (L1–L2) (VCADRP023)
Use their home language to construct meaning Music: Practices Music: Practices
Sing and play instruments to create and practise chants, Sing and play instruments to improvise, compose and
songs and rhymes including those used by cultural groups practise a repertoire of chants, songs and rhymes, including
in the local community (F) (VCAMUM018) those used by cultural groups in the local community (L1–L2)
(VCAMUM022)

Children learn to interact in relation to others with care, empathy and respect
Show interest in other children and being part of a group Dance: Explore and Express Ideas Dance: Explore and Express Ideas
Use fundamental locomotor and non-locomotor movements, Use safe dance practice, fundamental locomotor and
body parts, bases and zones to explore safe movement non-locomotor movements, body parts, bases and zones
possibilities and dance ideas (F) (VCADAE017) to explore, improvise and structure movement ideas for
dance (L1–L2) (VCADAE021)

Express a wide range of emotions, thoughts and views Visual Arts: Explore and Express Ideas Visual Arts: Explore and Express Ideas
constructively Explore ideas, experiences, observations and imagination Explore ideas, experiences, observations and imagination
to create visual artworks (F) (VCAVAE017) and express them through subject matter in visual artworks
they create (L1–L2) (VCAVAE021)

Empathise with and express concern for others Drama: Practices Drama: Practices
Use voice, facial expression, movement and space to Use voice, facial expression, movement and space to imagine
imagine and improvise characters and situations and establish role and situation (L1–L2) (VCADRD022)
(F) (VCADRD018)
Present and Perform
Present and Perform Present drama that communicates ideas, including stories
Present drama that communicates ideas and stories from their community, to an audience (L1–L2) (VCADRP023)
(F) (VCADRP019)

Early Years Planning Cycle Resource for the VEYLDF 87

VEYLDF Identity Outcome Sample Evidence Markers

Identity Related to experiences in Communication and Literacy

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children feel safe, secure and supported

This is evident, for example,
This develops, for example, when students:
when children:

Communicate their needs for comfort English English English

and assistance Understand that language can be used to Explore different ways of expressing Understand that language varies when
explore ways of expressing needs, likes emotions, including verbal, visual, people take on different roles in social and
and dislikes (F) (VCELA166) body language and facial expressions classroom interactions and how the use of
(L1) (VCELA201) key interpersonal language resources varies

88 Early Years Planning Cycle Resource for the VEYLDF

Personal and Social Capability depending on context (L2) (VCELA235)
Identify their likes and dislikes, needs Understand that language is used
and wants, abilities and strengths (F) in combination with other means of Personal and Social Capability
(VCPSCSE002) communication (L1) (VCELA199) Extend their vocabulary through which to
recognise and describe emotions and when,
Develop a vocabulary and practise the Personal and Social Capability
how and with whom it is appropriate to share
expression of emotions to describe how Extend their vocabulary through which to
emotions (L1–L2) (VCPSCSE008)
they feel in different familiar situations recognise and describe emotions and when,
(F) (VCPSCSE001) how and with whom it is appropriate to share
emotions (L1–L2) (VCPSCSE008)
Openly express their feelings and ideas English English English
in their interactions with others Understand that language can be used to Explore different ways of expressing Understand the use of vocabulary about
explore ways of expressing needs, likes and emotions, including verbal, visual, familiar and new topics and experiment with
dislikes (F) (VCELA166) body language and facial expressions and begin to make conscious choices of
(L1) (VCELA201) vocabulary to suit audience and purpose
Personal and Social Capability (L2) (VCELA237)
Develop a vocabulary and practise the Engage in conversations and discussions,
expression of emotions to describe how using active listening, showing interest, Listen for specific purposes and information,
they feel in different familiar situations and contributing ideas, information and including instructions, and extend students’
(F) (VCPSCSE001) questions, taking turns and recognising the own and others' ideas in discussions through
contributions of others (L1) (VCELY210) initiating topics, making positive statements,
Critical and creative thinking and voicing disagreement in an appropriate
Consider ways to express and describe Personal and Social Capability manner (L2) (VCELY244)
thinking activity, including the expression of Extend their vocabulary through which to
feelings about learning, both to others and recognise and describe emotions and when, Personal and Social Capability
self (F) (VCCCTM007) how and with whom it is appropriate to share Extend their vocabulary through which to
emotions (L1–L2) (VCPSCSE008) recognise and describe emotions and when,
how and with whom it is appropriate to share
Critical and creative thinking emotions (L1–L2) (VCPSCSE008)
Consider ways to express and describe
thinking activity, including the expression of Critical and creative thinking
feelings about learning, both to others and Consider ways to express and describe
self (L1–L2) (VCCCTM007) thinking activity, including the expression of
feelings about learning, both to others and
self (L1–L2) (VCCCTM007)

Early Years Planning Cycle Resource for the VEYLDF 89

VEYLDF Identity Outcome Sample Evidence Markers

Respond to ideas and suggestions English English English

from others Listen to and respond orally to texts and Engage in conversations and discussions, Listen for specific purposes and information,
to the communication of others in informal using active listening, showing interest, including instructions, and extend students’
and structured classroom situations using and contributing ideas, information and own and others' ideas in discussions through
interaction skills, including listening, while questions, taking turns and recognising the initiating topics, making positive statements,
others speak (F) (VCELY174) contributions of others (L1) (VCELY210) and voicing disagreement in an appropriate
manner (L2) (VCELY244)
Personal and Social Capability Personal and Social Capability
Name and practise basic skills required Listen to others’ ideas, and recognise that Personal and Social Capability
to work collaboratively with peers (F) others may see things differently (L1–L2) Listen to others’ ideas, and recognise that
(VCPSCSO006) (VCPSCSO012) others may see things differently (L1–L2)
(VCPSCSO012)

Initiate interactions and conversations English English English

with trusted educators Explore how language is used differently Understand that language is used Understand that language is used
at home and school depending on the in combination with other means of in combination with other means of

90 Early Years Planning Cycle Resource for the VEYLDF

relationships between people (F) (VCELA165) communication (L1) (VCELA199) communication (L1) (VCELA199)
Understand that language can be used to Explore different ways of expressing Explore different ways of expressing
explore ways of expressing needs, likes and emotions, including verbal, visual, emotions, including verbal, visual,
dislikes (F) (VCELA166) body language and facial expressions body language and facial expressions
(L1) (VCELA201) (L1) (VCELA201)
Personal and Social Capability
Practise the skills required to include others Personal and Social Capability Personal and Social Capability
and make friends with peers, teachers and Extend their vocabulary through which to Extend their vocabulary through which to
other adults (F) (VCPSCSO005) recognise and describe emotions and when, recognise and describe emotions and when,
how and with whom it is appropriate to share how and with whom it is appropriate to share
emotions (L1–L2) (VCPSCSE008) emotions (L1–L2) (VCPSCSE008)
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
Increasingly cooperate and work Personal and Social Capability English English
collaboratively with others Practise the skills required to include others Engage in conversations and discussions, Understand that language varies when
and make friends with peers, teachers and using active listening, showing interest, people take on different roles in social and
other adults (F) (VCPSCSO005) and contributing ideas, information and classroom interactions and how the use of
questions, taking turns and recognising the key interpersonal language resources varies
Name and practise basic skills required
contributions of others (L1) (VCELY210) depending on context (L2) (VCELA235)
to work collaboratively with peers (F)
(VCPSCSO006) Personal and Social Capability Listen for specific purposes and information,
Listen to others’ ideas, and recognise that including instructions, and extend students’
Use appropriate language to describe
others may see things differently (L1–L2) own and others' ideas in discussions through
what happens and how they feel when
(VCPSCSO012) initiating topics, making positive statements,
experiencing positive interactions or
and voicing disagreement in an appropriate
conflict (F) (VCPSCSO007) Use basic skills required for participation in manner (L2) (VCELY244)
group tasks and respond to simple questions
about their contribution to group tasks Personal and Social Capability
(L1–L2) (VCPSCSO014) Listen to others’ ideas, and recognise that
others may see things differently (L1–L2)
(VCPSCSO012)
Use basic skills required for participation in
group tasks and respond to simple questions
about their contribution to group tasks
(L1–L2) (VCPSCSO014)

Children develop knowledgeable and confident self-identities

Use their home language to construct English English English
meaning Understand that English is one of many Understand that people use different Understand that spoken, visual and written
languages spoken in Australia and that systems of communication to cater to forms of language are different modes of
different languages may be spoken by family, different needs and purposes and that communication with different features and
classmates and community (F) (VCELA164) many people may use sign systems to their use varies according to the audience,
communicate with others (L1) (VCELA198) purpose, context and cultural background
(L2) (VCELA234)

Early Years Planning Cycle Resource for the VEYLDF 91

VEYLDF Identity Outcome Sample Evidence Markers

Reach out and communicate for comfort, English English English

assistance and companionship Understand that language can be used to Understand that language is used Understand that language varies when people
explore ways of expressing needs, likes and in combination with other means of take on different roles in social and classroom
dislikes (F) (VCELA166) communication (L1) (VCELA199) interactions and how the use of key interpersonal
language resources varies depending on context
Personal and Social Capability Explore different ways of expressing
(L2) (VCELA235)
Develop a vocabulary and practise the emotions, including verbal, visual,
expression of emotions to describe how body language and facial expressions Personal and Social Capability
they feel in different familiar situations (L1) (VCELA201) Extend their vocabulary through which to
(F) (VCPSCSE001) recognise and describe emotions and when,
Personal and Social Capability
how and with whom it is appropriate to share
Practise the skills required to include others Extend their vocabulary through which to
emotions (L1–L2) (VCPSCSE008)
and make friends with peers, teachers and recognise and describe emotions and when,
other adults (F) (VCPSCSO005) how and with whom it is appropriate to share Describe ways of making and keeping friends,
emotions (L1–L2) (VCPSCSE008) including how actions and words can help or
hurt others, and the effects of modifying their

92 Early Years Planning Cycle Resource for the VEYLDF

behaviour (L1–L2) (VCPSCSO013)

Children learn to interact in relation to others with care, empathy and respect
Express a wide range of emotions, English English English
thoughts and views constructively Understand that language can be used to Explore different ways of expressing Understand that language varies when people
explore ways of expressing needs, likes and emotions, including verbal, visual, take on different roles in social and classroom
dislikes (F) (VCELA166) body language and facial expressions interactions and how the use of key interpersonal
(L1) (VCELA201) language resources varies depending on context
Personal and Social Capability (L2) (VCELA235)
Develop a vocabulary and practise the Engage in conversations and discussions,
expression of emotions to describe how using active listening, showing interest, Listen for specific purposes and information,
they feel in different familiar situations and contributing ideas, information and including instructions, and extend students’
(F) (VCPSCSE001) questions, taking turns and recognising the own and others' ideas in discussions through
contributions of others (L1) (VCELY210) initiating topics, making positive statements, and
Use appropriate language to describe voicing disagreement in an appropriate manner
what happens and how they feel when Personal and Social Capability (L2) (VCELY244)
experiencing positive interactions or conflict Extend their vocabulary through which to
(F) (VCPSCSO007) recognise and describe emotions and when,
how and with whom it is appropriate to share
emotions (L1–L2) (VCPSCSE008)
Personal and Social Capability
Extend their vocabulary through which to
recognise and describe emotions and when,
how and with whom it is appropriate to share
emotions (L1–L2) (VCPSCSE008)

Engage in and contribute to shared English English English

play experiences Explore how language is used differently Understand the use of vocabulary in Understand that language varies when people
at home and school depending on the everyday contexts as well as a growing take on different roles in social and classroom
relationships between people (F) (VCELA165) number of school contexts, including interactions and how the use of key interpersonal
appropriate use of formal and informal language resources varies depending on context
Personal and Social Capability terms of address in different contexts (L1) (L2) (VCELA235)
Name and practise basic skills required (VCELA202)
to work collaboratively with peers (F) Personal and Social Capability
(VCPSCSO006) Personal and Social Capability Listen to others’ ideas, and recognise that
Listen to others’ ideas, and recognise that others may see things differently (L1–L2)
Use appropriate language to describe
others may see things differently (L1–L2) (VCPSCSO012)
what happens and how they feel when
(VCPSCSO012)
experiencing positive interactions or conflict Use basic skills required for participation in
(F) (VCPSCSO007) Use basic skills required for participation in group tasks and respond to simple questions
group tasks and respond to simple questions about their contribution to group tasks
about their contribution to group tasks (L1–L2) (VCPSCSO014)
(L1–L2) (VCPSCSO014)

Early Years Planning Cycle Resource for the VEYLDF 93

VEYLDF Identity Outcome Sample Evidence Markers

Identity Experiences for Science and Maths

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children feel safe, secure and supported

This is evident, for example, This develops, for example, when students:
when children:
Use effective routines to help make Science
predicted transitions smoothly Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life (F–2) (VCSSU046)

Mathematics Mathematics Mathematics

Compare and order the duration of events Tell time to the half-hour (L1) (VCMMG096) Tell the time to the quarter-hour, using the

94 Early Years Planning Cycle Resource for the VEYLDF

using the everyday language of time (F) language of ‘past’ and ‘to’ (L2) (VCMMG117)
Describe duration using months, weeks,
(VCMMG079)
days and hours (L1) (VCMMG097) Name and order months and seasons (L2)
Connect days of the week to familiar events (VCMMG118)
and actions (F) (VCMMG080)
Use a calendar to identify the date and
determine the number of days in each
month (L2) (VCMMG119)

Openly express their feelings and ideas Science

in their interactions with others Respond to and pose questions, and make predictions about familiar objects and events (F–2) (VCSIS050)
Participate in guided investigations, including making observations using the senses, to explore and answer questions (F–2) (VCSIS051)
Compare observations and predictions with those of others (F–2) (VCSIS054)
Represent and communicate observations and ideas about changes in objects and events in a variety of ways (F–2) (VCSCIS055)

Respond to ideas and suggestions Science

from others Respond to and pose questions, and make predictions about familiar objects and events (F–2) (VCSIS050)

Initiate interactions and conversations Science

with trusted educators Represent and communicate observations and ideas about changes in objects and events in a variety of ways (F–2) (VCSIS055)

Confidently explore and engage with Science

social and physical environments through Participate in guided investigations, including making observations using the senses, to explore and answer questions (F–2) (VCSIS052)
relationships and play
Children develop their emerging autonomy, inter-dependence, resilience and sense of agency
Are open to new challenges and make Science
new discoveries People use science in their everyday lives (F–2) (VCSSU041)

Increasingly cooperate and work Science

collaboratively with others Compare observations and predictions with those of others (F–2) (VCSIS054)

Children develop knowledge and confident self-identities

Not addressed in the sample learning plans

Children learn to interact in relation to others with care, empathy and respect
Not addressed in the sample learning plans

Early Years Planning Cycle Resource for the VEYLDF 95

VEYLDF Community Outcome Sample Evidence Markers

Community Experiences related to the Arts

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children develop a sense of belonging to groups and communities and an understanding

of the reciprocal rights and responsibilities necessary for active civic participation

This is evident, for example, when children: This develops, for example, when students:

Broaden their understanding of the world in which they live Visual Arts: Explore and Express Ideas Visual Arts: Explore and Express Ideas
Explore ideas, experiences, observations and imagination Explore ideas, experiences, observations and imagination
to create visual artworks (F) (VCAVAE017) and express them through subject matter in visual artworks

96 Early Years Planning Cycle Resource for the VEYLDF

they create (L1–L2) (VCAVAE021)

Participate in reciprocal relationships Drama: Present and Perform Drama: Present and Perform
Present drama that communicates ideas and stories Present drama that communicates ideas, including stories
(F) (VCADRP019) from their community, to an audience (L1–L2) (VCADRP023)

Understand different ways of contributing through Media Arts: Explore and Represent Ideas Media Arts: Explore and Represent Ideas
play and projects Explore ideas characters and settings in images, Experiment with ideas and develop characters and settings
sounds and multi-modal texts (F) (VCAMAE017) through stories using images, sounds and text (L1–L2)
(VCAMAE021)

Children respond to diversity with respect

Begin to show concern for others Drama: Practices Drama: Practices
Use voice, facial expression, movement and space to Use voice, facial expression, movement and space
imagine and improvise characters and situations (F) to imagine and establish role and situation (L1–L2)
(VCADRD018) (VCADRD022)

Explore the diversity of culture, heritage, background Music: Practices Music: Practices
and tradition and that diversity presents opportunities Sing and play instruments to create and practise chants, Sing and play instruments to improvise, compose and
for choices and new understandings songs and rhymes including those used by cultural groups practise a repertoire of chants, songs and rhymes, including
in the local community (F) (VCAMUM018) those used by cultural groups in the local community (L1–L2)
(VCAMUM022)
Respond and Interpret Respond and Interpret
Respond to music, expressing what they enjoy Respond to music, communicating their preferences and
and why (F) (VCAMUR020) discussing where and why people in their local area make
and perform music, including the music of Aboriginal and
Torres Strait Islander peoples (L1–L2) (VCAMUR024)

Notice and react in positive ways to similarities and Visual Arts: Respond and Interpret Visual Arts: Respond and Interpret
differences among people Respond to visual artworks and consider where Respond to visual artworks, including artworks by local
and why people make visual artworks (F) (VCAVAR020) Aboriginal and Torres Strait Islander peoples, by describing
subject matter and ideas (L1–L2) (VCAVAR024)

Children become aware of fairness

Begin to think critically about fair and unfair behaviour Drama: Respond and Interpret Drama: Respond and Interpret
Respond to drama, expressing what they enjoy and why (F) Respond to drama, expressing what they enjoy and why,
(VCADRR020) and why people make and perform drama, including drama
of local Aboriginal and Torres Strait Islander peoples (L1–L2)
(VCADRR024)

Children become socially responsible and show respect for the environment
Demonstrate an increasing knowledge of and respect Visual Arts: Explore and Express Ideas Visual Arts: Explore and Express Ideas
for natural and constructed environment Explore ideas, experiences, observations and imagination Explore ideas, experiences, observations and imagination
to create visual artworks (F) (VCAVAE017) and express them through subject matter in visual artworks
they create (L1–L2) (VCAVAE021)

Explore relationships with other living and non-living things Dance: Present and Perform Dance: Present and Perform
and observe, notice and respond to change Use simple technical and expressive skills when presenting Use simple technical and expressive skills when presenting
dance that communicates ideas to an audience (F) dance that communicates ideas about themselves and their
(VCADAP019) world to an audience (L1–L2) (VCADAP023)

Early Years Planning Cycle Resource for the VEYLDF 97

VEYLDF Community Outcome Sample Evidence Markers

Community Experiences related to Communication and Literacy

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children develop a sense of belonging to groups and communities and an understanding

of the reciprocal rights and responsibilities necessary for active civic participation

This is evident, for example,

This develops, for example, when students:
when children:

Cooperate with others and negotiate English English English

roles and relationships in play episodes Explore how language is used differently Understand that there are different ways Understand that language varies when
and group experiences at home and school depending on the of asking for information, making offers people take on different roles in social and

98 Early Years Planning Cycle Resource for the VEYLDF

relationships between people (F) (VCELA165) and giving commands (L1) (VCELA200) classroom interactions and how the use of
key interpersonal language resources varies
Personal and Social Capability Personal and Social Capability depending on context (L2) (VCELA235)
Name and practise basic skills required Recognise that conflict occurs and
to work collaboratively with peers (F) distinguish between appropriate and Personal and Social Capability
(VCPSCSO006) inappropriate ways to deal with conflict Recognise that conflict occurs and
(L1–L2) (VCPSCSO015) distinguish between appropriate and
Use appropriate language to describe
inappropriate ways to deal with conflict
what happens and how they feel when Use basic skills required for participation in
(L1–L2) (VCPSCSO015)
experiencing positive interactions or conflict group tasks and respond to simple questions
(F) (VCPSCSO007) about their contribution to group tasks Use basic skills required for participation
(L1–L2) (VCPSCSO014) in group tasks and respond to simple
questions about their contribution to group
tasks (L1–L2) (VCPSCSO014)

Express an opinion in matters English English English

that affect them Understand that language can be used Understand the use of vocabulary in Understand the use of vocabulary about
to explore ways of expressing needs, everyday contexts as well as a growing familiar and new topics and experiment
likes and dislikes (F) (VCELA166) number of school contexts, including with and begin to make conscious choices
appropriate use of formal and informal of vocabulary to suit audience and
Understand the use of vocabulary in familiar
terms of address in different contexts (L1) purpose (VCELA237)
contexts related to everyday experiences,
(VCELA202)
personal interests and topics taught at
school (F) (VCELA167)
Personal and Social Capability Personal and Social Capability Personal and Social Capability
Identify their likes and dislikes, needs Extend their vocabulary through which to Extend their vocabulary through which to
and wants, abilities and strengths (F) recognise and describe emotions and when, recognise and describe emotions and when,
(VCPSCSE002) how and with whom it is appropriate to share how and with whom it is appropriate to share
emotions (L1–L2) (VCPSCSE008) emotions (L1–L2) (VCPSCSE008)
Critical and Creative Thinking
Consider ways to express and describe Critical and Creative Thinking Critical and Creative Thinking
thinking activity, including the expression Consider ways to express and describe Consider ways to express and describe
of feelings about learning, both to others thinking activity, including the expression thinking activity, including the expression
and self (F–2) (VCCCTM007) of feelings about learning, both to others of feelings about learning, both to others
and self (F–2) (VCCCTM007) and self (F–2) (VCCCTM007)

Participate in reciprocal relationships English English English

Listen to and respond orally to texts and Engage in conversations and discussions, Understand that language varies when
to the communication of others in informal using active listening, showing interest, people take on different roles in social and
and structured classroom situations using and contributing ideas, information and classroom interactions and how the use of
interaction skills, including listening, while questions, taking turns and recognising the key interpersonal language resources varies
others speak (F) (VCELY174) contributions of others (L1) (VCELY210) depending on context (L2) (VCELA235)
Understand that there are different ways of Listen for specific purposes and information,
Personal and Social Capability
asking for information, making offers and including instructions, and extend students’
Practise the skills required to include others
giving commands (L1) (VCELA200) own and others' ideas in discussions through
and make friends with peers, teachers and
initiating topics, making positive statements,
other adults (F) (VCPSCSO005)
Personal and Social Capability and voicing disagreement in an appropriate
Listen to others’ ideas, and recognise that manner (L2) (VCELY244)
Critical and Creative Thinking
others may see things differently (L1–L2)
Compare and contrast information and
(VCPSCSO012) Personal and Social Capability
ideas in own and others’ reasoning (F–2)
Listen to others’ ideas, and recognise that
(VCCCTR005)
Critical and Creative Thinking others may see things differently (L1–L2)
Compare and contrast information and (VCPSCSO012)
ideas in own and others’ reasoning (F–2)
(VCCCTR005) Critical and Creative Thinking
Compare and contrast information and
ideas in own and others’ reasoning (F–2)
(VCCCTR005)

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Gradually learn to ‘read’ the behaviours English English English

of others and respond appropriately Listen to and respond orally to texts and Explore different ways of expressing Understand that spoken, visual and written
to the communication of others in informal emotions, including verbal, visual, forms of language are different modes of
and structured classroom situations using body language and facial expressions communication with different features and
interaction skills, including listening, while (L1) (VCELA201) their use varies according to the audience,
others speak (F) (VCELY174) purpose, context and cultural background (L2)
Understand that language is used
(VCELA234)
Explore how language is used differently in combination with other means of
at home and school depending on the communication (L1) (VCELA199) Personal and Social Capability
relationships between people (F) (VCELA165) Describe ways of making and keeping friends,
Personal and Social Capability
including how actions and words can help or
Personal and Social Capability Describe ways of making and keeping
hurt others, and the effects of modifying their
Practise the skills required to include others friends, including how actions and words
behaviour (L1–L2) (VCPSCSO013)
and make friends with peers, teachers and can help or hurt others, and the effects
other adults (F) (VCPSCSO005) of modifying their behaviour Listen to others’ ideas, and recognise that
(L1–L2) (VCPSCSO013) others may see things differently (L1–L2)
(VCPSCSO012)

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Children respond to diversity with respect
Become aware of connections, English English English
similarities and differences Understand that English is one of many Understand that people use different Understand that spoken, visual and written
between people languages spoken in Australia and that systems of communication to cater to forms of language are different modes of
different languages may be spoken by different needs and purposes and that communication with different features and
family, classmates and community (F) many people may use sign systems to their use varies according to the audience,
(VCELA164) communicate with others (L1) (VCELA198) purpose, context and cultural background
(L2) (VCELA234)
Recognise that texts are created by authors Respond to texts drawn from a range of
who tell stories and share experiences that cultures and experiences (L1) (VCELY185) Personal and Social Capability
may be similar or different to students’ own Listen to others’ ideas, and recognise that
experiences (F) (VCELT148) Personal and Social Capability
others may see things differently (L1–L2)
Listen to others’ ideas, and recognise that
(VCPSCSO012)
Personal and Social Capability others may see things differently L1–L2)
Identify a range of groups to which they, (VCPSCSO012) Identify how families can have a range
their family and members of their class of relationships (L1–L2) (VCPSCSO011)
belong (F) (VCPSCSO004)
Listen to others’ ideas and respect English English English
different ways of being and doing Listen to and respond orally to texts and Engage in conversations and discussions, Listen for specific purposes and information,
to the communication of others in informal using active listening, showing interest, including instructions, and extend students’
and structured classroom situations using and contributing ideas, information and own and others’ ideas in discussions through
interaction skills, including listening, while questions, taking turns and recognising the initiating topics, making positive statements,
others speak (F) (VCELY174) contributions of others (L1) (VCELY210) and voicing disagreement in an appropriate
manner (L2) (VCELY244)
Personal and Social Capability Personal and Social Capability
Name and practise basic skills required Listen to others’ ideas, and recognise that Personal and Social Capability
to work collaboratively with peers (F) others may see things differently (L1–L2) Listen to others’ ideas, and recognise that
(VCPSCSO006) (VCPSCSO012) others may see things differently (L1–L2)
(VCPSCSO012)
Critical and Creative Thinking Critical and Creative Thinking
Compare and contrast information and Compare and contrast information and Critical and Creative Thinking
ideas in own and others’ reasoning (F–2) ideas in own and others’ reasoning (F–2) Compare and contrast information and
(VCCCTR005) (VCCCTR005) ideas in own and others’ reasoning (F–2)
(VCCCTR005)

Children become aware of fairness

Begin to understand and evaluate ways English English English
in which texts construct identities and Share feelings and thoughts about the Discuss how authors create characters Discuss the characters and settings of
create stereotypes events and characters in texts (F) (VCELT171) using language and images (L1) (VCELT205) different texts and explore how language is
used to present these features in different
Use comprehension strategies to Discuss characters and events in a range of
ways (L2) (VCELT219)
understand and discuss texts listened to, literary texts and share personal responses
viewed or read independently (F) (VCELY153) to these texts, making connections with own Use comprehension strategies to build literal
experiences (L1) (VCELT207) and inferred meaning and begin to analyse
Recognise that texts are created by authors
texts by drawing on growing knowledge
who tell stories and share experiences that Discuss features of plot, character and
of context, language and visual features
may be similar or different to students’ own setting in different types of literature and
and print and multimodal text structures
experiences (F) (VCELT148) compare some features of characters in
(L2) (VCELY222)
different texts (L1) (VCELT208)
Discuss how depictions of characters in print,
sound and images reflect the contexts in
which they were created (L2) (VCELT240)

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Children become socially responsible and show respect for the environment

Participate with others to solve English English English

problems and contribute to group Explore how language is used differently Understand the use of vocabulary in Understand that language varies when
outcomes at home and school depending on the everyday contexts as well as a growing people take on different roles in social and
relationships between people (F) (VCELA165) number of school contexts, including classroom interactions and how the use of
appropriate use of formal and informal key interpersonal language resources varies
Critical and Creative Thinking terms of address in different contexts depending on context (L2) (VCELA235)
Consider ways to express and describe (L1) (VCELA202)
thinking activity, including the expression of Listen for specific purposes and information,
feelings about learning, both to others and Engage in conversations and discussions, including instructions, and extend students’
self (F–2) (VCCCTM007) using active listening, showing interest, own and others’ ideas in discussions through
and contributing ideas, information and initiating topics, making positive statements,
Personal and Social capability questions, taking turns and recognising and voicing disagreement in an appropriate
Name and practise basic skills required the contributions of others (L1) (VCELY210) manner (L2) (VCELY244)
to work collaboratively with peers (F)

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(VCPSCSO006) Critical and Creative Thinking Critical and Creative Thinking
Consider ways to express and describe Consider ways to express and describe
thinking activity, including the expression thinking activity, including the expression
of feelings about learning, both to others of feelings about learning, both to others
and self (F–2) (VCCCTM007) and self (F–2) (VCCCTM007)

Personal and Social capability Personal and Social capability

Use basic skills required for participation in Use basic skills required for participation in
group tasks and respond to simple questions group tasks and respond to simple questions
about their contribution to group tasks about their contribution to group tasks
(L1–L2) (VCPSCSO014) (L1–L2) (VCPSCSO014)
Community Experiences related to Science and Maths

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children develop a sense of belonging to groups and communities and an understanding

of the reciprocal rights and responsibilities necessary for active civic participation
This is evident, for example,
This develops, for example, when students:
when children:

Broaden their understanding Science

of the world in which they live Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life (F–2) (VCSSU046)

Children respond to diversity with respect

Not addressed in the sample learning plans

Children become aware of fairness

Are empowered to make choices and Mathematics Mathematics Mathematics
problem-solve to meet their needs in Represent practical situations Recognise the importance of repetition Recognise and interpret common uses
particular contexts to model sharing (F) (VCMNA074) of the process in solving problems (L1) of halves, quarters and eighths of shapes
(VCMNA094) and collections (L2) (VCMNA110)
Represent practical situations that model
sharing (L1) (VCMNA090)
Recognise and describe one-half as one of
two equal parts of a whole (L1) (VCMNA091)

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Children become socially responsible and show respect for the environment
Use play to investigate, project and explore Science
new ideas Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (F–2) (VCSSU045)
The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object
moves or changes shape (F–2) (VCSSU048)

Participate with others to solve problems Science

and contribute to group outcomes Participate in guided investigations, including making observations using the senses, to explore and answer questions
(F–2) (VCSIS051)

Demonstrates an increasing knowledge Science

of and respect for natural and constructed Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met
environments (F–2) (VCSSU042)
Living things grow, change and have offspring similar to themselves (F–2) (VCSSU043)

104 Early Years Planning Cycle Resource for the VEYLDF

Objects are made of materials that have observable properties (F–2) (VCSSU044)

Explore, infer, predict and hypothesise in Science

order to develop an increased understanding Respond to and pose questions, and make predictions about familiar objects and events (F–2) (VCSIS050)
of the interdependence between land,
Compare observations and predictions with those of others (F–2) (VCSIS054)
people, plants and animals

Mathematics Mathematics Mathematics

Sort and classify familiar objects and explain Recognise the importance of repetition Describe patterns with numbers and identify
the basis for these classifications, and copy, of a process in solving problems (L1) missing elements (L2) (VCMNA112)
continue and create patterns with objects (VCMNA094)
and drawings (F) (VCMNA076)

Show growing appreciation and care for Science

natural and constructed environments Living things have a variety of external features and live in different places where their basic needs,
including food, water and shelter, are met (F–2) (VCSSU042)
Living things grow, change and have offspring similar to themselves (F–2) (VCSSU043)
Objects are made of materials that have observable properties (F–2) (VCSSU044)
Explore relationships with other living and Science
non-living things and observe, notice and Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met
respond to change (F–2) (VCSSU042)
Observable changes occur in the sky and landscape; daily and seasonal changes affect everyday life (F–2) (VCSSU046)
Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (F–2) (VCSSU045)
Compare observations and predictions with those of others (F–2) (VCSIS054)

Develop an awareness of the impact of Science

human activity on environments and the People use science in their daily lives (F–2) (VCSSU041)
interdependence of living things
Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter, are met
(F–2) (VCSSU042)
Earth’s resources are used in a variety of ways (F–2) (VCSSU047)

Mathematics Mathematics
Identify outcomes of familiar events involving Identify practical activities and everyday
chance and describe them using everyday events that involve chance. Describe
language such as ‘will happen’, ‘won’t outcomes as ‘likely’ or ‘unlikely’ and identify
happen’, or ‘might happen’ (L1) (VCMSP100) some events as ‘certain’ or ‘impossible’ (L2)
(VCMSP125)

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VEYLDF Wellbeing Outcome Sample Evidence Markers

Wellbeing Experiences related to the Arts

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children become strong in their social, emotional and spiritual wellbeing

This is evident, for example, when children: This develops, for example, when students:

Recognise their individual achievements Visual Arts: Present and Perform Visual Arts: Present and Perform
Create and display artworks (F) (VCAVAP019) Create and display artworks to express ideas
to an audience (L1–L2) (VCAVAP023)

Recognise the contributions they make to shared projects Drama: Present and Perform Drama: Present and Perform
and experiences Present drama that communicates ideas and stories Present drama that communicates ideas, including stories

106 Early Years Planning Cycle Resource for the VEYLDF

(F) (VCADRP019) from their community, to an audience (L1–L2) (VCADRP023)

Children take increasing responsibility for their own health and physical wellbeing
Are happy, healthy, safe and are connected to others Music: Respond and Interpret Music: Respond and Interpret
Respond to music, expressing what they enjoy Respond to music, communicating their preferences and
and why (F) (VCAMUR020) discussing where and why people in their local area make
and perform music, including the music of Aboriginal and
Torres Strait Islander peoples (L1–L2) (VCAMUR024)

Combine gross and fine motor movement and balance to Dance: Practices Dance: Practices
achieve increasingly complex patterns of activity, including Use choreographic devices to organise movement ideas Use choreographic devices to select and organise movement
dance, creative movement and drama and create dance sequences (F) (VCADAD018) ideas and create and practise dance sequences (L1–L2)
(VCADAD022)

Demonstrate spatial awareness and orient themselves, Dance: Explore and Express Ideas Dance: Explore and Express Ideas
moving around and through their environments confidently Use fundamental locomotor and non-locomotor movements, Use safe dance practice, fundamental locomotor and non-
and safely body parts, bases and zones to explore safe movement locomotor movements, body parts, bases and zones to
possibilities and dance ideas (F) (VCADAE017) explore, improvise and structure movement ideas for dance
(L1–L2) (VCADAE021)

Manipulate equipment and manage tools with increasing Visual Arts: Practices Visual Arts: Practices
competence and skill Experiment with different materials and techniques to make Experiment with different materials, techniques and
artworks (F) (VCAVAV018) processes to make artworks in a range of art forms
(L1–L2) (VCAVAV022)
Wellbeing Experiences related to Communication and Literacy

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children become strong in their social, emotional and spiritual wellbeing

This is evident, for example,

This develops, for example, when students:
when children:

Increasingly cooperate and work English English English

collaboratively with others
Participate in shared editing of students’ own Engage in conversations and discussions, Understand that language varies when
texts for meaning, spelling, capital letters and using active listening, showing interest, people take on different roles in social and
full stops (F) (VCELY161) and contributing ideas, information and classroom interactions and how the use of
questions, taking turns and recognising the key interpersonal language resources varies
Listen to and respond orally to texts and
contributions of others (L1) (VCELY210) depending on context (L2) (VCELA235)
to the communication of others in informal
and structured classroom situations using Personal and social capability Personal and social capability
interaction skills, including listening, while
Use basic skills required for participation Use basic skills required for participation in
others speak (F) (VCELY174)
in group tasks and respond to simple group tasks and respond to simple questions
Personal and social capability questions about their contribution to group about their contribution to group tasks
tasks (L1–L2) (VCPSCSO014) (L1–L2) (VCPSCSO014)
Name and practise basic skills required
to work collaboratively with peers (F) Listen to others’ ideas, and recognise that Listen to others’ ideas, and recognise that
(VCPSCSO006) others may see things differently (L1–L2) others may see things differently (L1–L2)
(VCPSCSO012) (VCPSCSO012)

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VEYLDF Wellbeing Outcome Sample Evidence Markers

Experience and share personal successes English English English

in learning and initiate opportunities for new
Understand that language can be used to Explore different ways of expressing Understand that spoken, visual and written
learning in their home languages or Standard
explore ways of expressing needs, likes and emotions, including verbal, visual, forms of language are different modes of
Australian English
dislikes (F) (VCELA166) body language and facial expressions communication with different features and
(L1) (VCELA201) their use varies according to the audience,
Explore how language is used differently
purpose, context and cultural background
at home and school depending on the Understand that language is used
(L2) (VCELA234)
relationships between people (F) (VCELA165) in combination with other means of
communication (L1) (VCELA199) Understand that language varies when
Personal and Social Capability
people take on different roles in social and
Personal and Social Capability
Develop a vocabulary and practise the classroom interactions and how the use of
expression of emotions to describe how Identify personal strengths and describe key interpersonal language resources varies
they feel in different familiar situations (F) how these strengths are useful in school or depending on context (L2) (VCELA235)
(VCPSCSE001) family life (L1–L2) (VCPSCSE009)
Personal and Social Capability
Identify personal strengths and describe how

108 Early Years Planning Cycle Resource for the VEYLDF

these strengths are useful in school or family
life (L1–L2) (VCPSCSE009)

Children take increasing responsibility for their own health and physical wellbeing
Recognise and communicate their bodily English English English
needs (for example thirst, hunger, rest,
Understand that language can be used to Understand that there are different ways of Understand the use of vocabulary about
comfort, physical activity)
explore ways of expressing needs, likes and asking for information, making offers and familiar and new topics and experiment with
dislikes (F) (VCELA166) giving commands (L1) (VCELA200) and begin to make conscious choices of
vocabulary to suit audience and purpose
Personal and Social Capability Explore different ways of expressing
(L2) (VCELA237)
emotions, including verbal, visual,
Develop a vocabulary and practise the
body language and facial expressions Understand that language varies when
expression of emotions to describe how
(L1) (VCELA201) people take on different roles in social and
they feel in different familiar situations
classroom interactions and how the use of
(F) (VCPSCSE001) Personal and Social Capability
key interpersonal language resources varies
Extend their vocabulary through which to depending on context (L2) (VCELA235)
recognise and describe emotions and when,
Personal and Social Capability
how and with whom it is appropriate to
share emotions (L1–L2) (VCPSCSE008) Extend their vocabulary through which to
recognise and describe emotions and when,
how and with whom it is appropriate to share
emotions (L1–L2) (VCPSCSE008)
Wellbeing Experiences related to Science and Maths

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children become strong in their social, emotional and spiritual wellbeing

This is evident, for example,

This develops, for example, when students:
when children:

Seek out and accept new challenges, make Science

new discoveries, and celebrate their own Respond to and pose questions, and make predictions about familiar objects and events (F–2) (VCSIS050)
efforts and achievements and those of others
Participate in guided investigations, including making observations using the senses, to explore and answer questions (F–2) (VCSIS051)
People use science in their daily lives (F–2) (VCSSU041)

Children take increasing responsibility for their own health and physical wellbeing
Recognise and communicate their bodily Science
needs (for example thirst, hunger, rest, Living things have a variety of external features and live in different places where their basic needs, including food, water and shelter,
comfort, physical activity) are met (F–2) (VCSSU042)
Living things grow, change and have offspring similar to themselves (F–2) (VCSSU043)

Use their sensory capabilities and dispositions Science

with increasing integration, Participate in guided investigations, including making observations using the senses to explore and answer questions (F–2) (VCSIS051)
skill and purpose to explore and respond
Light and sound are produced by a range of sources and can be sensed (F–2) (VCSSU049)
to their world

Demonstrate spatial awareness and orient Mathematics Mathematics Mathematics

themselves, moving around and through Describe position and movement Give and follow directions to familiar Interpret simple maps of familiar locations and
their environments confidently and safely (F) (VCMMG082) locations (L1) (VCMMG099) identify the relative positions of key features
(L2) (VCMMG122)

Show an increasing awareness Science

of healthy lifestyles and good nutrition Living things have a variety of external features and live in different places where their basic needs,
including food, water and shelter, are met (F–2) (VCSSU042)

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VEYLDF Communication Outcome Sample Evidence Markers

Communication Experiences related to the Arts

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children interact verbally and non-verbally with others for a range of purposes

This is evident, for example, when children: This develops, for example, when students:

Contribute their ideas and experiences in play Drama: Explore and Express Ideas Drama: Explore and Express Ideas
and small and large group discussion Explore ideas for characters and situations through dramatic Explore roles, characters and dramatic action in dramatic
play (F) (VCADRE017) play, improvisation and process drama (L1–L2) (VCADRE021)

Express ideas and feelings and understand Visual Arts: Explore and Express Ideas Visual Arts: Explore and Express Ideas
and respect the perspectives of others Explore ideas, experiences, observations and imagination

110 Early Years Planning Cycle Resource for the VEYLDF

Rehearse and perform songs and instrumental music they
to create visual artworks (F) (VCAMUP019) have learnt and composed to communicate ideas to an
audience (L1–L2) (VCAMUP023)

Children engage with a range of texts and get meaning from these texts
Sing chant rhymes, jingles and songs Music: Explore and Express Ideas Music: Explore and Express Ideas
Explore sound and silence and ways of using their voices, Use imagination and experimentation to explore musical
movement and instruments to express ideas ideas using voice, movement, instruments and body
(F) (VCAMUE017) percussion (L1–L2) (VCAMUE021)

Children express ideas and make meaning using a range of media

Use language and engage in symbolic play Drama: Present and Perform Drama: Present and Perform
to imagine and create roles, scripts and ideas Present drama that communicates ideas and stories Present drama that communicates ideas, including stories
(F) (VCADRP019) from their community, to an audience (L1–L2) (VCADRP023)

Use the creative arts, such as drawing, painting, sculpture, Dance: Explore and Express Ideas Dance: Explore and Express Ideas
drama, dance, movement, music and story-telling, to express Use fundamental locomotor and non-locomotor movements, Use safe dance practice, fundamental locomotor and
ideas and make meaning body parts, bases and zones to explore safe movement non-locomotor movements, body parts, bases and zones
possibilities and dance ideas (F) (VCADAE017) to explore, improvise and structure movement ideas for
dance (L1–L2) (VCADAE021)
Begin to use images and approximations Media Arts: Present and Perform Media Arts: Present and Perform
of letters and words to convey meaning Present media artworks that communicate ideas Create and present media artworks that communicate
(F) (VCAMAP019) ideas and stories to an audience (L1–L2) (VCAMAP023)

Children begin to understand how symbols and pattern systems work

Develop an understanding that symbols are a powerful Music: Present and Perform Music: Present and Perform
means of communication and that ideas, thoughts and Rehearse and perform songs and short instrumental pieces Rehearse and perform songs and instrumental music
concepts can be presented through them which they have learnt and composed (F) (VCAMUP019) they have learnt and composed to communicate ideas
to an audience (L1–L2) (VCAMUP023)

Children use information and communication technologies to access information, investigate ideas and represent their thinking
Engage with technology for fun and to make meaning Media Arts: Practices Media Arts: Practices
Use media technologies to capture and edit images, Use media technologies to capture and edit images and
sounds and text (F) (VCAMAM018) sounds and text to tell stories (L1–L2) (VCAMAM022)

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VEYLDF Communication Outcome Sample Evidence Markers

Communication Experiences related to Science and Maths

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children interact verbally and non-verbally with others for a range of purposes

This is evident, for example,

This develops, for example, when students:
when children:

Demonstrate an increasing understanding of Mathematics Measure and compare the lengths, masses Compare and order several shapes and
measurement and number using vocabulary Use direct and indirect comparisons to and capacities of pairs of objects using objects based on length, area, volume and
to describe size, length, volume, capacity decide which is longer, heavier or holds uniform informal units (L1) (VCMMG095) capacity using appropriate uniform informal
and names of numbers more, and explain reasoning in everyday units (L2) (VCMMG115)
language (F) (VCMMG078)

112 Early Years Planning Cycle Resource for the VEYLDF

Science
Use informal measurements in the collection and recording of observations (F-L2) (VCSIS052)

Use language to communicate thinking Mathematics Count collections to 100 by partitioning Group, partition and rearrange collections
about quantities to describe attributes of Compare, order and make correspondences numbers using place value (L1) (VCMNA088) up to 1000 in hundreds, tens and ones
objects and collections, and to explain between collections, initially to 20, and to facilitate more efficient counting (L2)
mathematical ideas explain reasoning (F) (VCMNA072) (VCMNA105)

Design and Technologies

Explore the characteristics and properties of materials and components that are used to create designed solutions (F-L2) (VCDSTC017)

Children express ideas and make meaning using a range of media

Begin to understand key literacy and Mathematics
numeracy concepts and processes, such Establish understanding of the language and Recognise, model, read, write and order Recognise, model, represent and order
as the sounds of language, letter–sound processes of counting by naming numbers numbers to at least 100. Locate these numbers to at least 1000 (L2) (VCMNA104)
relationships, concepts of print and the ways in sequences, initially to and from 20, moving numbers on a number line (L1) (VCMNA087)
that texts are structured from any starting point (F) (VCMNA069)
Experiment with ways of expressing ideas Mathematics Represent data with objects and drawings Create displays of data using lists, table
and meaning using a range of media Organise answers to yes/no questions into where one object or drawing represents and picture graphs and interpret them
simple data displays using objects and one data value. Describe the displays (L1) (L2) (VCMSP128)
drawings (F) (VCMSP084) (VCMSP102)

Science
Use a range of methods, including drawings and provided tables, to sort information (F-L2) (VCSIS053)

Digital Technologies
Collect, explore and sort data, and use digital systems to present the data creatively (F-L2) (VCDTDI015)

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VEYLDF Learning Outcome Sample Evidence Markers

Learning Experiences related to the Arts

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity

This is evident, for example, when children: This develops, for example, when students:

Are curious and enthusiastic participants in their learning Music: Explore and Express Ideas Music: Explore and Express Ideas
Explore sound and silence and ways of using their Use imagination and experimentation to explore musical
voices, movement and instruments to express ideas ideas using voice, movement, instruments and body
(F) (VCAMUE017) percussion (L1–L2) (VCAMUE021)

114 Early Years Planning Cycle Resource for the VEYLDF

Children develop a range of skills and processes such as problem solving, inquiry,
experimentation, hypothesising, researching and investigating
Create and use representations to organise, record Music: Present and Perform Music: Present and Perform
and communicate mathematical ideas and concepts Rehearse and perform songs and short instrumental pieces Rehearse and perform songs and instrumental music they
which they have learnt and composed (F) (VCAMUP019) have learnt and composed to communicate ideas to an
audience (L1–L2) (VCAMUP023)

Explore their environment Dance: Explore and Express Ideas Dance: Explore and Express Ideas
Use fundamental locomotor and non-locomotor movements, Use safe dance practice, fundamental locomotor and
body parts, bases and zones to explore safe movement non-locomotor movements, body parts, bases and zones
possibilities and dance ideas (F) (VCADAE017) to explore, improvise and structure movement ideas for
dance (L1–L2) (VCADAE021)

Manipulate objects and experiment with cause Visual Arts: Practices Visual Arts: Practices
and effect, trial and error, and motion Experiment with different materials and techniques Experiment with different materials, techniques and
to make artworks (F) (VCAVAV018) processes to make artworks in a range of art forms
(L1–L2) (VCAVAV022)
Children transfer and adapt what they have learnt from one context to another
Develop an ability to mirror, repeat and practice Dance: Practices Dance: Practices
the actions of others, either immediately or later Use choreographic devices to organise movement Use choreographic devices to select and organise movement
ideas and create dance sequences (F) (VCADAD018) ideas and create and practise dance sequences (L1–L2)
(VCADAD022)

Transfer knowledge from one setting to another Dance: Present and Perform Dance: Present and Perform
Use simple technical and expressive skills when presenting Use simple technical and expressive skills when presenting
dance that communicates ideas to an audience (F) dance that communicates ideas about themselves and their
(VCADAP019) world to an audience (L1–L2) (VCADAP023)

Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Engage in learning relationships Drama: Practices Drama: Practices
Use voice, facial expression, movement and space to imagine Use voice, facial expression, movement and space to imagine
and improvise characters and situations (F) (VCADRD018) and establish role and situation (L1–L2) (VCADRD022)

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VEYLDF Learning Outcome Sample Evidence Markers

Learning Experiences related to Science and Maths

VEYLDF <- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - > Victorian Curriculum: Level F–2

Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity

This is evident, for example,

This develops, for example, when students:
when children:

Express wonder and interest in their Science

environments Respond to and pose questions, and make predictions about familiar objects and events (F–2) (VCSIS050)

Participate in a variety of rich and Science

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meaningful inquiry-based experiences Participate in guided investigations, including making observations using the senses, to explore and answer questions (F–2) (VCSIS051)

Design and Technologies

Explore how plants and animals are grown for food, clothing and shelter (F–2) (VCDSTC015)
Explore the characteristics and properties of materials and components that are used to create designed solutions (F–2) (VCDSTC017)
Explore how technologies use forces to create movement in designed solutions (F–2) (VCDSTC014)

Digital Technologies
Explore how people safely use common information systems to meet information, communication and recreation needs (F–2) (VCDTCD018)

Apply a wide variety of thinking strategies to Mathematics

engage with situations and solve problems, Represent practical situations to model Represent and solve simple addition and Solve simple addition and subtraction
and adapt these strategies to new situations addition and subtraction (F) (VCMNA073) subtraction problems using a range of problems using a range of efficient mental
strategies including counting on, partitioning and written strategies (L2) (VCMNA107)
and rearranging parts (L1) (VCMNA089)
Explore their environment Mathematics
Describe position and movement (F) Give and follow directions to familiar Interpret simple maps of familiar locations and
(VCMMG082) locations (L1) (VCMMG099) identify the relative positions of key features
(L2) (VCMMG122)

Design and Technologies

Identify how people create familiar designed solutions and consider sustainability to meet personal and local community needs
(F–2) (VCDSTS013)

Digital Technologies
Identify and explore digital systems (hardware and software components) for a purpose (F–2) (VCDTDS013)

Manipulate objects and experiment with Science

cause and effect, trial and error, and motion Everyday materials can be physically changed or combined with other materials in a variety of ways for particular purposes (F–2) (VCSSU045)
The way objects move depends on a variety of factors including their size and shape: a push or a pull affects how an object moves or changes
shape (F–2) (VCSSU048)

Design and Technologies

Explore how technologies use forces to create movement in designed solutions (F–2) (VCDSTC014)

Digital Technologies
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (F–2) (VCDTCD017)

Make predictions and generalisations about Connect days of the week to familiar events Identify outcomes of familiar events involving Identify practical activities and everyday
their daily activities, aspects of the natural and actions (F) (VCMMG080) chance and describe them using everyday events that involve chance. Describe
world and environments, using patterns they language such as ‘will happen’, ‘won’t outcomes as ‘likely’ or ‘unlikely’ and identify
generate or identify, and communicate these happen’ or ‘might happen’ (L1) (VCMSP100) some events as ‘certain’ or ‘impossible’
using mathematical language and symbols (L2) (VCMSP125)

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VEYLDF Learning Outcome Sample Evidence Markers

Children transfer and adapt what they have learnt from one context to another
Make connections between Connect number names, numerals and Recognise, model, read, write and order Recognise, model, represent and order numbers
experiences, concepts and processes quantities, including zero, initially up to 10 numbers to at least 100. Locate these to at least 1000 (L2) (VCMNA104)
and then beyond (F) (VCMNA070) numbers on a number line (L1) (VCMNA087) Apply repetition in arithmetic operations,
Represent practical situations to model Represent and solve simple addition and including multiplication as repeated addition and
addition and subtraction (F) (VCMNA073) subtraction problems using a range of division as repeated subtraction (L2) (VCMNA114)
strategies including counting on, partitioning
and rearranging parts (L1) (VCMNA089)

Science
Respond to and pose questions, and make predictions about familiar objects and events (F–2) (VCSIS050)

Use the processes of play, reflection Use direct and indirect comparisons to Measure and compare the lengths, masses Compare and order several shapes and objects
and investigation to problem-solve decide which is longer, heavier or holds and capacities of pairs of objects using based on length, area, volume and capacity
more, and explain reasoning in everyday uniform informal units (L1) (VCMMG095) using appropriate uniform informal units (L2)
language (F) (VCMMG078) (VCMMG115)

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AND
Compare masses of objects using balance
scales (L2) (VCMMG116)

Design and Technologies

Explore how technologies use forces to create movement in designed solutions (F–2) (VCDSTC014)
Explore needs or opportunities for designing, and the technologies needed to realise designed solutions (F–2) (VCDSCD018)

Digital Technologies
Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems (F–2) (VCDTCD017)
Children resource their own learning through connecting with people, place, technologies and natural and processed materials
Experience the benefits and pleasures Science
of shared learning exploration Compare observations and predictions with those of others (F–2) (VCSIS054)

Digital Technologies
Independently and with others create and organise ideas and information using information systems, and share these with known
people in safe online environments (F–2) (VCDTDI016)

Use their senses to explore natural Science

and built environments Participate in guided investigations, including making observations using the senses, to explore and answer questions (F–2) (VCSIS051)

Design and Technologies

Explore the characteristics and properties of materials and components that are used to create designed solutions (F–2) (VCDSTC017)

Digital Technologies
Collect, explore and sort data, and use digital systems to present the data creatively (F–2) (VCDTDI015)

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Resources
1. Brière-Haquet, A (author) & Csil (illustrator) 2015, Madame Eiffel: The Love Story of the Eiffel Tower,
Little Gestalten, New York.

2. Victorian Modern Cursive font is available as a free download from:

[Link]/school/teachers/teachingresources/discipline/english/Pages/[Link]

3. Dance Like a Kangaroo CD available through iTunes and at:

[Link]/product/dance-like-a-kangaroo-cd/

4. Pukeko Stomp is available from [Link]

5. Hutchins, P 2009 Rosie’s Walk, Penguin Random House, North Sydney.

6. Rosen, M (author) & Oxenbury, H (illustrator) 2019, We’re Going On a Bear Hunt, Simon & Schuster, Cammeray, NSW.

7. Baker, J 1988, Where the Forest Meets the Sea, Greenwillow, New York.

8. Allen, P 2016, Who Sank the Boat?, Penguin Random House, North Sydney.

9. Potter, D 2016, I am the Music Man, Child’s Play International, Swindon.

10. ‘The Water Cycle’ by Mr Davies is available on YouTube.

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VICTORIAN CURRICULUM
AND ASSESSMENT AUTHORITY