Task: Planning two Projects
Choose one or two of the typical broad focus areas of humanities and
social sciences listed below. You will present two plans for projects based on these ideas. You must use both the EYLF and the Australian Curriculum to complete this assignment. You will consider how and what you would plan for a small group in a prior to school setting (ie for babies – 2yr olds or 3 – 5yr olds) and a small group in an early childhood school classroom (Transition or Foundation year, Year 1, 2 or 3.
You might use one of the focus areas and present two different plans suitable for the different settings/groups, or you might plan based on two different focus areas, one for each of the different settings/groups. You might also find that parts of the focus areas are more suitable
than the whole (eg. for the younger children ‘Self’ rather than ‘Self, Others and culture’; Past and present but not ‘future’). You might combine the focus areas in different ways (Location and community). You can identify your own different or new focus.
The inquiry and skills used to explore key idea about humanity and social sciences, relevant to both prior to school and school settings are: questioning; researching; analysing; evaluating; reflecting and communicating
Key Focus or Ideas for Humanities and Social Sciences
• Self-identity, others and culture
• Community, culture and traditions
• Location, people, places and environments (sustainability)
• Past, present and future (time, continuity and change)
• Global connections
• Roles, responsibilities
• ……………………..(suggest your own key ideas)
Preparation: You might present this plan using a template like those that are on the INschools site, or one that you have used yourself or seen in use on a practicum placement. You might begin with a ‘mind map’ or other record of a ‘brainstorm’ and then show how these ideas transmit to outcomes and strategies.
Presentation: This is not about writing detailed single lesson plans; it is about a
‘brainstorm’ of ideas that would initiate your planning process, and
from which more detailed lesson plans would be generated.
In other words this is your record of an imaginary ‘big picture’ planning process; what you would do in preparation for a project before you actually started the project. In reality, such a project would change with the children/students engagement, but you cannot begin
such as project without some initial broad plans and expectations. So the plans must have depth and sufficient detail to show your well- considered ideas.
Whether you choose only one focus area or two different foci, or name your own key idea or focus, your description of how and what you would plan will be noticeably different for the younger children and the older children, reflecting both the various skills and knowledges for the different group, and your application of the relevant curriculum document. However, if for one plan you target a Transition or Foundation Year you might use both the Early Years Learning Framework and the Australian Curriculum.
• Start with one or two of these key ideas for humanities and social sciences (or parts thereof), or your own focus
• Describe initial big ideas for a project relevant to the key idea (a project it not a recyclable ‘theme’ but a meaningful in-depth study or investigation)
• List achievement objectives and specific learning outcomes from the Australian Curriculum with clear links to the General Capabilities & Cross-Curriculum Priorities
• List relevant outcomes and specific indicators from the
Early Years Learning Framework
• Demonstrate teaching/learning strategies or action plans that will sustain the project and cater for multiple learning styles. This will include seamless links to other subject areas (reading, writing or other representations, maths or other recording techniques; movement, performance, role- play, drama or other means to present), visuals, excursions, or visits from local people, and other strategies appropriate for inclusive learning
• Propose small evaluations or assessments of learning for both groups at various points across the project based on the most likely subsections or sites of the project where evaluation or assessment will logically occur, and a relevant evaluation or assessment at the culmination of the project based on identified outcomes
Assessment
Criteria
See Rubric
ASSIGNMENT 2: Planning Two Investigative Projects
Due Date: Week 11 – Friday by midnight
Length: 3000 word maximum for two unit project overviews, outcomes and teaching plans
Value: 50%
Task: Planning two Projects
Choose one or two of the typical broad focus areas of humanities and social sciences listed below. You will present two plans for projects based on these ideas. You must use both the EYLF and the Australian Curriculum to complete this assignment. You will consider how and what you would plan for a small group in a prior to school setting (ie for babies – 2yr olds or 3 – 5yr olds) and a small group in an early childhood school classroom (Transition or Foundation year, Year 1, 2 or 3.
You might use one of the focus areas and present two different plans suitable for the different settings/groups, or you might plan based on two different focus areas, one for each of the different settings/groups. You might also find that parts of the focus areas are more suitable than the whole (eg. for the younger children ‘Self’ rather than ‘Self, Others and culture’; Past and present but not ‘future’). You might combine the focus areas in different ways (Location and community). You can identify your own different or new focus.
The inquiry and skills used to explore key idea about humanity and social sciences, relevant to both prior to school and school settings are: questioning; researching; analysing; evaluating; reflecting and communicating
Key Focus or Ideas for Humanities and Social Sciences
• Self-identity, others and culture
• Community, culture and traditions
• Location, people, places and environments (sustainability)
• Past, present and future (time, continuity and change)
• Global connections
• Roles, responsibilities
• ……………………..(suggest your own key ideas)
Preparation: You might present this plan using a template like those that are on the INschools site, or one that you have used yourself or seen in use on a practicum placement. You might begin with a ‘mind map’ or other record of a ‘brainstorm’ and then show how these ideas transmit to outcomes and strategies.
Presentation: This is not about writing detailed single lesson plans; it is about a ‘brainstorm’ of ideas that would initiate your planning process, and from which more detailed lesson plans would be generated.
In other words this is your record of an imaginary ‘big picture’ planning process; what you would do in preparation for a project before you actually started the project. In reality, such a project would change with the children/students engagement, but you cannot begin
such as project without some initial broad plans and expectations. So the plans must have depth and sufficient detail to show your wellconsidered ideas.
Whether you choose only one focus area or two different foci, or name your own key idea or focus, your description of how and what you would plan will be noticeably different for the younger children and the older children, reflecting both the various skills and knowledges for the different group, and your application of the relevant curriculum document. However, if for one plan you target a Transition or Foundation Year you might use both the Early Years Learning Framework and the Australian Curriculum.
• Start with one or two of these key ideas for humanities and social sciences (or parts thereof), or your own focus
• Describe initial big ideas for a project relevant to the key idea (a project it not a recyclable ‘theme’ but a meaningful in-depth study or investigation)
• List achievement objectives and specific learning outcomes from the Australian Curriculum with clear links to the General Capabilities & Cross-Curriculum Priorities
• List relevant outcomes and specific indicators from the Early Years Learning Framework
• Demonstrate teaching/learning strategies or action plans that will sustain the project and cater for multiple learning styles. This will include seamless links to other subject areas (reading, writing or other representations, maths or other recording techniques; movement, performance, roleplay, drama or other means to present), visuals, excursions, or visits from local people, and other strategies appropriate for inclusive learning
• Propose small evaluations or assessments of learning for both groups at various points across the project based on the most likely subsections or sites of the project where evaluation or assessment will logically occur, and a relevant evaluation or assessment at the culmination of the project based on identified outcomes
Assessment Criteria See Rubric
