CURRICULUM PLANNING TEMPLATES & EXAMPLES, Schemes and Mind Maps of Communication

Download CURRICULUM PLANNING TEMPLATES & EXAMPLES and more Schemes and Mind Maps Communication in PDF only on Docsity! CURRICULUM PLANNING TEMPLATES & EXAMPLES Long-term Planning Siolta’s standards and the Aistear National Curriculum Framework guides our practice, through positive consultation with parents, family and the community, we aim to promote each child’s sense of identity and well-being. Through our knowledge and understanding of how children learn and develop, we facilitate each child to share and communicate their ideas, whilst they explore and problem solve through meaningful play experiences. Using the 4 themes of Aistear we encourage each child to be confident and competent learners: 1. Exploring & Thinking: Supporting children to make sense of things, places and the people in their world. 2. Communication: Supporting children to share their experiences, thoughts, ideas and feelings with others. 3. Well-being. Supporting children to be confident, happy and healthy individuals 4. Identity and Belonging: Supporting children to develop a positive sense of identity where each child feels valued and respected as part of a family and community. Daily Curriculum Plan Time Activities Links with Aistear . Short-term Activity Planning Monday ../../14 Tuesday ../../14 Wednesday ../../14 Thursday../../14 Friday ../../14 Schema/Interest observed Bugs & Insects Schema/Interest observed Bugs & Insects Schema/Interest observed Bugs & Insects Seasonal Celebration Getting ready for Easter Seasonal Celebration Easter Egg Hunt Aistear Links: C, A 4, LG, 1 & 3 Aistear Links Aistear Links: Aistear Links: Aistear Links: Activity Bugs & Insects: Looking at bugs and insects outside with the magnifying glass. Activity Bugs & Insects: Outdoor and arts & crafts activity; building houses for the bugs & insects. Activity Bugs & Insects: Finding out about the living habits of the spider, centipede & worm. Using videos, books, internet etc. Activity Getting ready for Easter Egg Hunt – preparing clues, map making, cutting out egg shapes etc… Activity Extension Ideas: Going outdoors and building house/huts for the bugs & insects using junk & natural material. Extension Ideas Research project: Finding out more about the s the spider, centipede & worm. Extension Ideas; Group Learning Story; Putting together our learning story about bugs & insects – what we have learned? Extension Ideas Include an obstacle type course Extension Ideas Week No: Age group: Short-term Activity Planning Monday ../../.. Tuesday ../../.. Wednesday ../../.. Thursday ../../.. Friday ../../.. Interestbased/dev.goals/ seasonal celebration. Interestbased/dev.goals/ seasonal celebration. Interestbased/dev.goals/ seasonal celebration. Interestbased/dev.goals/s easonal celebration. Interestbased/dev.goals/ seasonal celebration. Aistear Links: Aistear Links Aistear Links: Aistear Links: Aistear Links: Activity Activity Activity Activity Activity Extension Ideas: Extension Ideas Extension Ideas; Extension Ideas Extension Ideas Week No: Age group: Short-term Project/Activity Plan What we know already… Seasonal Celebration: Easter (Easter Bunny: for Babies) Schema/Interest observed: The children love peek a boo games Stage of Play observed: 0-6 months: Exploratory & Sensory play. Specific Learning Goals: Communication skills: anticipation, eye contact, listening and responding to non-verbal cues. Project Idea: Tell a story about the “lost rabbit”. Show the rabbit to the child. Hide the rabbit under the scarf (The rabbit is lost) build anticipation, the child listen for the musical shaker (this guides the child to where the rabbit is hiding) wait and follow the child’s cues. When the child finds the scarf, allow the child to pull the scarf and find the rabbit. Aistear Links: IB: A 2, LG 4. A 4, LG 4. Week: Date/s: Health & Safety Considerations Supporting and helping the child to find the rabbit hiding under the scarf. Help the child to pull the scarf off the rabbit Possible Challenges: Staff support and time Taking photographs Equipment needed Camera: Take photographs of the children during the activity Scarf & Rabbit and Story Musical Shaker: Indicates the child is getting close to the scarf and rabbit Questions to ask the children….. Oh No! The rabbit is lost! Sing a song: Where, oh where is rabbit? Reflect on Activity Extension ideas /Opportunities for Change This is a sample template to help you create short-term plans for children’s learning and development based on their interests and upcoming celebrations and events. This planning involves observing, listening, talking to and playing with children and organising interesting and fun activities and experiences with them. What interests the children? What do they want to do and find out? What resources can we use? How will we support How can we help them? the children’s language development? What seasonal events and celebrations do we need to plan for? el MMR ORME geet RCT Me What will we do? ‘special’ words linked to the interest/event/celebration) (Prompts: Observe the children play. Listen and talk to them. Talk to parents. Find information in books, websites and through visits. Make things. Add new prop: uf neca~ Short-term Curriculum Planning Template = «i: soritieceaceasee™ How will we find out what the children have learned? How will we Ce tee Yd (Prompt: See Aistear’s theme posters. Think about photos, learning records and stories, drawings and writings, discussions, portfolios, journals, meetings with parents.) This resource was developed through the Aistear in Action initiative. www.ncca.ie/aisteartoolkit — a  e Sample Short-term Curriculum Plan ee ase a es This is @ sample template to help you create short-term plana for children's learning and developement based on their ‘Group: Pro-schaol som children and organising interesting and fun activities and experiences with them. Below is an example of how a pee-school Dates TAA practitioner used the temnplats, What interests the chiiiron? What do they want to co and find out? es terete headed any pee ener Ce ee tty ee er paying ‘choppy’ Laptop, pore and papor tor mts and anmamngs, “onina shopping, Dacilad /shop on-ina tor pixygroup supplas. ‘croc cord Mako a It of what wo nocd UEng Grawngs, otc. Sastats and packages tor deilvertas Gippasnt/ponabie unr tr or ‘shop on-ine for qrocana. signing on cenvary (Chock dolivery against ondar and Ealsa with the dolvary drivar. ‘Shopping ratted words like cred! card, ckoifvery Encourage chiran to show inet parents haw ta shop onan. This rescurce was developed through the Aistear in Action initiative. Learning Record Child’s Name:_________________ Date of observation: …../..…/..… Signed:_______________________ Date: ___________________________. Photo: Describe What does it mean? What could we do next to extend the learning? & neca Learning Record Template eldngod N CCA Look at what I’m doing | Child/children Practitioner Date Include a short description and one or two photos of me as | learn and develop. Description Photo(s) What does this experience tell you about me? Think about my interests, dispositions, values and attitudes, skills, knowledge and my understanding. Link to Aistear’s themes, aims and learning goals. What will we do next to support my learning? Think about how you can help me to learn more in ways that excite and interest me. | want to show my family what | can do. | Parent’s/Guardian’s signature: Date: Let me bring my learning record home so | can share it with my family. They love to see and talk to me about what I’m learning. Comment: This resource was developed throug) the Aistear in Action initiative. www.ncca.ie/aisteartoolkit ee 0  The Role of the Adult • Listening, observing • Open-ended questions (“I wonder…What happens…..let the child have ownership over their ideas) • Descriptive language: extends their understanding, learning and language skills, inflection in voice - interested (Assimilation & Accommodation). • Encouragement & support • Enthusiasm (tone of voice) • Could you add something to extend the learning – suggest? – “I wonder”… • Remember some of the scaffolding stages (they will help – for example: simplify the task, reduce frustration (perhaps model a solution- demonstration – ask for help from the child) marking critical features. • Reflecting/Mirroring what the child is doing: make it meaningful (similar to parallel play. “Encourage possibility thinking”