Advantages of production planning and control

LearningPlan(Bachelor of Education –Early childhood)Topic:Maths and counting Date:Age group:4-5Titleof experience:Sports Day! Links to the Early Years Learning Framework: Outcome 5: Children are effective communicatorsRelated LOs: 1.Children have a strong sense of identityContent/ concepts being explored: Counting, quantities, one-to-one correspondence, sorting, matching, team work, sharing, independence skills, mark making. Rationale:The experience extends D’s knowledge of numbers; other children within the group also like to explore number rhymes and games so this experience will be set up as a small group table activityand an outdoor experience as intentional teaching spaces; however the children may adapt, extend and create different experiences which suit their learning interests. This fitsin with D’s progress towards the Foundation Phase of the Australian Curriculum: Number and Algebra –Number and Place Value. Comments:rationales can be made by linking learning experience to both Australian Curriculum as well as EYLF. A brief explanation is needed to justify your learning experience. You may also justify it with relevant theories. Child/Children’sBackground Knowledge:D is a four year-old boy who is currently interested in numbers and puzzles. (see appendix 1 for learning journey). He likes to count up to twentyand understands one-to-one correspondence but is still learning the value of each number beyond ten. D has many close friends and they often play together. They love outdoor playing. Dramatic play and sports are among D and his friends’ favorites. Recently, D watched cricketwith his family, and he started (tried) to understand the scoring system as to figure who was winning. From D’s portfolio, it is also evident that D shows interest in writing and he is starting to show understanding of written symbols.Comments: In the Australian early childhood education context, learning planning is undertaken with a holistic approach, and should start from the child, the child’s strengths and interest. It is important that you provide evidence as such in your planning. Relevant background information and evidence such as learning stories, photos, observations, and communicationwith the families. Since you are only staying in the setting for a limited period of time, you may also need to gather information about the child fromtalking to your mentors and other teachers to ensure you have a sufficient understanding of the child. Additional information can be included in the appendix while you summarise the key points in your learning plan.

Learning Objectives: For D to develop an understanding of the value of numbers by sorting and counting the bean bagsFor D to connect number names to quantities by matching the score and writing it on a chalkboard when each child has a turn. For D to explain the rules of cricket and in collaboration with the teacher work out how the scoring works in a cricket game. For D and the teacher to write a learning storyabout cricket Links to EYLF documentation –“Children interact verbally and non-verbally with others for a range of purposes”“Children use language to communicate thinking about quantities to describe attributes of objects and collections, and to explain mathematical ideas”“Children begin to understand how symbols and pattern systems work.”“Children develop their emerging autonomy, inter-dependence, resilience and sense of agency”Comments:while you are considering the learning objectives, think about what evidence you will gather to demonstrate these learning objectives are achievable. How are you going togather the evidence?Use the SMART principle of writing learning objectivesTeacher Focus/ Intentionality: What areas will you concentrate on e.g.; teaching strategies, EYLF practice /principles, interests, equity?As a teacher you will not invade the children’s play; you will show respect for their creativity and ownership of their experiences so you will demonstrate sustained shared thinking and sustained conversations. You will therefore, carefully observe the situation and know when to help with extending, questioning, supporting, clarifying etc. in particular you intend for D to:increasingly co-operate and work collaboratively with otherspersist when faced with challenges and when first attempts are not successfulComments:make sure the areas of focus are consistent and coherent with each. Environment and Resources: What resources and materials will you need to have collected?Wherewill the experience take place?Considerations for time, space and teacher support? How will the environment be prepared?Preparation:40 balls/beanbags (20 balls for each group, total two groups), a chalkboardto record the score; some bins or buckets to throw the beanbags intoSetting up the environment:Other supportAssessment Strategies:How will you identify what the child/childrenhave learnt and how will you record this?Observation:Learning stories (photos, children’s voice and parents voice):