FORWARD PLANNING DOCUMENT

TERM/WEEKS:
3
EYLF
PRACTICES

Responsiveness
to children

PRINCIPLES
OUTCOMES

1/2-

Learning
through play

1. Secure, respectful &

reciprocal relationships
1.Children have a strong
sense of identity

YEAR LEVEL: PP

Intentional
teaching

Learning
environments

2. Partnerships
2.Children are connected
with and contribute to
their world

LEARNING AREA/TOPIC: Colour

Assessment for
learning

3. High expectations &

equity
3.Children have a strong
sense of wellbeing

Cultural
competence

Continuity of
Holistic approaches
learning &
transitions
4. Respect for diversity
5. Ongoing learning &
reflective practice
4.Children are confident
5.Children are effective
and involved learners
communicators

AUSTRALIAN CURRICULUM
General Capabilities:
Literacy

Numeracy

ICT

Cross-curriculum priorities:
Aboriginal and Torres Strait Islander histories and
Cultures

WEEK
/
LESS
ON

EYLF
Prin
O/C

Prac

AUSTRALIAN
CURRICULUM
LINKS

Critical and creative

thinking

Ethical Behaviour

Asia and Australias engagement with Asia

SPECIFIC
LESSON
OBJECTIVE

ASSESSMENT
(what & how)

Personal and social

Competence

Intercultural
Understanding

Sustainability

TEACHING & LEARNING

EXPERIENCES
(include learner diversity)

KEY
QUESTION
S

RESOURCE
S

3/4

1
2
3
5

1
2
3
4
5
8

1
2
3
4
5

Science:
Objects are made
of materials that
have observable
properties
(ACSSU003)
Explore and make
observations by
using the senses
(ACSIS011)
Engage in
discussions about
observations and
use methods such
as drawing to
represent ideas
(ACSIS233)

Actively listen to
the book, Brown
Bear, Brown
Bear by Eric
Carle and
respond to
questioning.

The Bee Bots

colour mix,
activity will be the
final assessment.
-Once they have
located their three
colour cards on
their hunt,
Mix primary
children will then
colours to create glue the cards
secondary die
into their portfolio
colour.
as a sum, e.g.
Blue card +
Follow the
Yellow card=
instruction of the Green card.
Bee Bots (e.g.
-This will show
Locate blue,
their ability to
locate yellow)s correctly mix
colours and will
Locate the
give a clear
correct
indication of how
secondary
well the children
colour to
understand the
represent the
concept of colour
combination of
mixing.
the two primary
colours

Introduction: Brown bear, brown bear, What

do you see? by Eric Carle (1967)
-This book lists a range of coloured animals
(purple, yellow, white, red, brown, green and
blue), motivating the children for the colour
activities planned.
Activity One: There will be 3 large buckets set
up outside (one per group), each bucket will be
labelled with a secondary colour (purple, green
and orange)
-The children will be given only primary
coloured die to use (blue, yellow and red)
-They will have a small tray to test out their
colour mixing, Once the group is happy with a
blend they will then mix the die in the large
bucket then place a piece of pre-tied material
into the bucket, where it will soak. These will
be hung out to dry to create a tie-dyed effect.
Activity Two: Children follow the verbal
instruction of the educator which will send
them on a colour hunt, where they will be
instructed to drive a bee bot to two specific
colour cards (e.g. blue and yellow), then drive
to the result of mixing the two colours.
Conclusion:
-Untying the material and checking the final
product
-The tie dyed fabric will be hung on the walls,
with labels stating what colours were used.
-Mat session recap
-Sesame Street colour mix song

The horse
in the book
was blue,
can anyone
tell me what
kind of
colour blue
is? (a
primary
colour)
How could
we make
green if we
only have
primary
colours?
(We could
mix the
colours)
What
colour do
we get if we
mix our red
and yellow
cards?
(Orange)
How did
we make
this colour
for our tie
dying?

Carle, E.
(1967).
Brown bear
brown bear.
United
States:
Henry Holt
and
Company.
-3x Large
buckets
-3x Small
trays
-Coloured
die(yellow,
red, blue)
-3x White
fabric (1m
x1m)
-Bee bots
-60x primary
coloured
cards
-30x
secondary
coloured
cards