TCHE2560 – TASK 2 – INTEGRATED CURRICULUM PLANNER An.docx

TCHE2560 – TASK 2 –
INTEGRATED CURRICULUM
PLANNER
Anurag Tiwari – s3803386
Part 1: Learning Story
Video Title: Counting flowers
Date:20/05/2020
Observer: Anurag Tiwari
Children’s Name: Jas (girl with hat); Pam (girl wearing white t-
shirt); Nas (boy with orange t-
shirt)
Focus A Learning Story
Taking an interest
Finding an interest here – a topic, an
activity a role. Recognising the familiar,
enjoying the unfamiliar, coping with change
Jas is playing outdoors under the tank

where she is picking up flowers one by one
from the lawn. Jas then answers the 1st
educator’s question, ‘Where is the vase?’
by replying, ‘It is inside’. Then she goes
inside the classroom to wash the flowers
and starts counting them simultaneously
while putting the flowers in the vase. She
ends the count at 34 and showed the
awareness that petals are important to call
it a flower and refused to put the leftover
stem in her flower vase. She then along
with the 2nd educator finds a suitable spot
to fit her vase of flowers. Jas, Pam and Nas
then became curious when the 2nd
educator gave the idea of putting the
number 34 in front of the vase. They
understood quickly that they need to use 4
but Jas was unable to figure out what
number needs to be put besides 4. Upon a
small suggestion from the 2nd educator
when she hinted what number starts from
the sound ‘th-e’ and upon revising the
count together Jas discovered that three
starts with ‘th-e’ and three is needed to
complete the number ‘34’ which represents
the number of flowers in the vase.
Being involved
Paying attention for a sustained period,
feeling safe, trusting others. Being playful
with others and / or materials
Persisting with difficulty
Setting and choosing difficult tasks. Using a
range of strategies to solve problems when
‘stuck’

Expressing an idea or a feeling
In a range of ways eg. Oral language,
gesture, music, art, writing etc.
Taking responsibility
Responding to others, to stories, and
imagined events, ensuring that things are
fair, self-evaluating, helping others,
contributing to program
Short term Review
What learning do I think went on here?
(Main learning in story)
What next?
How might we encourage this learning
(interest / ability/ strategy / disposition) to
be:
In order to count set of items and things it
is necessary to develop practice of counting
and through numerical development during
early years (Hannula, et al., 2007). The
above learning story involves mathematical
concepts such as counting, total number of
flowers, also developing effective
communication and problem solving using
Intentional teaching strategies was a part of
the learning.
Further, we can use leaves to understand

photosynthesis which will explain how
plants breathe and will explain to them that
plants and trees are living beings as well.
This can further be linked to Steiner’s
theory that providing real life tasks which
involves elements of nature builds the
relationship of the child with the nature
(Taplin, 2010) and gives a sense of
belonging and connection with the outer
world (EYLF Learning Outcome 2) (DEEWR,
2009).
Video Title: Making salad
Date:20/05/2020
Children’s Name: Jane (girl in pink t-shirt); Shane (boy in green
t-shirt); Julia (girl in red t-
shirt)
Taking an interest
Jane and Shane are outdoors picking
vegetables such as parsley, dill and chives
for making a salad along with the educator.
Jane and Shane are mindful of the plants
existence and carefully step around the

plants. They pluck the leaves and collect
them in a bowl. Once they are inside the
classroom, they start chopping the
vegetables cautiously with a knife. The
educator talks about the past salad
experiences with Julia and Shane to which
Julia responded by saying she was
expecting it to taste like salad as it looked
familiar to her. Julia and Shane further
contributed to the discussion mentioning
that salad is quick and easy to make. When
the educator asked whether any energy or
Being involved
‘stuck’
stove is required to make salad? Julia

quickly responded by saying, ‘No’ showing
her awareness about salad-making. The
educator than invited Jane to the activity
and then introduced them all to the ‘Saw
technique’ for chopping vegetables safely
by moving the knife backwards and
forwards. The educator also asked Julia to
put the knife down emphasizing on the safe
use of knife.
Short term Review
Children demonstrated respect and a
responsibility towards environment by not
stepping on the plants while picking the
vegetables from the farm (EYLF Outcome 2)
(DEEWR, 2009).
Jane, Shane and Julia displayed various
attributes and qualities such as curiosity,
creativity, persistence, confidence and
imagination during the salad making
process (EYLF Outcome 4) (DEEWR, 2009).
The children learnt the science of
observing, forming hypothesis,
experimenting and developing a
conclusion. Also, the development of
sensory education within children helps in
meeting children’s individual needs and
accommodates the sensory requirements
of the classroom (Thompson and Raisor,
2013).

What next?
be:
We can further aim to plant the seeds and
nurture the plants such as grass,
mushrooms, etc. so that children
understand and connect with the nature. It
is also important for a child to build a moral
sense and a strong character in order to
inculcate virtues within and achieve self-
mastery (Duschinsky, 2013) (EYLF learning
outcome 1) (DEEWR, 2009).
Video Title: Reusing milk container
Date:20/05/2020
Group Activity (including 5 children)
Taking an interest

There is a group activity which includes
recycling and reusing milk containers,
newspapers, etc. for constructing a door.
The educator describes this activity as a
massive task and calls the children as fellow
workers. The educator then asks how many
levels of milk containers are stacked? The
children together count to 7 levels and then
she mentions we must construct until we
reach 10th level.
The educator then enquired the children
that she can still see uncovered bottles, and
follows up by questioning what needs to be
done? The children responded by covering
the bottles up with paper cuttings. She then
also showed the children another
construction which was named as doorbell,
as one of the bottle caps was facing
outwards like a doorbell. When educator
asked what sound does a doorbell make?
The children responded together, ’Ting-
Tong’. During construction activity children
expressed glue feels like a jelly to which the
educator quickly asked, ‘Do we eat this
jelly?’ and the children said in one voice,
‘No’ agreeing that glue is not safe for
consumption.
Being involved

‘stuck’
Short term Review
Children are becoming more responsible
socially and environmentally (EYLF Learning
outcome 2) (DEEWR, 2009) and
simultaneously developing engineering
What next?
be:
There should be a wide range of activities
that presents the children with the
opportunity to learn more about the 3r’s,
i.e., Reduce, Recycle and Reuse. By
skills by constructing objects from waste

materials. Student are learning a way to
reduce their waste footprint and learning
to be an environmentally friendly citizen.
inculcating classroom habits of segregating
wastes and then practicing recycling of
paper within classroom at the end of the
week. This will help the children in
understanding more scientific and
environmental concepts and build
sustainable learning concepts within the
children.
Video Title: Discussing butterfly markings
Date:20/05/2020
Children’s name: Tim (boy with glasses), Jim (boy with red
shirt) and Sky (girl with red shirt)
Taking an interest
Finding an interest here – a topic, an activity
a role. Recognising the familiar, enjoying the
unfamiliar, coping with change.
In an outdoor setting on a bench using a
tablet device, the educator along with
Tim, Jim and Sky are discussing the

markings on a butterfly’s skin. The
educator asks what are these spots? Tim
quickly said. ‘Eyes’. Then the educator
starts describing how owls might get
scared looking at the butterfly spots. Jim
then contributed to the conversation by
adding that most animals which get scared
looking at a butterfly do not know that it is
a butterfly and that they look at the big
spots and get scared. Then Tim added to
the discussion by mentioning the fact that,
humans like butterflies, and Jim and Sky
also agreed and connected with the
discussion mentioning that they also like
butterflies and they look beautiful. Jim
Being involved
‘stuck’

then mentioned that some predators do
eat them. The educator then asks why
won’t some other predators like the owl
won’t eat them? Sky nodded in agreement
and mentioned that some predators might
think that they are large creatures.
Short term Review
Development of vocabulary and awareness
about the creatures on the planet and their
key characteristics amongst children is one
of the key learnings from this experience.
Through this learning experience children
express great range of scientific learnings
and children learn more about the
environment by visualizing, application of
their existing knowledge and participating in
the discussion through communication of
personal interpretations of a creature with
one another. This learning experience
provokes the children to think and
determine what they think about a creature
and what others think about it.
What next?
be:
Introducing them to more local and live
creatures so that they develop an
understanding of their surrounding and

develop harmony with them at an early
age.
Encouraging positive learning experience
through field trips, farm trips, etc where
children can see animals in their natural
habitat and develop a positive perception
towards other living beings. Young
children may not be able to remark on
their rich experiences through their early
vocabulary which are rich in nouns and
scientific words (Tunnicliffe, 2013). Such
activities can promote and raise the
vocabulary levels of the children.
Part 2: Integrated curriculum planner
Date: 25/05/2020
RECOGNISE:
Children's prior

knowledge,
learning and
interests
RESPOND:
Experience(s) planned (integrated play
spaces and/or provocations planned
across STEM)
Link to EYLF/AC:
Clear learning goals and
teaching strategies that were
planned with links to the EYLF
Recycling
classroom
paper waste
The items needed for recycling
classroom paper waste are:
1. Paper (Shredded)
2. Small and big buckets
3. Manual eggbeater
4. Wooden frame (strainer)
5. Loads of water
Recycling paper waste is a group activity
where the children can contribute to
reduce waste footprint. The educator
needs to pour some warm water and
shredded paper in small buckets
(depending on the number of

participants) and leave it overnight to
soak. The first step requires the children
to use manual eggbeater and mix the
soaked shredded paper in the water
until it becomes somewhat like a pulp.
Then pour the pulp like batter into a big
bucket and the small buckets can be
used for next turn of children or more
mixing. Continue this process until you
have enough mix available. Then we
need to reverse the process and
remove the water from the pulp in the
big bucket. Using wooden frame (water
strainer) strain the water out and
spread the quilt like soft pulp flat. Once
the water strains out you will have a
new sheet of paper which you need to
dry with paper towels to absorb the
leftover water with the new sheet.
Using intentional teaching the educator
needs to explain how water separates
the paper fibres from one another and
gets suspended in the water. This
activity is the perfect opportunity to
introduce new scientific concepts and
give a hands-on sensory experience.
connected with the
environment they are
staying in by
understanding the
importance of
environment sustainability
and broaden their
understanding about the

world. Through this activity
children will develop a
healthy practice of being
aware and knowledgeable
about the waste they are
creating and how they can
reuse waste materials
(EYLF Learning Outcome 2)
(DEEWR, 2009)
importance of scientific
concepts and sensory play,
the educator can provide
opportunities for children
explore their environment,
manipulate objects and
experiment with the waste
materials and become self-
reliant (EYLF Learning
Outcome 4) (DEEWR, 2009)
RECOGNISE:
Children's prior
knowledge,
learning and
interests
RESPOND:
Experience(s) planned (integrated play

spaces and/or provocations planned
across STEM)
Link to EYLF/AC:
Clear learning goals and
teaching strategies that were
planned with links to the EYLF
Growing plants
in the
classroom
Items required for the activity:
(grass/beans/herbs/mushrooms)
This is a group activity where children
will be able to get real life experience of
gardening and learn about the science
behind the life of a plant. After you
have arranged all the items required
give the children gardening gloves and
provide them with a scoop. Next step is
to fill up all the pots with the soil and
once the pot is almost full ask them to
dig a small hole in the centre using their
fingers/hands and slide the seeds in the

hole. Cover the hole with the soil and
then ask the children to gently pour
water in the soil. Label the pots with the
name of the seeds planted and find a
place to keep them in the classroom.
Throughout the week, the children
should water the plants and look after
its growth as per the requirements.
Every week organize a group meet and
ask intentional questions such which
plant is big and why? Also, ask them
why some plants have grown more than
some others? How many leaves each
plant have? Thereby provoking them to
indulge in counting.
activity will use problem
solving skills and be open
to new challenges and
discoveries (EYLF outcome
1) (DEEWR, 2009).
their own social
experiences by planting a
new life in the shape of a
plant and stay connected
with the environment they
live in and contribute
towards it (EYLF learning
outcome 2) (DEEWR,
2009).

References:
DEEWR. (2009). Being, Belonging and Becoming: The Early
Years Learning Framework for
Australia [Ebook]. Commonwealth of Australia.
Duschinsky, R. (2013). AUGUSTINE, ROUSSEAU, AND THE
IDEA OF CHILDHOOD 1. The
Heythrop Journal, 54(1), 77-88.
Hannula, M., Räsänen, P., & Lehtinen, E. (2007). Development
of Counting Skills: Role of
Spontaneous Focusing on Numerosity and Subitizing-Based
Enumeration. Mathematical
Thinking and Learning, 9(1), 51-57.
Taplin, J. T. (2010). Steiner Waldorf Early Childhood
Education: Offering a curriculum for the
21st century. Theories and Approaches to Learning in the Early
Years, 2, 86.
Thompson, S. D., & Raisor, J. M. (2013). Meeting the sensory
needs of young children. YC
Young Children, 68(2), 34.
Tunnicliffe, S. D. (2013). Talking and doing science in the early
years: a practical guide for
ages 2-7. Routledge.
REFERENCES/READING

Arthur, L., Beecher, B., Death, E., Dockett, S. & Farmer, S.
(2015). Programming and Planning in early childhood
settings (6th Edition). Sydney: Cengage.
Arthur, L. (2010). The early years learning framework: Building
confident learners. Canberra: Early Childhood Australia.
Arthur. L., McArdle. F., & Papic. M. (2010). Stars are made of
glass: Children as capable and creative
communicators. Supporting the early years framework.
Canberra: Early Childhood Australia.
Department of Education and Early Childhood Development
(DEECD). Evidence Paper: Practice Principle 6. Integrated
Teaching and Learning Approaches.
Department of Education and Early Childhood Development
(DEECD). Victorian Early Years Learning and Development
Framework. Retrieved
from http://www.education.vic.gov.au/earlylearning/eyldf/defau
lt.htm (Links to an external site.)
Department of Education, Employment and Workplace Relations
(2009). Belonging, being and becoming: The early years
learning framework for Australia. Retrieved
from http://www.deewr.gov.au/earlychildhood/policy_agenda/qu
ality/pages/earlyyearslearningframework.aspx (Links to an
external site.)
Goodfellow, J. (2010). The early years learning framework:
Getting started. Canberra: Early Childhood Australia.
Kinsella. R. (2007). Greening services: Practical sustainability.
Kennedy. A. & Barblett. L. (2010). Learning and teaching
through play. Supporting the early years learning framework.
Nolan, A. & Reynolds, B. (2008). Portfolios: Documenting a
Journey. Watson, ACT: AECA.
Rosback, S. & Wilson, S. (2012). The EYLF and NQS without
tears: A step-by-step guide. Melbourne: Teaching

Solution
s.
Tucker, Kate. Mathematics Through Play in the Early Years.
2nd ed. London: SAGE Publications, 2011. Web.
Others
The VCAA has produced numerous Evidence Papers on the
VEYLDF practice
principles. http://www.vcaa.vic.edu.au/earlyyears/evidence.htm
l (Links to an external site.)
The Bernard van Leer Foundatin has a number of resources to
download including the Early Childhood in
Focus series. http://www.bernardvanleer.org/English/Home/Our
-publications/Publications-Search.html (Links to an external
site.)
Recommended Journal Resources
Australasian Journal of Early Childhood
Australian Research in Early Childhood Education
Contemporary Issues in Early Childhood
Early Childhood Research Quarterly
European Early Childhood Education Research Journal
International Journal of Early Years Education
Journal of Early Childhood Research

Young Children
Date:
RECOGNISE:
Children's prior knowledge, learning and interests
RESPOND:
Experience(s) planned and implemented
Link to EYLF outcomes
REFLECT:
Significant changes? How did the children participate and
learn?
Following on?
1. Making balls to put into groups and counting with playdough-
see obs 7/5
1. Playdough table is already available, we will add: different
coloured playdough (4 colours) laminated number cards,
different sized bowls for grouping, kitchen tongs and electric
scales. Remove
other materials
1. Engage with early science and number concepts: grouping,
colour (missing and separating), size and density (O5). To share

ideas clearly, with confidence (O1). Engaging with technology.
1. Well received, children making different types of ‘food’
varied in colour, moving into coloured bowls with tongs.
Following on- match colour of bowls to the colour of the play
dough, provide whiteboard for children to record what they have
made on a ‘menu’, plates for the food once prepared.
2. Very popular activity but still needs educator to facilitate.
Add flags and whistle, also poster of the rules for visual
reminder. Bring washable paint and 1 metre ruler to create a
semi-permanent track with the children’s help.
3. Very popular experience but quickly got messy! Once the
materials were mixed the space couldn’t be used. Following on-
provide a tub of soapy water and drying cloths so that the
children can wash up the materials once they have used them
(science: float/sink, wet/dry) and a shelf with containers of
additional coloured water, corn flour and biocarb soda so that
children can refill themselves and/or
with assistance.
2. Running and racing outside, interested in fast/slow, ordinal

numbers – see obs 10/5
2. Set up a ‘race track’ with the children. Discuss the idea with
a group that are interested, use chalk and/or masking tape to
mark out rows and finish/start lines. Establish places for 1st,
2nd, 3rd etc. and job of the race caller (educator then children).
2. Share ideas and prior knowledge of groups sports and games
with rules (O2). Experience drawing rows and lines, using
positional numbers and following rules (O5). Gross motor and
cognitive development (O3 following sequences and rules).
3. Children have been observed pretending to make potions in
the sand pit on numerous occasions,
sticky, icky and gooey that transform people into animals - obs
13/5
3. Potion discovery table next to the sand pit: various materials
set up on an outdoor table for mixing and causing different
chemical and colour reactions (biocarb soda, cornflour, sand
diluted coloured water, eye droppers, clear bowls, and wooden
spoons for mixing).
3. Exploring science skills and concepts- chemical reactions,
changes of state, hypothesising, cause and effect (O4).

Exploring colour and the properties of materials. Fine motor
coordination and imaginative play (O4).
RMIT Classification: Trusted
2018 RMIT University
Integrated planner
Elise Hunkin
Using the planner
· Do not include information that identifies individuals- initials
okay
· Be succinct… but provide enough detail that the reader can
understand what was set up/implemented and why
· ‘Recognise’ should link to observations taken- the ‘notice’

phase of the planning cycle
2020 RMIT University (The template has been revised due to
COVID 19 pandemic. The reflect column has been deleted as
students are not completing this assessment in PX and are not
required to implement and reflect the plan)
RMIT Classification: Trusted
Date: ___________
RECOGNISE:
Children's prior knowledge, learning and interests
RESPOND:
Experience(s) planned (integrated play spaces and/or
provocations planned across STEM)
Link to EYLF/AC:
Clear learning goals and teaching strategies that were planned
with links to the EYLF

Using the planner
· Do not include information that identifies individuals- initials
okay
· Be succinct… but provide enough detail that the reader can
understand what was planned and why
· ‘Recognise’ should link to observations taken- the ‘notice’
phase of the planning cycle
Integrated planner: version 2 (20/4/20)Anamika Devi
Child’s Name: …………………….. Date:
……………………………… Observer:
………………………….
Focus
A Learning Story
Taking an interest
Finding an interest here – a topic, an activity a role.
Recognising the familiar, enjoying the unfamiliar, coping with
change
Being involved
Paying attention for a sustained period, feeling safe, trusting
others. Being playful with others and / or materials

Setting and choosing difficult tasks. Using a range of strategies
to solve problems when ‘stuck’
In a range of ways eg. Oral language, gesture, music, art,
writing etc.
Responding to others, to stories, and imagined events, ensuring
that things are fair, self-evaluating, helping others, contributing
to program
Short term Review
What learning do I think went on here? (Main learning in story)

What next?
How might we encourage this learning (interest / ability/
strategy / disposition) to be: *more complex
*appear in different ways
Early childhood education and care:
Assignment Details:
This task has two (2) parts and students are to submit both parts
as one document.
1. Learning story- You will be required to watch videos (will
be provided on canvas) and observe the interaction and action
of children (3 to 5 years old) in the video. Based on your
observations of children's play and interaction with the teacher,
you are required to choose four videos from the provided videos

and write a learning story for each of the four videos. Focussing
on the children’s engagement and interaction with
teachers/peers in relation to learning of STEM concept/s. You
are to also include possible future planning or "What is next"
based on your observations. You are required to use a minimum
of five scholarly references (APA 7th edition), to inform your
understanding of how children 3-5 years old learn STEM
concept/s through play.
Please Note: In the first instance, you must use a pseudonym of
the child/ren in the video and add a short descriptor of the
child/ren, so your marker will know who you are referring to.
1. An Integrated curriculum planner- You are to choose one (1)
of your learning stories from section 1 and the what is next
plan, you are to document an integrated curriculum that extends
children's prior knowledge, questions and exploration across the
areas of science, technology, environment and mathematics
(STEM) as appropriate. You are to use the template provided on
Canvas, to document your curriculum and you are to plan two
(2) integrated STEM play spaces or provocations based on the
“what next” section of your chosen learning story. [ For
example, this might include a significant change to an existing
area, creating a new area or leading a group experience]. Your
curriculum planner must include the following:
· A minimum of two (2) integrated play spaces and/or
provocations planned across science, mathematics, technology,

and environment/sustainability
· How the curriculum builds on children’s prior learning and
how a range of individual, small group and whole group
experiences were planned
· Clear learning goals and teaching strategies that were planned
Students must use the template provided on the course canvas
shell. The word limit for this assignment should not be more
than 2,000 words (learning story and curriculum plan).
Task 2. Full Marking Criteria (50 marks)
25 marks: Learning story-
· The student has chosen four videos from provided videos from
the canvas.
· Learning story submitted follows the appropriate conventions
and styles of the genre, and clearly explains how learning was
noticed and responded to over time. Student has used the
provided template.
· The learning story provides thoughtful and developmentally
sound 'what is next' goals that are linked to EYLF and other
scholarly sources (use APA 7th edition for referencing)
· The voices of children and educators are present in the
learning story and decision-making.
25 marks:Integrated curriculum planner: the completed
integrated planner has been provided that clearly details:

· A minimum of two (2) integrated play spaces and/or
provocations planned across science, mathematics, technology
and environment/sustainability
· How the curriculum builds on children’s prior learning and
how a range of individual, small group and whole group
experiences were planned
· Clear learning goals and teaching strategies that were planned
Feedback on your assignment and your grade will be released
via the Grades item on the left menu approximately 18 days
after your submission.
Assessment 2
Criteria
Ratings
Pts
This criterion is linked to a Learning OutcomeThe student picks
four videos from provided videos on the canvas (5 marks)
5.0 pts
This criterion is linked to a Learning OutcomeLearning story
submitted follows the appropriate conventions and styles of the
genre, and clearly explains how learning was noticed and
responded to over time. Student has used the provided template
(10 marks)

10.0 pts
This criterion is linked to a Learning OutcomeThe learning
story provides thoughtful and developmentally sound ‘what is
next’ goals that are linked to EYLF and other scholarly sources
(APA 7th edition) (5 marks)
5.0 pts
This criterion is linked to a Learning OutcomeThe voices of
children and educators are present in the learning story and
decision-making (5 marks)
5.0 pts
This criterion is linked to a Learning OutcomeA minimum of
two (2) integrated play spaces and/or provocations planned
across science, technology and environment/sustainability (10
marks)
10.0 pts
This criterion is linked to a Learning OutcomeHow the
curriculum builds on children’s prior learning and how a range
of individual, small group and whole group experiences were
planned (5 marks)
5.0 pts
This criterion is linked to a Learning OutcomeClear learning

goals and teaching strategies that were planned with links to the
EYLF (10 marks)
10.0 pts
Total Points: 50.0
RUBURIC:
Videos:
Counting flowers - https://youtu.be/G7m5WGJJO8o
Extending children's ideas (video 1 of 4): Intentional teaching –
(https://youtu.be/bylL-3W7pAI)
Making salad - https://youtu.be/EqlVjlZN4Fw
Project re-using milk containers -
https://youtu.be/UMgjyn7DXzE
Discussing butterflies' markings -
https://youtu.be/Z8dNDnezbYc

TCHE2560 – TASK 2 – INTEGRATED CURRICULUM PLANNER An.docx

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