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.

1. 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.

2. 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. 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
May,27,2020

4. AUGUSTINE
a) What does it mean to “convert”?
To convert in this context mainly involves the change of one’s
religion or belief’s to another with the aim of achieving
spiritual rebirth, in this case, St. Augustine converted from
pagan to Christian Catholicism.
b) What was Augustine’s moment of conversion? Describe.
Augustine at the age of 31, was a pagan Manicheanism, this was
a religion that stated that the world is a battleground between
good and evil. In 384 he was able to meet Bishop Ambrose after
he moved to Italy and this Integral to him having considered the
conversion to Christianity. Augustine heard the readings of
Ponticianus and his friend’s which was about the life of
Anthony of the Desert. This was the point he considered to
convert to Catholicism. But later on, it was identified that
Augustine was prompted by the voice of a child that said, “Take
up and read.” Although Augustine was a philosopher, he was
inspired by spiritual events that led up to his conversion.
c) What did he convert FROM, and TO?
St. Augustine converted from Pagan Manicheanism to Christian
Catholicism. As identified before the Manicheanism religion
believed that the world is a battleground for good and evil.
Whereas the Christian religion which he learned from his
friends and the testimony of other people, believed in the divine

5. being God who ruled over the earth and controlled every aspect.
This conversion cemented his philosophical stands, and later on,
became a theologian who discussed controversial matters about
the Christian catholic religion which had a significant
contribution to the understanding and the continuation of this
religion. In other words, the conversion was beneficial for
Catholicism and for Augustine.
d) There is a painting (not a stained glass window) of
Augustine, at the end of the section about him. Describe how
the painting reflects his life.
The Painting, Consecration of Saint Augustine, is a painting
that depicts the point at which St. Augustine was declared to be
a Bishop. Looking at the painting there is divinity all around,
from the chair, the wardrobe, the scripture, and the number of
people during his consecration. St. Augustine was an influential
character of not only Christianity but of how we understood the
world after his life. Before he even converted to Christianity, he
was a Pagan Manichean, he believed in a religion that only
believed that the world was a battleground for the fight between
good and evil. Which basically is a vague description of
Christianity, in which he later converted to, in Christianity,
there is good and evil; God and Satan; Heaven and Hell. In this
case, it maybe is because of why he joined Christianity because
it was a better version of his previous religion, and before he
joined Christianity he was the philosopher and after he studied
Christianity, he became a philosopher, author, and theologian.
He used his wisdom to question different aspects of the world
and how people, specifically the Romans/Rome interpreted
Christianity. This may be the reason why in the painting the
facial expressions of the different people in attendance of his
consecration are unsettling, not all people wanted to agree on
his philosophies because he questioned the wrong people were
doing presuming it is right. Like for instance the original sin.
In the painting, there is an individual holding a book, and it is
basically a bible and he is reading scripture to have a reading
that might guide Augustine during his Journey as Bishop. Up to

6. date, St. Augustine may be the only Christian leader who
questioned the interpretation of the bible by early societies, like
Rome. This shows that he was guided by the scripture and every
aspect that he did was guided upon by the readings from the
bible. It is the reason why upon his death the Catholic Church
declared him a Saint mainly due to the contributions he made
while he was alive. His relevance or his superior presence in
Catholicism was created upon the basis of the observation he
made and openly talked about. In the painting he is depicted to
be wearing a robe that has different spiritual figures, who also
made some intricate contributions in Christianity. This shows
that beyond, Augustine coming up with the great lessons, he got
inspiration from other divine figures in Christianity that
somehow showed him the way and gave him a better
understanding of the scripture. Even his process of conversion
was influenced by his friend’s reading or other spiritual
influences, what one can get from all this is that St. Augustine
was mostly influenced by the external environment and the
people who surrounded him.
The painting is full of divinity and some form of prestige, St.
Augustine was able to make is legacy and his name across all
spheres of life, like politics whereby his observations or rather
philosophy are used to further the greater good, through
understating the human nature. Bishop Cap in Catholic
represents authority and respect, which is a place on his head,
the walls or the background of the painting are lined will golden
motif, and the ground whereby Augustine and his colleagues are
standing on is depicted as over a prestigious rag, this includes
the robs they are wearing seen to be of high quality. This
indicates that St. Augustine was really influential and
contributed a lot to the world, not only in Christianity but all
spheres of life, and he is part of the historical characters that
are responsible for various progress in our modern life.
References
Chao, L. (2017). Augustine’s Analysis of Amor Laudis: A Case

7. Study of the Supreme Drive in Roman Political Life. Radical
Orthodoxy: Theology, Philosophy, Politics, 4(2).
Maurer, C. (2018). Healing through Humility: An Examination
of Augustine's Confessions.
The Holy Bible, Rom 13:13-14.
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.

8. Canberra: Early Childhood Australia.
Kennedy. A. & Barblett. L. (2010). Learning and teaching
through play. Supporting the early years learning framework.
Canberra: Early Childhood Australia.
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

9. 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,

10. 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

11. (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

12. 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

13. · 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
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.)

14. 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.
Canberra: Early Childhood Australia.
Kennedy. A. & Barblett. L. (2010). Learning and teaching
through play. Supporting the early years learning framework.
Canberra: Early Childhood Australia.
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