Easter in Australia
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This document provides information about Easter traditions in Australia and the Easter story. It discusses how Easter is Australia's longest public holiday spanning Good Friday through Easter Monday. It notes Australia's Judeo-Christian heritage has influenced many of its laws, values and holidays. The Easter story is then summarized as commemorating the life of Jesus Christ who lived 2000 years ago as a Jew. Some Easter symbols are presented without explanations, inviting the reader to think about their meanings which could include hope, forgiveness and new life.
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Easter
The document discusses various Easter traditions from different places and their origins. It describes Holy Week celebrations in Andalusia, Spain which involve religious processions with penitents and statues of Jesus/Mary carried through towns. In the US, Easter is celebrated differently and traditions like egg hunts and the Easter Bunny symbolize spring even for non-Christians. The name Easter comes from the pagan goddess Eostre while other languages derive it from Pesach, the Hebrew word for Passover.
Date RECOGNISEChildrens prior knowledge, learning and.docx
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.
Date RECOGNISEChildrens prior knowledge, learning and.docx
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.
Advent, christmas, epiphany and yule explained
Advent, Christmas, Epiphany and Yule are religious and cultural traditions observed by Christians and Pagans. Advent begins in late November and marks the start of the Christian church year as a time of preparation for Christmas. Christmas commemorates the birth of Jesus Christ. Epiphany on January 6th celebrates the visit of the Three Wise Men. Yule is a winter solstice festival with origins in pre-Christian Germanic traditions that has been celebrated in late December. The document aims to provide information on these traditions to promote understanding among a diverse workforce.
COMPARATIVE STUDY ON THE DIFFERENCE BETWEEN TRADITIONAL LIGHTING FESTIVALS ...
COMPARATIVE STUDY ON THE DIFFERENCE BETWEEN TRADITIONAL LIGHTING FESTIVALS ...Research Publish Journals (Publisher)
COMPARATIVE STUDY ON THE
DIFFERENCE BETWEEN TRADITIONAL
LIGHTING FESTIVALS BETWEEN CHINA
AND MYANMAR
Phyo Su Kyi
Hunan Normal University
Comparative Literature and Cross-Cultural Studies, Changsha, China
Abstract: Every country possesses its cultural festivals. These festivals derived aboriginals' customs and
perceptions. We can find some studies on how people spend their holidays is a vital part of understanding the
national characteristic of a society. In this study, we decided to conduct a comparative study between China and
Myanmar because these two Asian countries have different customs and cultures. On this background of cultural
differences, the paper is going to study the lighting festival of each country, and describe the differences in their
celebration of the festival. The expected outcome of this study is to understand the different national
characteristics, societal norms, and values by means of inference. Similar to Easter in Australia (20)
ASF_2_-_MODULE_6_I_AUGUSTINE_ON_THE_SACRAMENTS_OF_INITIATION.pdf
ASF_2_-_MODULE_6_I_AUGUSTINE_ON_THE_SACRAMENTS_OF_INITIATION.pdf
Explore the Meaning and Traditions Behind Christianity’s Most Popular Festivals
Explore the Meaning and Traditions Behind Christianity’s Most Popular Festivals
Date RECOGNISEChildrens prior knowledge, learning and.docx
Date RECOGNISEChildrens prior knowledge, learning and.docx
Date RECOGNISEChildrens prior knowledge, learning and.docx
Date RECOGNISEChildrens prior knowledge, learning and.docx
COMPARATIVE STUDY ON THE DIFFERENCE BETWEEN TRADITIONAL LIGHTING FESTIVALS ...
COMPARATIVE STUDY ON THE DIFFERENCE BETWEEN TRADITIONAL LIGHTING FESTIVALS ...
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- 3. Easter is our longest public holiday ! It begins on Good Friday and finishes on Easter Monday or Tuesday.
- 4. The word holiday comes from the old English word, hāligdæg, which meant 'holy day'.
- 6. This means many of our laws, values and holidays have come from the Jewish and Christian faiths.
- 7. The Easter story is about a man, Jesus, who lived 2000 years ago. He was a Jew.
- 8. At Easter time we remember the life of Jesus.
- 10. Here are some symbols of Easter. What do you think they mean?
- 12. Some ideas ... hope, forgiveness, new life
- 13. Happy EASTER to you! Go easy on the chocolate
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