Learning Program Title: What do I know about my community?

Age Group: 4 years old

Date: Wednesday 18th of May
2016 and Friday 20th of May 2016
Teacher: Jenny Hua
Children Prior Knowledge

Where they live

The name of the suburb they live in
The setting of their home
Difference between their and their peers home
Risk Assessment

In the cutting and pasting activity,

there should be adult supervision
when children are using a scissor and
also assist children who need further
assistant with cutting.

Learning Program Objective (s)

Children can work as a team to

create a community map.
Children can indicate where their
home and various places in the
community map.
Children can identify different
type of building and their usage.
Children will develop knowledge
and understanding of
measurement in relations to
measuring the distance from
their home to the Kindergarten
and around the community.
Children will develop and use
maths language about
measurement such as; long
distance (A long way, longer or
far off) and short distance
(nearby, closer or close by).
Children will use this knowledge
to helps to decide an appropriate
transport they need to take to
around town.
Children will learn the different
type of transportations and the
use of the transportations
through and indication on the
community map.

Materials

4 A1 papers
Print out pictures of
building, shops, houses,
road, signs, transportation
and traffic lights
Glues
Scissors
Blue tack or stings and
pins

Pedagogical Justification

In this week activity, I am aiming to extend their knowledge from moving from their home to their community. In the Early
Years Learning Framework [EYLF], it outlines importance of children have a strong sense of connection with their
families and the Australian society. They also need to contribute to their families and their community (Department of

Education, Employment and Workplace Relation [DEEWR], 2009). In this learning activity, Im using two type of
pedagogical approach; interaction and transmission approaches. Transmission approach is when children participate in
activities involving direct instruction, following by practice as individual or in a small group to increase children skills and
content of knowledge (Schwartz & Copeland, 2010, as cited in Arthur et al., 2015, p. 222).

Learning outcome 1:
Identity
1.1: Children feel safe,
secure and supported.
1.2: Children develop their
emerging autonomy, interdependence, resilience and
sense of agency.
1.3: Children develop
knowledge and confident self
identities.
1.4: Children to learn interact
in relation to others with care,
empathy and respect.

Link to Early Years Learning Framework

Learning outcome 2:
Learning outcome 3:
Le
Community
Wellbeing
2.1: Children develop a sense
of belonging to groups and
communities and an
understanding of the
reciprocal rights and
responsibilities necessary for
active community
participation.
2.2: Children respond to
diversity with respect.
2.3: Children become aware
of fairness.
2.4: Children become socially
responsible and show respect
for the environment.

3.1: Children become strong

in their social and emotional
wellbeing.
3.2: Children take increasing
responsibility for their own
health and physical wellbeing.

4.1:
dispo
such
coop
crea
enth
imag

4.2:
rang
proc
prob
expe
hypo
and

4.3:
adap
learn
to an

4.4:
their
conn
place
natu
mate