Planning and Evaluation Assignment Sample with Plans

Table of Contents

Rationale: Water-Based Learning Experiences
Science Element: Water
Nature Pedagogy Learning Experience Plan
Learning Experience Plans
Learning Experience Plan 1
Learning Experience Plan 2

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Rationale: Water-Based Learning Experiences

These learning experiences focus on engaging children with water as a science element, encouraging exploration, observation, and experimentation. Activities are designed to support curiosity, sensory engagement, and inclusive participation while connecting to EYLF and VEYLDF outcomes.

Science Element: Water

Water is a great science concept for kindergarten-aged children and a vital element of the natural world (Åkerblom et al., 2018). It provides a rich opportunity for inquiry, sensory, and experiential learning, and structured examples that help writing assignment support children’s curiosity and intellectual understanding of water movement, transformation, and how it interacts with the environment (Skalstad & Munkebye, 2021). Through this learning experience, children will be encouraged to develop skills in observation, prediction, experimentation, and reflection, all fundamentals of science education , which form the basis of effective Planning and Evaluation.

The Early Years Learning Framework (EYLF V2.0 2022) supports children being active participants in their learning (ACECQA, 2022). Water-based activities relate to Outcome 4: Children are confident and involved learners by engaging with natural materials, testing hypotheses (e.g., 'What sinks or floats?), and understanding cause and effect. Similar ideas make these experiences apply to Outcome 2: Children are connected with and contribute to their world as they explore sustainable water use and environmental care, highlighting the importance of structured Planning and Evaluation in early childhood practice.

Planning and Evaluation Assignment Sample

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The elements of the Victorian Early Years Learning and Development Framework (VEYLDF) and Victorian Foundation Level Curriculum Science (particularly Science Inquiry Skills and Science Understanding in Physical and Chemical sciences) are also reflected in this planning (Department of Education and Training, 2016). For instance, kids could learn how to study how water could transform state, flow in diverse routes, and find out what details sand, rocks, and environment plants can do with water. The content descriptions here are “exploring the properties of materials and how these are used” and “observing changes in the environment.”

Outdoor water exploration using a nature pedagogy lens facilitates cognitive, physical, and social-emotional development. Given this, having a nature-based learning approach to the classroom supports sensory regulation and emotional well-being (Louv, 2008), which is especially important in inclusive classrooms. In this scenario, the child who is using a motorised wheelchair and has a moderate intellectual disability would find water play opportunities accessible and fun, and it also allows for scaffolded sensory experiences that work with the individual learning needs of Peta (Kennedy-Clark et al., 2018). Physical access, single-step instructions, visual aids and opportunities for peer collaboration are modified about activities.

Peta’s father also wants to join classroom activities; therefore, family and community are encouraged to engage through Peta’s father's involvement. Outcome 1 Children with a strong sense of identity can be promoted with the invitation to share in water-based nature explorations, which also fosters inclusivity in partnership. It also embodies the EYLF concept of developing reciprocal and respectful relationships between families and the service they provide (ACECQA, 2022).

Nature Pedagogy Learning Experience Plan

The Nature Pedagogy Learning Experience Plans focus on engaging children with the natural environment through hands-on water exploration. These plans encourage curiosity, observation, experimentation, and reflection while supporting EYLF and VEYLDF outcomes. Activities are designed to promote sensory engagement, social collaboration, communication, and inclusive participation, providing opportunities for children to connect with nature and develop foundational science skills in a meaningful context.

Outcome 1: Identity

Hands-on water exploration fosters confidence and autonomy in the children. They express themselves by choosing materials and determining how to interact with water (pouring, mixing or scooping). It makes the activity support a strong sense of learning self and independence (ACECQA, 2022).

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Outcome 2: Community

Small groups of children work together to build water channels or test floating objects. This collaborative work involves taking turns, sharing ideas, finding the best solutions, and working together. Respect for others' contributions and participation in a shared nature experience creates a sense of belonging (ACECQA, 2022).

Outcome 3: Wellbeing

The play also supports physical coordination, fine motor development (such as squeezing and pouring), and emotional well-being. The soothing sensation of water helps dampen emotions, especially for children who need to attend to various facets. Safety and sanitization practices are also incorporated (AGDE, 2022).

Outcome 4: Learning

When they explore scientific inquiry, children ask questions like “Where does the water go?” or “Why does this float?” They watch water flow, absorption, temperature and sinking or floating. Activities support early experimentation, observation and discussion of findings (AGDE, 2022).

Outcome 5: Communication

Children describe their experiences in rich, descriptive language. They name tools (jug, sponge, funnel), describe actions (splash, drip, sink), explain ideas, and share discoveries with peers and educators. Vocabulary and expression are extended through visual supports, songs, and storytelling (Department of Education and Training, 2016).

Learning Experience Plans

The Learning Experience Plans outlined below provide structured opportunities for children to engage with water through hands-on, inquiry-based activities. Each plan incorporates EYLF and VEYLDF outcomes, promoting scientific exploration, sensory engagement, social collaboration, and inclusive participation. The activities are designed to support observation, experimentation, reflection, and communication skills, demonstrating the role of Planning and Evaluation in developing effective learning experiences.

Learning Experience Plan 1

Title: “Will it Float or Sink?”

Age Group: 3–5 years

Element: Water

EYLF Links:

Outcome 4: Children are confident and involved learners
Outcome 5: Children are effective communicators

Learning Intentions

This activity will explore the concept of buoyancy with children by predicting whether an object will float or sink.
Children will make descriptive and expressive language to explain what they are observing.
Basic scientific processes such as hypothesis and testing will be introduced to children through experiments.

Success Criteria

Thus, children can describe and classify objects as ‘floating’ or ‘sinking’.
Children make simple predictions and take them as basis for comparing.
Children may be able to verbal or visual explain why they think an object floated or sank.

Learning Activities

Start in a shaded tree or the outdoor play area with a group circle.
Present children with a variety of things: a leaf, stone, plastic cup, sponge, spoon, pinecone, and stick.
Have you ask: ‘Can you tell me in your opinion, if we drop this in the water what would happen?’”

Investigation (20 mins)

The children test each object in turn in a large water container (a shallow tub elevated to an accessible height).
Have a float and sink chart for each outcome and record each outcome using picture symbols or visual markers.
They engage in dialogue: “Why do you think the rock sank?” “Can you find something that floats?”

Group Reflection (5–10 mins)

Have a discussion with the group as a whole:
What surprised you?
Was anything out of the ordinary?
Children can draw or describe a favourite part of the experiment.

Teaching Strategies

Predictions: Model how to make a prediction (e.g., “I will predict that this pinecone will float because it’s light”).
Open-ended question prompts: Use open-ended prompts such as “What do you notice?” or “How are these different?”
Float/Sink icons: Visual supports that will allow children to match and track.
Effort and curiosity: Reinforce your curiosity and effort (e.g., “Great scientist today!”).
Giving children peer learning opportunities to predict and share results with others.

Assessment

Anecdotal records or checklists (predicting, describing, engaging), ongoing observations (Young et al., 2020).
Children’s responses during discussions or reflections
Methods such as visual recording of float/sink results (i.e., drawings or symbol charts)
Reflection with educator notes or photos

Resources

Extensive, accessible water tub or container
Rocks, leaves, pinecones, plastic spoons, corks, rubber toys
Laminated float/sink visual cards
Towels, aprons, waterproof mat or tarp
Clipboards, paper and crayons for drawing reflections

Inclusion Plan for Peta

Physical Access: Raised platform pre-build sections at Peta’s wheelchair height.
Tool Adaptation: Provide lightweight water jugs and long-handled scoops.
Laminated picture cards showing task sequences are used to help the step-by-step.
Collaborate and socialise with a peer and Pair Peta (Wolfe, 2021).
Flexibility: Breaks, shorter task period, and participate at her own pace.
Communication: Use gestures or visuals to simplify language and reinforce the importance of the main terms.

Health, Wellbeing, and Safety

Materials should be smooth, with no sharp edges.
Watch to prevent puddles or slippery surfaces.
Shade, sunscreen, and hydration: Apply sun safety measures.
Watch for inclusive, positive play within the group.

It provides educators to support physical activity safely and to adjust for all children’s needs.

Learning Experience Plan 2

Title: “Where Does the Water Go?” – Exploring Water Flow