Intentional teaching: Planning Cycle Resource
The Planning Cycle Resource, now available on the
VCAA website, was featured at the VCAA's Early Years Twilight Seminar at the Bastow Institute of Educational Leadership on Wednesday 7 March. This resource is aimed at supporting intentional and purposeful pedagogy in the early years.
This resource is informed by the key findings from the
E4Kids study led by Professor Collette Tayler and is designed to:
- strengthen intentional teaching in early childhood education and care and the early years of school
- improve the quality of adult–child engagement across the early years (for example, challenging ideas and modelling rich language with children).
The quality of adult interactions with children has the greatest influence on children's learning and development and includes:
- specific vocabulary to support learning, such as repetitions and extensions
- making children's learning visible and supporting conversations with children, families and colleagues in early childhood settings.
Why is intentional teaching important?
An intentional approach to children's learning also connects with the National Quality Standard's Quality Area 1, Educational program and practice, particularly:
- 1.2.1 Intentional teaching – Educators are deliberate, purposeful and thoughtful in their decisions and actions
- 1.2.3 Child directed learning – Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.
What is the purpose of the Planning Cycle Resource?
The Planning Cycle Resource is designed to:
- demonstrate how the Victorian Early Years Learning and Development Framework (VEYLDF) Planning Cycle can be applied to observe, assess and respond to evidence of children's learning
- use examples of learning plans to illustrate and provide a model for the teaching of specific concepts with children from birth to eight years in everyday learning environments.
Educators work with knowledge and purpose to ensure that children acquire the skills and understanding they require to succeed. Planning for children's learning and development occurs in responsive relationships and evidence-based teaching strategies that best support each child's thinking and skills.
Sample evidence markers
Each Planning Cycle Resource is supported by a set of sample evidence markers. These markers are a useful model to support a continuum of learning for children across the birth-to-eight-years period.
The sample evidence markers include science or mathematics concepts for the key components of learning in the VEYLDF Outcomes, Communication and Learning. These components of learning are mapped against the achievement standards for the first three levels of the Victorian Curriculum F–10.
Using these resources
It is important to note that the learning plans and sample evidence markers are examples of learning rather than comprehensive lists.
When educators have clear aims for planned learning experiences and activities, it becomes possible to assess whether, and to what extent, the learning aims are achieved.
These resources work together to support educators to:
- establish where children are in their learning
- make children's progress in learning visible
- plan and monitor further learning.
For more information about the Planning Cycle Resource, contact the VCAA Early Years Unit on (03) 9032 1684 or
veyldf@edumail.vic.gov.au.
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