Body parts, sense organs, and what they do

Learning Objective

• • Child identifies capital letters by name when shown on flashcards — beginning the systematic recognition of all 26 capital letters
• • Child traces over their own name written in large dotted capitals — building letter formation awareness and name ownership
• • Child finds familiar letters and own-name letters in classroom environmental print — posters, labels, and name cards

Learning Outcome

• • Child points to letters in their own name. Child traces or attempts to write their name. Child identifies at least 10 capital letters by name when shown.

Teaching Aids

• • Capital Letter Cards — large format A5 minimum
• • Alphabet Poster displayed at child height
• • Letter cards from the child's own name prioritised
• • Individual name tracing cards — each child's name in large dotted capitals
• • Fat crayons or thick pencils

Home Connection

• • Point out capital letters on signs, food packaging, and books.
• • Write your child's name in large letters.
• • Spot letters on food packets at home — especially letters from your child's name.

Learning Objective

• • Child identifies big and small through real body comparisons — hands, feet, voices, and movements — building pre-number comparative vocabulary
• • Child compares heights with peers and objects using tall and short vocabulary — extending comparative language to vertical measurement
• • Child compares two small groups and correctly identifies which has more and which has less — without formal counting required

Learning Outcome

• • Child correctly identifies big versus small, tall versus short, heavy versus light when shown object pairs. Child uses positional vocabulary (inside, outside, first, last) correctly.

Teaching Aids

• • No prepared materials — the body is the tool
• • Optional: pairs of big and small objects for additional comparison
• • A wall measurement strip at child height
• • Two classroom objects of clearly different heights
• • Two clear bowls or mats

Home Connection

• • Big voice/small voice game at dinner.
• • Compare heights at home.
• • Snack time: who has more crackers?

Learning Objective

• • Child tears paper using both hands in a coordinated bilateral pull — building bilateral hand coordination and finger strength
• • Child squeezes clay using full hand grip — building hand strength, bilateral exploration, and tactile tolerance

Learning Outcome

• • Child threads 8+ large beads onto a lace. Child tears paper using both hands in a coordinated action. Child completes a simple peg board pattern.

Teaching Aids

• • Newspaper sheets (easiest to tear)
• • Tissue paper (moderate difficulty)
• • Coloured paper (hardest — for extension)
• • Air-drying clay or playdough — one ball per child
• • Flat board per child

Home Connection

• • Old newspapers, junk mail — free tearing practice at home.
• • Commercial playdough at home.

Learning Objective

• • Child achieves a two-footed jump with clear liftoff and controlled landing — a key gross motor milestone for age 3–4

Learning Outcome

• • Child walks a straight line without stepping off for at least 3 metres. Child achieves two-footed jump with clear liftoff. Child rolls a ball to a partner with aim.

Teaching Aids

• • A jump spot — a circle of tape on the floor
• • Open floor space

Home Connection

• • Jump on a garden lawn, a cushion, any soft surface.

Learning Objective

• • Child explores water through pouring and scooping — building wet texture tolerance, fine motor pouring control, and science vocabulary
• • Child walks outdoors (or to a garden edge) and notices living things — plants, insects, birds — using look/listen/touch-safe observation

Learning Outcome

• • Child engages with sand and water without distress. Child uses at least 2 texture vocabulary words during sensory play.

Teaching Aids

• • Water tray or basin — 2 per group
• • Cups, funnels, jugs, and sponges
• • Waterproof mat
• • Clipboards or observation cards (optional)
• • Basket for fallen leaves (no picking live plants without permission)

Home Connection

• • Bath time water play is exactly this activity with no cleanup.
• • On the way home, spot one plant and one animal/bird together.

Learning Objective

• • Child explores washable paint with fingers and palms on large paper — process only, no product expectation — and uses simple colour or feeling words to describe their marks

Learning Outcome

• • Child makes deliberate marks on paper. Child engages with process art through pointing and describing. Child creates a self-portrait using free marks.

Teaching Aids

• • Non-toxic washable paint — 2–3 colours in shallow trays
• • A2 or A3 paper — one sheet per child
• • Aprons or oversized shirts
• • First Finger Paint — Open Process Frame

Home Connection

• • Put a spoon of yoghurt or pudding on a tray at home — finger paint with food, then wipe clean.

Learning Objective

• • Planned across the month — see daily plans for this week's focus.

Learning Outcome

• • Planned across the month — see daily plans for this week's focus.

Teaching Aids

• • Planned across the month — see daily plans for this week's focus.

Home Connection

• • Planned across the month — see daily plans for this week's focus.

Learning Objective

• • Child names all major body parts and states one function of each — building body awareness vocabulary and understanding the purpose of each part
• • Child names all 5 sense organs and states their function — building science vocabulary and observational awareness

Learning Outcome

• • Child names 5 sense organs and states one function of each. Child demonstrates at least 3 self-hygiene practices. Child names at least 4 feelings and shows each on their face.

Teaching Aids

• • Body Parts Cards Flashcard
• • A full-length child-safe mirror
• • A large body outline poster
• • Sense Organs Cards Flashcard
• • Sensory experience objects: a bell (hearing), something fragrant (smell), something sweet (taste), a textured cloth (touch), a colourful card (sight)

Home Connection

• • Name body parts at bath time.
• • I spy with my little EYE.

Learning Objective

• • Planned across the month — see daily plans for this week's focus.

Learning Outcome

• • Planned across the month — see daily plans for this week's focus.

Teaching Aids

• • Planned across the month — see daily plans for this week's focus.

Home Connection

• • Planned across the month — see daily plans for this week's focus.

Learning Objective

• • Child participates in the Body Song — touching each named body part as it is sung, reinforcing GA body vocabulary through music and movement

Learning Outcome

• • Child participates in all three songs through action or vocalisation. Child anticipates familiar songs by Week 3. Child connects song content to classroom GA vocabulary.

Teaching Aids

• • (Body Song)
• • No other materials — body is the instrument
• • Song

Home Connection

• • Head Shoulders Knees and Toes at home.

Learning Objective

• • Planned across the month — see daily plans for this week's focus.

Learning Outcome

• • Planned across the month — see daily plans for this week's focus.

Teaching Aids

• • Planned across the month — see daily plans for this week's focus.

Home Connection

• • Planned across the month — see daily plans for this week's focus.