Appendix G: Sample completed Statement of Intent for Kindergarten:
Term: 1 March/April
Developmental domain
Objectives
Early Years Learning
Framework
Key Outcomes
Learning Objectives
Children’s current interests Learning Experiences
Emotional
Develop trust and a
relationship with the teachers
and students
Recognise own needs and
begin to express them
Display positive attitudes
toward school
Social
Develop interest in others
Begin to express needs and
ideas to others
Play with all members of the
class and not just close friends
Language
Begin to express themselves
orally either to a teacher in a
one-one setting or to small
groups
Cognitive
Develop an interest in the
investigations and
provocations that are
presented
Develop confidence in trying
things for themselves
Physical
Develop fine motor skills
through manipulation of a
wide variety of materials, such
as scissors, pencils, playdough,
tongs, tweezers etc
Develop gross motor skills and
muscle strength through
activity on outdoor fixed play
equipment (swing, slide, stairs)
and equipment (spades, balls,
ropes etc.)
OUTCOME 1: Children have a strong
sense of identity
1.1: Feel safe, secure and supported

Communicate their needs for
comfort and assistance

Seeks to participate in new
experiences.

Initiate and join in play
Maths
 Develop rote counting
to 10 through
participation in
counting rhymes and
songs
 Develop rote counting
through yes/no chart
based on daily
question
 Develop basic sorting
skills through play
 Develop recognition
of colours
 Develop recognition
of the numbers 1 to 5
Doctors and nurses
1.4: Learn to interact in relation
with others with care, empathy
and respect

Join and invite others to join
in their play
OUTCOME 2: Children are connected
with and contribute to their world
2.1: Develop a sense of belonging to
groups and communities and an
emerging understanding of
reciprocal rights and responsibilities


Responds positively to
others
Attempts to resolve
conflict or unfair
behaviour by suggesting
teacher-modelled
strategies, eg. “What if we
took turns?”
OUTCOME 3: Children have a strong
sense of wellbeing
3.1: Become strong in their social
and emotional well-being

Demonstrates trust and
confidence
OUTCOME 4: Children are confident
and involved learners
4.1: Develop dispositions for
learning such as curiosity,
cooperation, confidence, creativity,
commitment, enthusiasm,
persistence, imagination, and
reflexivity.

•Uses play to investigate,
imagine and explore ideas
OUTCOME 5: Children are effective
communicators
5.1 Interact verbally and nonverbally with others for a range
Literacy/Skills:
 Cutting skills: snipping
 Writing skills: drawing
sideways lines, tall
lines
 Retelling a story from
pictures
 Acting out stories with
actions and/or props
 Division of sentences
into words
Pirates
Beading
Staff/school/community
interests
Investigations:
 Water wall – problem solving, oral language
 Painting – creativity , discussion, teacher modelling writing
by scribing a sentence that the child dictates
 Home corner/hospital/vet center – dramatic play - role
play, oral language, literacy skills (writing resources) ,
numeracy skills, calculator, clocks, recognising money,
problem solving, decision making, persistence, creative and
lateral thinking
 Collage/creating area: creativity, persistence, problem
solving, sourcing own needs, experimentation with
materials and tools
 Office– dramatic play, literacy and numeracy skills, early
and role play writing, oral language, vocabulary
 Interest table: crazy crabs – record what they are doing,
take photos, draw and write, design “toys” for them to play
on
 Discovery center /sensory play – fine motor and hand/eye
coordination, develop sensory perception, extend early
science understandings
 Construction and manipulative equipment: hands on
creating, opportunities to develop, plan and represent
ideas, reflect, map out, construct and complete their
designs. Blocks, train set, duplo etc
 Listening/reading centre: relaxing, reading, researching,
sharing information and story telling
Explicit Teaching:
 Words in sentences (step out, hoops, clap, count the
words)
 Cutting skills: scissors grip and paper hold
 Writing skills: pencil grip
 Listening and speaking skills
Literature that embeds literacy and numeracy:
Where is the Green Sheep (Mem Fox):
 Story retell/acting out
 Colours / crafts / painting/cutting
 Concepts such as opposites
Focus Activities to Assess
Overview Outcomes
Observe children – do they
choose their own play and
initiate play with others?
-who invites others to play?
Conflict rseolution:
-with scaffolding talk through
conflict or unfair behaviour
During and after play (during
reflection) focus children:
- talk about their play and to
share with others what they
learned or were involved in
During Investigations:
-have children record learning
Can the children participate in
stories and rhymes?
Modifications:
Change the shop into a hospital
change the post office into an
office full of writing materials
and resources . They can still
post letters to each other and
the teacher
add sensory provocations to the
discovery area – what sense did
they use to discover
Appendix G: Sample completed Statement of Intent for Kindergarten:
of purposes.

Joins in class discussiosn
5.2: Engage with a range of texts and
gain meaning from these texts.

Joins in retelling, acting
out stories
 Participates ih stories and
rhymes Children are
effective
communicators



Singing the alphabet
song
Participate in class
discussions
Joining in with stories
and rhymes
Celebrate Easter through Bible stories and
songs
Coin chain collection
Collecting drink can tabs for the Gumboot
project
Term: 1 March/April




Hiding a sheep and giving clues (oral language)
Counting sheep
Mary Had a Little Lamb (Let’s Begin 1)
Baa, Baa black sheep (Let’s Begin 1)