Monday 20th April 2026

Time: 9:10 am - 10:00 am
Class: New Entrant Year 0 (5-year-olds, new to the classroom)
Class size: 12 students

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Learning Objectives (WALT)

• WALT: Introduce ourselves and express how we feel.
• WALT: Learn the classroom routines including independent play, mat manners, and how to get the teacher’s attention.
• WALT: Understand key locations like the toilets.

Curriculum Link:

• English - Oral Language: Students learn to use language to communicate basic needs and feelings and participate in shared activities with others.
• Personal and Social Competence: Developing self-regulation and understanding classroom routines and expectations.
• Te Mātaiaho English Curriculum Phases 1 & 2 — oral language development, metacognition, self-regulation, and social communication competencies .

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Success Criteria

• Students can say “My name is ___” and share how they feel using simple phrases or words.
• Students show understanding of where the toilets are located.
• Students demonstrate awareness of mat manners and classroom signals by practicing waiting quietly and using hands up to get attention.
• Students begin to follow the daily routine for independent play.

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Detailed Lesson Plan

Time	Activity	Process	Differentiation	Resources
9:10 - 9:20	Welcome & Introductions	Teacher models: “My name is...” Students take turns to introduce themselves and say how they feel today.	Provide sentence stems on cards for ELL or shy students (“My name is ___”, “I feel happy/sad”)	Name cards, feelings picture cards, visual prompts
9:20 - 9:30	Classroom Tour - Toilets & Key Spaces	Teacher physically shows toilets, explains important areas, models respectful behaviour when walking.	Use simple language, visually supported; allow advanced learners to help demonstrate and describe the tour.	Visual classroom map, signs labeling key areas
9:30 - 9:45	Modelling Daily Routine & Independent Play	Explain daily schedule visually, model how to select and play independently with toys/materials. Introduce mat manners (hands up, listening)	Visual and kinaesthetic supports for all, extra adult help for students needing assistance, opportunities for advanced learners to explain routines.	Visual timetable, play materials, silence signal cards
9:45 - 10:00	Classroom Expectations & Attention Getting Signals	Practice mat manners, using “hands up” signal, staying quiet when others speak.	One-on-one guidance for those needing/social skills support; extension by role-playing teacher & student roles.	Visual behaviour rules chart, teacher voice tone practice

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Differentiation

• For diverse learners: Use visual aids, repetition, modelling, and sentence stems for oral language development. Provide additional adult support for communication and behavioural prompts.
• For advanced learners: Encourage them to help peers during introductions and routines to build leadership and confidence.

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Assessment

• Observe and note students’ ability to use phrases to introduce themselves.
• Check for participation in routine activities and appropriate use of mat manners.
• Use a simple checklist to monitor who can follow directions and get the teacher's attention appropriately.

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Additional Notes

• Emphasise positive reinforcement, patience, and support to build a welcoming environment.
• Include te reo Māori greetings (‘Kia ora’) as part of introductions to support cultural context.

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References

• Oral language and self-regulation competencies from Te Mātaiaho English Curriculum phases 1 and 2, specifically on using language to express feelings and participate in group communication .
• Classroom routines and behaviour expectations aligned with personal and social competence frameworks in NZ Curriculum Refresh .

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Would you like me to generate detailed plans for the number recognition session (10:10–10:30) or later parts of the day next?