Emergent Curriculum: Ocean Life

NQF OUTCOME: element 3.2.2: Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses. (NQF)

EYLF OUTCOEM: 1.1.9: Children confidently explores physical environments through relationships and play.  (EYLF)


Throughout this emergent project the children have personally contributed so many ideas and resources, and furthermore the children have contributed previous knowledge and family background  history.

Zoe brought back the TOTE bag filled with lots of interesting ocean resources that are important to her and her family that. Zoe had books, photos, and ocean animals to share with her friends. Zoe’s photos were of he, mum and dad on the fishing trawlers. Zoe also told us that she is a fisherman just like her daddy. Zoe read her favourite book to us and explained why her ocean animals are special. From this discussion Maxime was inspired to create a collage picture of whales and dolphins swimming in the ocean. Sophie Robinson had decided that she would paint picture of waves in the ocean. Verity, Niamh and David decided that they would sail the waves of the ocean in their dingy.

Our outdoor physical environment has been set up for children to absorb and explore at their own learning pace.  Eamon, Megan and Madison were creating art-n-craft pictures about the waves, the animals and transportation. Zoe and Tyson are relaxing as their game revolves around a log on the river bed that they are sitting on to do some fishing.  Georgie and Jackson’s game is about eating lunch while fishing in the dingy.


The indoor physical environment has been set up for children to enhance skills such as literacy, numeracy, sensory and fine motor skills. Mason had already completed this counting activity and had notices that his friend Tane’ was experiencing difficulty. Mason had asked Tane’ if he would like any help and Tane’ said yes. Mason had explained the process of matching the numerals from the tray to the numerals on the counting chart. Tane’ was able to verbally follow the instruction to successfully complete the activity.

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