Planned Learning Experiences and Write-up: Fable Stories and Children

This assignment outlines a planned learning experience designed for children, focusing on the use of fable stories to enhance their understanding and development. The assignment begins with an introduction emphasizing the importance of learning experiences for children, highlighting how they contribute to future success and career development. The main body of the assignment identifies the target age group (8-10 years old) and their interests, particularly in reading stories with moral lessons. It then explores the selection of fables as a sub-genre, emphasizing the use of humanized characters and the importance of moral lessons. The assignment details the planning of sequenced learning experiences, presenting three different fable stories with associated moral lessons. Each story is accompanied by a description of the learning experiences, including teaching strategies and methods for evaluating student understanding and engagement. The assignment emphasizes the importance of creating interest and motivation to ensure children's learning. Finally, the conclusion summarizes the key points and the overall effectiveness of the planned learning experiences. The assignment also includes references.

Planned learning experience and
write-up

Table of Contents
INTRODUCTION...........................................................................................................................3
MAIN BODY ..................................................................................................................................3
a) Identify child/ren will involve in the learning experience and briefly describe their interests
................................................................................................................................................3
b) Select an appropriate sub-genre for the child/ren and the relevant conventions...............4
c) Plan the sequenced learning experiences..........................................................................5
Theme of the story: The Ass in the Lion's Skin.........................................5
Theme of the story: The Bat and the Weasels............................................6
d) Identify how the learning experiences link to the Australian English Curriculum ...........8
e) Implementation of the learning experiences......................................................................8
CONCLUSION................................................................................................................................9
REFERENCES..............................................................................................................................10

INTRODUCTION
Learning experiences is a kind of journey which is necessary for an individual to make
their work or performance in a defined manner. This is essential for an every individual or even
child who are learning new things or concepts to build interest. Children learning experience is
one necessary step which is required to make their future and career more productive or also puts
reflection on accomplishing business goals (Awada, 2016). In the current era, there are various
situation arrived when needs to think on their work based performance. This report will be cover
on identifying children that will be learning experience along with describing their matter of an
interest. Also, this report will also cover sub-genre for the children and also their related
convention. Also, an implementation of a learning experiences to engage children whom one is
working is required to undertaken. Also, this report will be involves discussion based on
critiques.
MAIN BODY
a) Identify child/ren will involve in the learning experience and briefly describe their interests
In today's time period, bringing a good learning experience is good for all age group from
child to adult, as it is helpful to bring harmony among everyone to build a kind of motivation and
also source of confidence to learn or realise several things to enrich or gained in an effective
manner. This assessment is based on identification of the child/ren who will be get engaged in
gaining learning experiences to act, so narratively and creatively to work in defined manner. In
this assessment, mainly children will be undertaken till age of 8 to 10 years of age (Gregory and
et. al., 2014). This kind of learning experience for children will be come from fable story which
helps to provides moral lesson at the end of the lesson. This was identified that children till this
age are highly interested in the reading stories or lesson which gives a kind if moral lesson to act
in their growing age scenario. These children have their interest in reading comics book,
magazine, articles which consist of the stories. Till age level of 8-9 years child reads just for
entertainment, but as age is growing, they starts taking even fable story as a source of a learning
with a moral lesson. In this context, a story will be created of-course which will be fable and also
with an agenda to moral power of them along realising what they have learnt from that story or
situation.

An agenda behind creating a fable story is retaining children interest with matter of what
they likes or prefers to do with matter of what they used to do. Also, this is necessary to make a
productive outcomes in mind of the children to realise importance of a learning experiences for a
children. Also, aim of this assessments is to creates more interest in context of how children is to
work or implement their learning in an effective manner. In this, proper and effective level of an
implementation is required. Learning experience will be evaluated in an effective manner with
the building a source of learning engagement for an individual.
b) Select an appropriate sub-genre for the child/ren and the relevant conventions
While creating the story for the learning outcomes, sub-genre of the story is fable which
is a short fictional story that has a moral or teaches a moral lesson. To make children perfect
learner, experience can be built with support of humanised animals, objects or a part of nature as
a main characters and also considered to be a sub-genre of fantasy (Bardi, 2015). In this a proper
and defined structure will be taken into the consideration to make working more effective or
productive for a children. The sub-genres of this story will be created with support of an
extensive regulation and also formulation of a learning material that to be gather or generated in
a result based manner.
In this sub-genres, a fable story by use of the cartoon will be taken into the consideration
to gather learning to make its centric to one common purpose. In this a short story will be taken
into existence of almost an story paragraph that will provide a leaning experience or moral lesson
for the children in an effective or productive manner. Sub-genre of the story will be measured on
basis of age of the children in order to gather suitable goals on basis of learning outcomes. Also,
in this convention, trops such as cartoon artist will be utilised along with building a imaginative
scenario and narrative based on a defined story. In this story sub-genres, learning will measured
by assessor by asking on moral lesson on story of a topic defined or given in the process. Here,
after deciding the sub-genres, effective planning or control will be required to tell what teaching
or translating sources would be used to make learning more effective towards moral lesson
(Eden, 2014).
Also, trope is a common plot convention, elements or theme as a use of figurative
language via use of words, phrases or an image for a kind of an artistic effects such as a figure of
the speech. A proper learning experience will be taken into existence to begins children to
design their own fairy or fable story either with a purpose to maintain interest of a children and

creates their level of working or progressive. This will be measured in terms of a performance
with support of establishing a kind of generic knowledge and a kind of substantial source. In
connection to this, three fable story will be created with three an individual moral lesson to be
accompany with evaluating children learning on basis of its own behaviour, knowledge gained,
realisation on this respect along with making a desired learning for the children in an effective or
productive manner (Noble, 2014).
In this respect, a theory or model can be used to measure or check learning outcomes of
the children along with implementing a strategy on how a developed motivation can be bring to
children for future based learning.
c) Plan the sequenced learning experiences
Here, for children's learning experiences will be made on basis of three fable stories
which will be told to children to read, creates its own imagination, thought process, understand
and also comes out with a moral lesson on what children's have learnt. This simply means what
moral lesson a student has enriched in their learning process to bring a kind of productive or
effective learning to them. In this, planning, organising and evaluation of a learning experiences
is important which says that what are scope of the learning for an children along with what kind
of an effectiveness has been gained by the children by reading or realising fable story. Here,
fable story has been taken into the consideration for children with an age level of 8 to 9 and
critical evaluates what they have learnt from this story. The given three different fable story are
as follows:
Fable story 1:
Theme of the story: The Ass in the Lion's Skin
An Ass once found a Lion's skin which the hunters had left out in the sun to dry. He put it on
and went towards his native village. All fled at his approach, both men and animals, and he was
a proud Ass that day. In his delight he lifted up his voice and brayed, but then every one knew
him, and his owner came up and gave him a sound cudgelling for the fright he had caused. And
shortly afterwards a Fox came up to him and said: "Ah, I knew you by your voice."
Moral lesson: Fine clothes may disguise, but silly words will disclose a fool

Learning experiences: In this first fable story, total 12 children have participated and read out
this story, as a teacher its my primary duty to gather their engagement & bring interest of them to
learn more and more. Generic convention such as using any single or multi language message
have potential to attract the children;s mind, interest or attention to bring an effective learning
option or outcomes in a co-related manner (Knapp, 2017) Here, my teaching strategies will be
enriched on how I motivates or encourages group of the children's to read, make imagination or
empower them to brings their goals into an effective or productive manner. Once children read, I
have option to evaluate what they have learnt and also how about their own learning or
development. In other way, children engagement and interest is important to make them realise
on what children have learnt from above story along with an agenda behind bringing their focus
on accompanying more learning experiences. Children has learnt more with use of the theme,
story line and moral lesson, so that interest will be retained in accordance with ascertained
learning experiences. For children learning experience is essential and also productive to
enhances to increase in their imagination or narration power. Designing and implementation of
the learning experiences is consists of a regulation with defined goals or objectives behind the
learning. In this, I can record or edit exp, view or opinion of the children to be recorded in the
plan.
Fable story 2:
Theme of the story: The Bat and the Weasels
A Bat who fell upon the ground and was caught by a Weasel pleaded to be spared his life. The
Weasel refused, saying that he was by nature the enemy of all birds. The Bat assured him that
he was not a bird, but a mouse, and thus was set free. Shortly afterwards the Bat again fell to the
ground and was caught by another Weasel,whom he likewise entreated not to eat him. The
Weasel said that he had a special hostility to mice. The Bat assured him that he was not a
mouse, but a bat, and thus a second time escaped.
Moral lesson: It is wise to turn circumstances to good account.
Learning experiences: Total 10 children's are engaged in reading this fable story and they have
gained certain valuable learning experiences with help of imagination or narratives to create a

moral lesson in respects of what children's have realised or learnt out of this story. In this story,
theme is interesting and old picture or trops has made children to engages with a kind of
excitement or interaction with a teacher. With help of trops and motifs such as symbols, children
has major chances to build their capabilities or kind of an ability to learn. This has rise children
trust to read more and more and also rise higher learning experience at a greater point or process.
In this context, its my duties or responsibilities to engage all children in a group and ask them
what they have learnt. If a children is able to narrate an entire story, it means that children has
read carefully in an effective manner. If children is not able to narrate an entire story, it means
that children have gained less learning experience (Callaghan, 2018). Learning experience of the
children can be measured with an use of short oral test and self narration of the story in an
defined manner. Also, in contrary, children matter of interest or motivation can be measured
simple to gather and get enrich with a desired task or outcomes.
Fable story 3:
Theme of the story: The Sick Lion
A Lion, unable from old age and infirmities to provide himself with food by force, resolved to
do so by artifice. He returned to his den, and lying down there, pretended to be sick, taking care
that his sickness should be publicly known. The beasts expressed their sorrow, and came one by
one to his den, where the Lion devoured them. After many of the beasts had thus disappeared,
the Fox discovered the trick and presenting himself to the Lion, stood on the outside of the
cave, at a respectful distance, and asked him how he was. "I am very middling," replied the
Lion, "but why do you stand without? Pray enter within to talk with me." "No, thank you," said
the Fox. "I notice that there are many prints of feet entering your cave, but I see no trace of any
returning."
Moral lesson: He is wise who is warned by the misfortunes of others
Learning: In this third story, children have learnt over moral lesson after reading this an entire
story to build a common conclusion in context of the process. I have measured learning
experience of the students in terms of what about their views or opinions. With help of this fable
story, children has learnt over English and also got command on narrating any para in ease
manner. This fable story has made children to start talking to other children and brings the
common communication and interaction. Also, children were focused and reading the story in an

effective manner to make learning outcomes more productive and effective. Also, this has been
realised that, this is an essential for children to learning or outcomes in an effective manner.
d) Identify how the learning experiences link to the Australian English Curriculum
Australian curriculum has been designed to help all young Australian to become
successful learner, confident and creative individuals and active and also informed citizens.
Disciplinary knowledge, skills and understanding has been described as an eight area of the
Australian curriculum such as English, Mathematics, Science, Health and physical education.
Learning experiences is linked to improve English speaking abilities or also capability to learn
new skills, competencies or potential of the child to learn new and creative things to bring a kind
of self development in them to gain education and growth in them. This needs to be done after
completion of the policies or regulation on how goals or objective related to the children is
essential and how with help of an Australia curriculum, learning experience of the children can
be accomplished in order to make their skills or development in an effective or productive way.
For an effective learning experiences, three dimensional design of the foundation of Australian
curriculum such as disciplinary knowledge, skills and understanding alongside general
capabilities and cross curriculum priorities. Each and every segment of the learning experience
will be measured or utilised here to make results or outcomes to be accomplished in a productive
manner. As a teacher, this will assist on how to provide stories and what level of the stories
students are able to read and learn to develop a manner of disciplinary learning.
e) Implementation of the learning experiences
Also, this will be prominent to make suitable results or outcomes in an effective manner.
Implementation of the learning experiences is important to build learning goals or outcomes in
an effective or develop manner. Implementation of the learning experiences needs a correct and
pre-planned making of a policy to make goals with learning or development in a defined or
productive manner or stage of working. Learning experience can be ascertained with quality
efforts or regulation on how children outcomes can be enriched in perspective of a developed or
co-relative learning.

CONCLUSION
From the above report, it is concluded that, learning experience is necessary to create a
kind of the positive regulation or performance for an every individual or regulative person to
create good or productive outcomes in given period of time. For every individual, whether an
adult, young or children is higher necessary to create a kind of a perfect for an individual to rise a
source of a productive working to make working more productive or responsive tom
development of a learning. Also, in contrary, this will be necessary to make structure of a
learning in a productive in a developed manner.

REFERENCES
Books & journals
Mak, B. and Pun, S. H., 2015. Cultivating a teacher community of practice for sustainable
professional development: Beyond planned efforts. Teachers and Teaching. 21(1). pp.4-
21.
Cordingley, P., 2015. The contribution of research to teachers’ professional learning and
development. Oxford Review of Education. 41(2). pp.234-252.
Callaghan, M., Knapp, P. and Noble, G., 2014. Genre in practice. The powers of literacy: A
genre approach to teaching writing, pp.179-202.
Eden, S., 2014. Out of the comfort zone: Enhancing work-based learning about employability
through student reflection on work placements. Journal of Geography in Higher
Education. 38(2). pp.266-276.
Bardi, M., 2015. Learning the practice of scholarly publication in English–A Romanian
perspective. English for Specific Purposes. 37. pp.98-111.
Gregory, L.R., and et. al., 2014. Interprofessional learning at work: What spatial theory can tell
us about workplace learning in an acute care ward. Journal of Interprofessional Care.
28(3). pp.200-205.
Awada, G., 2016. Effect of WhatsApp on critique writing proficiency and perceptions toward
learning. Cogent Education. 3(1). p.1264173.
Vanbaelen, R., and et. al., 2014, October. Lifelong learning in a Fourth World setting. In 2014
IEEE International Professional Communication Conference (IPCC) (pp. 1-9). IEEE.
Vishwanath, A., and et. al., 2017, June. Examining low-cost virtual reality for learning in low-
resource environments. In Proceedings of the 2017 Conference on Designing Interactive
Systems (pp. 1277-1281). ACM.
Tett, L., 2016. Learning, literacy and identity:‘I don’t think I’ma failure any more’. British
Journal of Sociology of Education. 37(3). pp.427-444.
Rogers, G. D., and et. al., 2017. Development of a phenomenologically derived method to assess
affective learning in student journals following impactive educational experiences.
Medical teacher. 39(12). pp.1250-1260.
Palmer, M. S., 2015. Learning to see the infinite: Teaching visual literacy in a first‐year seminar
course. New Directions for Teaching and Learning. 2015(141). pp.19-29.

Palmer, M. S., 2015. Learning to see the infinite: Teaching visual literacy in a first‐year seminar
course. New Directions for Teaching and Learning. 2015(141). pp.19-29.
Shepherd, D. A., and et. al., 2014. How does project termination impact project team members?
Rapid termination,‘creeping death’, and learning from failure. Journal of Management
Studies. 51(4). pp.513-546.
Darling, B., and et. al., 2014. Engaged Learning and Peace Corps Service in Tanzania: An
Autoethnography. Journal of Higher Education Outreach and Engagement. 18(4). pp.17-
38.
Coleman, J. S. and Mitchell, M., 2014. Active learning in the atmospheric science classroom and
beyond through high-altitude ballooning. Journal of College Science Teaching. 44(2)
pp.26-30.