learn for life discover your passion take responsibility · learn for life discover your passion...
TRANSCRIPT
Learn for life
Discover your passion
Take responsibility
Inspire each other to grow
Find your place in the world
Future roles have not been invented yet
Spaceport Engineer
Holographic Designer
Solar Powered Mechanic
Virtual Reality Architect
Urban Farmer
Cognition
Connection
Collaboration
Creativity
Communication
To make links with our personal, local and global
community.Develop Relationships
Teacher / Student
Student / Student
Families / Teacher
Families / Families
School Environment
Knowledge and respect
of setting
Understanding values
Constructing rules and
expectations
Understanding purpose
Making Links
Past Learning
Kinders
Other experiences
to try new approaches to get things done, resulting in
innovation and invention
Self expression, imagination and
role play
Interaction with others
Promotes oral language and
communication development
Social interactions
The inclusion of all areas of
curriculum: Math, English,
Integrated and physical learning
(fine and gross motor skills)
Engaging in play supports Exploration and understanding of
the classroom environment and
resources
Intrinsic motivation
Students taking control of their
learning
Informal learning experiences
The development of problem
solving skills
to share thoughts, questions, ideas and solutions
Amongst Students Learning to be part of a class
group
Learning respect for others
Listening, politeness, taking turns
and using positive language
Using words to solve problems
Articulating thoughts and feelings
and asking for help
Knowing who to ask (teachers,
friends) and letting the teacher
know when you don’t understand
With Families Reporting
‘Getting to Know You’ sessions
and ‘Student Led Conferences’
Mid year and end of year
portfolios and reports
Individual Learning Plans
Informal parent / teacher
discussions
to work together respectfully, with a shared purpose
and contribute our personal experiences.
Classmates working as a team
Sharing resources and equipment
Putting in to practice communication skills
Sharing knowledge with others (teachers, families and
friends)
Contributing to class activities and school events
Family involvement in the classroom/school and showing
support to teachers
to look at our thinking, decision making, reflecting,
goal setting and feedback so that we can make sense
of what we are learning. Developing positive attitudes to learning
Good Learning Behaviours
Goal setting
Tuning in using prior knowledge
Reflecting
Using a language for learning
Curriculum focus areas
Math
English
Integrated Curriculum
Specialist areas
Becoming accustomed to routines
Learning to work with other people
Developing new friendships
Developing perseverance, independence and
responsibility
Accepting responsibility for own behaviour
Developing a knowledge of, and respect for, school rules
and values
Laying the foundation for more formal academic skills
Developing and enhancing a desire to learn
Having fun and developing a love for learning!
• Hands on
• Open ended tasks
• Sorting and classifying
• Counting
• Recognising and writing numbers
• Understanding spatial concepts
• Being able to explain understandings
• Related to real life experiences
Concepts of Print
Rhyming words
Letter recognition
Hearing phonemes (sounds)
Basic sight words
Handwriting
Speaking and listening
Responding to text
Reading texts and giving written, illustrated and
verbal responses about what has been read.
• Incorporating geography, history, science,
health, technology, the arts, civics and
citizenship across the curriculum
• Student input into what they already know
and what they want to find out
• “Setting Up For Success” program
• May involve excursions and/or
at school workshops
• Physical Education
• Environmental Education /
Stephanie Alexander Kitchen
Garden Program
• Performing Arts
• Visual Arts
• Library
• ICT
• Swimming
Expecting every child to meet rigid academic standards
Pushing children towards unrealistic goals
Judging the progress a child is making by the amount of
‘paper’ they bring home
Leaving behind activities that involve playing, doing and
making
Concern or anxiety if a child fails to show sign of being
ready for formal academic tasks
Making comparisons between children
Finding people at fault things go wrong – Instead, working
together for a positive outcome!
Reading with and to your child and praising attempts at reading and
other tasks
Supporting school programs and attending events where possible
Being flexible in expectation of what a prep child will achieve
Valuing activities which have a social rather than academic emphasis
Encouraging desirable social behaviour and harmonious play situations
Establishing positive relationships with teachers
Understanding that children will be tired and possibly un-cooperative
after school
Encouraging a quiet chat about the day (after time to unwind)
Adhering to routine at night, ensuring children have adequate sleep
Allowing children to take responsibility for their own belongings