early years planning cycle Belonging, Being and Becoming REFLEC T/REVIEW
IDENTIFY INDIVIDUAL AND GROUP STRENGTHS, INTERESTS AND GOALS in conjunction with the Framework’s Learning Outcomes
T AND USE D AT LLEC CO , formative assessment A
ASSESS AND EVALUATE TEACHING AND LEARNING (planned and unplanned) using the Framework’s Outcomes, Principles and Practice
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IMPLEMENT PLANS • active learning environment, • relationships, • monitor and document learning and pedagogical practices
QUESTION
CONSTRUCT PERSONAL AND SITE PHILOSOPHY
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CLARIFY SPECIFIC OBJECTIVES, LEARNING ENVIRONMENT, ROLE OF EDUCATOR AND ASSESSMENT/ EVALUATION METHODS AND EVIDENCE using the Framework’s Learning Outcomes, Principles and Practice and Respect, Reflect, Relate
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DESIGN LEARNING EXPERIENCES adult and child initiative: intentional teaching and scaffolds
PLAN
Talk and reflect about
Going deeper
What did learning look like in your setting this week?
Reflect on your current curriculum. Are the focuses big enough to be inclusive of children’s emergent ideas? Does the curriculum look the same for all children? How do you consider such things as dispositions?
In what ways does your cultural competence influence your curriculum practices? How do you currently make decisions and plan for your curriculum? Who is involved? In what ways are you listening to culturally diverse families, including Aboriginal and Torres Strait Islander families, and how are they sharing their culture and learning? How do you recognise and build on your learning as an educator of each child in your setting? When considering children’s current interests, how do you decide which interests to follow and which to ignore? Are some more appealing for their ‘potential learning value’ or because they are a ‘better fit’ with our own knowledge and resources? How do you make these decisions?
Find an article from the newspaper or a video clip from TV that could provoke conversation and debate about what might be appropriate/inappropriate knowledge or skills for young children to learn. For example, stories around violence, death, human rights, sex, war, discrimination, children’s popular culture. Share the article or clip with your colleagues and discuss whether there are particular subjects you would never consider raising through your curriculum. Why/why not? What if a child raised the subject or it came up in the children’s play? What does this reveal about the ways in which we make our curriculum decisions?
EDUCATORS Belonging, Being & Becoming
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