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© The State of Queensland (Queensland Studies Authority) 2006
Introducing Prep:Introducing Prep:Curriculum implicationsCurriculum implications
© The State of Queensland (Queensland Studies Authority) 2006
Outline of presentation
• Differences between preschool and Prep • The curriculum• Approach to teaching and learning • Continuity• Implications for the early phase of schooling• Continuity with the middle phase of
schooling
© The State of Queensland (Queensland Studies Authority) 2006
Differences from preschool
• children at least six months older
• full-day, five-days-a-week program
• curriculum built around identified factors for success in schooling
• identified learning expectations that lead to the Year 1 curriculum
• expanded learning situations include investigations, real-life situations, play, routines and focused learning and teaching situations
• children’s progress monitored using an early learning record with phases of learning that lead into Level 1 of the KLA syllabuses
© The State of Queensland (Queensland Studies Authority) 2006
The Early Years Curriculum Guidelines
• is research-based• provides information about:
– curriculum and teaching– assessment– reporting on learning progress.
© The State of Queensland (Queensland Studies Authority) 2006
Planning
• is collaborative• ensures continuity of
learning• incorporates
children’sinterests
• includes planning for assessment.
© The State of Queensland (Queensland Studies Authority) 2006
Interacting
Teachers:• model and demonstrate• scaffold learning and provide
prompts• make learning explicit• use teachable moments• break down tasks• collaborate with children • work alongside children• give feedback• challenge thinking.
© The State of Queensland (Queensland Studies Authority) 2006
Monitoring and assessing
Teachers:• plan for assessment• collect evidence of learning• manage folios• use assessment information to link to future
learning• involve children in reflecting on their learning• make judgments based on evidence of
learning• use monitoring to inform conversations.
© The State of Queensland (Queensland Studies Authority) 2006
Reflecting
Teachers reflect:• on how children are responding to the
learning experiences• on the evidence of children’s learning
progress• on how they are covering the curriculum• with children on what they have learnt• with the teacher aide on children’s
responses to the learning.
© The State of Queensland (Queensland Studies Authority) 2006
What are the key components of an effective early years curriculum?
© The State of Queensland (Queensland Studies Authority) 2006
Various types of play
• socio-dramatic play• fantasy play• exploratory play• manipulative play• physical play• games with rules
Most of these types of play are relevant beyond Prep.
© The State of Queensland (Queensland Studies Authority) 2006
Function of play in learning in early primary:
building up the brain
Play extends and elaborates understandings of:
• social roles • ways people interact — negotiating and
cooperating• properties of objects and materials• ways of solving problems• language conventions• use of symbols• planning, carrying out plans, reflecting.
© The State of Queensland (Queensland Studies Authority) 2006
Real-life situations
• Fathers’ Day event• making a garden• celebrating a birthday, new baby, etc.• sending news to Grandma• sharing what we’ve done
and learnt this week, or plans for the week
• community visits• etc.
© The State of Queensland (Queensland Studies Authority) 2006
Investigations
• Use children’s questions and things that arouse their curiosity.
• Involve children in:– inquiring, exploring– assessment– testing ideas– solving problems.
© The State of Queensland (Queensland Studies Authority) 2006
Routines and transitions
Routines• Include daily experiences, e.g. reading to
children, reflection times, music experiences.
• Develop independence and responsibility.
Transitions can include short games that focus learning, provide practice and recall information, etc.
© The State of Queensland (Queensland Studies Authority) 2006
Focused learning and teaching
• take place during play, real-life situations, investigations and routines and transitions
• can be planned• can occur at the teachable moment.
© The State of Queensland (Queensland Studies Authority) 2006
What are the factors associated with later success in school?
• social and emotional competence
• health and physical wellbeing• language development and
communication• early mathematical
understandings• active learning processes• positive disposition to learning.
© The State of Queensland (Queensland Studies Authority) 2006
Factors related to success in school (the early learning areas)
Specific focus in the early learning areas
Links to KLA syllabuses
Social & personal learning
Social learningSelf-identityIndependence
SOSEHPE
Health & physical learning
Making healthy choicesGross-motorFine-motor
HPE
Language learning & communication
Oral languageEarly literacy English
Early mathematical understandings
Early numeracy Mathematics
Active learning processes ThinkingInvestigatingImagining & responding
ScienceSOSETechnologyThe Arts
© The State of Queensland (Queensland Studies Authority) 2006
• plan for, monitor and make judgments about children’s learning in partnership with others
• build an overall picture of a child’s learning and development as they make the transition to Year 1
• report to parents and colleagues on a child’s learning.
Assessment and reporting in Prep
The Early Years Curriculum Guidelines helps teachers:
© The State of Queensland (Queensland Studies Authority) 2006
There are four phases:• becoming aware• exploring• making connections• applying.
Children’s learning progress is recorded on the early learning record (ELR) using a continuum describing learning from Prep to Level 1.
A continuum of learning
© The State of Queensland (Queensland Studies Authority) 2006
Assessing in prep
Step 1• Gather evidence of children’s learning
in relation to learning statements.Step 2• Organise evidence in folios.Step 3• Interpret evidence.Step 4• Record judgment of phase of
learning in early learning record.
© The State of Queensland (Queensland Studies Authority) 2006
Sample phase descriptors
Writing and shapingBecoming aware
Exploring Making connections
Applying
Metalinguistic and phonological awareness
Enjoys listening to games, stories, chants using rhyming jingles.
Responds to rhythms/patterns by clapping, stamping feet, etc.
Can segment their own names and commonplace words into syllables, e.g. hap-py birth-day.
Can blend familiar single syllable words from onset and rime to words, e.g. c-at to cat.
© The State of Queensland (Queensland Studies Authority) 2006
Continuity in the early years
Continuity in views of children• viewing children as capable and coming into the
new setting with knowledge
Continuity of assessment• articulation of the early learning record with the
KLA framework • using information from the early learning record
(ELR) to inform planning in Year 1
Continuity of curriculum• consider similarities in learning and teaching • consider similarities in the learning environment
© The State of Queensland (Queensland Studies Authority) 2006
Implications for the early phase of schooling
© The State of Queensland (Queensland Studies Authority) 2006
What does Prep mean for Years 1 to 3?
• Children will be older.• Prep is the beginning of the early phase of
learning in schools.• Continuity of learning and teaching are
important if the gains of Prep are to continue.
• Year 1 programs will be different.• Children will have learnt how to plan and
discuss what they have learnt.• Different resources may be needed for
different learning and teaching approaches.
© The State of Queensland (Queensland Studies Authority) 2006
How does the content of the Prep Year curriculum relate to Year 1?
© The State of Queensland (Queensland Studies Authority) 2006
Factors related to success in school (the early learning areas)
Specific focus in the early learning areas
Links to KLA syllabuses
Social & personal learning
Social learningSelf-identityIndependence
SOSEHPE
Health & physical learning
Making healthy choicesGross-motorFine-motor
HPE
Language learning & communication
Oral languageEarly literacy English
Early mathematical understandings
Early numeracy Mathematics
Active learning processes ThinkingInvestigatingImagining & responding
ScienceSOSETechnologyThe Arts
© The State of Queensland (Queensland Studies Authority) 2006
As children make the transition to Year 1, consider the information on the ELR.
Plan learning experiences to progress children to the next phase (refer to the booklet of phase descriptors for teaching advice):
Using the early learning record (ELR) in Year 1
Continue folio.
• becoming aware• exploring• making connections• applying• Level 1 of the KLA
syllabuses.
© The State of Queensland (Queensland Studies Authority) 2006
Continuity with the middle phase of schooling
© The State of Queensland (Queensland Studies Authority) 2006
In the early phase of schooling
Effective practices include:• planning learning experiences for active engagement —
emotionally, socially, physically and cognitively• using a plan–do–reflect sequence of learning and teaching• interacting to extend learning and provide feedback • providing opportunities to learn independently and with
others• collaboratively planning with opportunities for children to
make choices• developing a sense of shared ownership• being flexible• providing opportunities to use all sensory channels• building a sense of connectedness• using learning experiences that invite attention,
exploration, manipulation, elaboration and imagination.
© The State of Queensland (Queensland Studies Authority) 2006
In the middle phase of schooling
Effective practices:• focus on students’ needs, interests and concerns• recognise and accommodate student differences• have an emphasis on self-directed and co-
constructed learning• challenge and extend students• promote complex thinking and problem solving• form connections to the community and use
partnerships• make learning expectations explicit• encourage students to use their learning in real-life
situations• reflect justice, respect, care and concern for others.National Middle Schooling Project
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