Parable of the Sower and Soils – Mark 1 He began to teach them again by the sea. And such a very large crowd gathered to HIM that he got into a boat in the sea and sat down; and the whole crowd was by the sea on the land. 2 And He was teaching them many things in parables, and was saying to them in His teaching.3”Listen to this! Behold, the sower went out to sow. 4 as he was sowing, some seed fell beside the road, and the birds came and ate it up..

5 Other seed fell on the rocky ground where it did not have much soil; and immediately sprang up because it had no depth of soil. 6 After that the sun had risen, it was scorched; and because it had no root, it withered away.7 Other seed fell among the thorns, and the thorns came up and choked it, and it yielded no crop. 8 Other seeds fell into the good soil, and as they grew up and increased, they yielded a crop and produced thirty, sixty, and a hundredfold.” 9 And he was saying, He who has ears to hear, let him hear.”

St. Therese Community as the good soil….. Some seed fell on good soil…….

What we know about learning…• Children learn in different ways• Children learn from and with others• Children learn by teaching others• Children can take different paths to

reach the same learning milestones• Children need time to grasp new

concepts – time to think, time to reflect, time to react, time to share

Our aim…to develop confident, creative and independent thinkers and learners

• Victorian Early Years Learning and Development Framework is used as the core document and is supported by children’s interests, AuSvels, school events/interests

Philosophies and Professional Development that have influenced the program… Play & Project-based ApproachReggio Emilia SteinerAustralian Developmental Curriculum (Kathy Walker)Play and Oral Language (Karen Stagnitti)Marc Armitage

Visits to…. Bialik CollegeLady Gowrie Early Learning CentreGeelong College Early Learning CentreCollingwood Primary SchoolSt James Primary School, Ballarat Westbourne Grammar

Our program is designed to provide opportunities for ‘high quality play’ for children as a means of:• Developing children’s ability to think abstractly and take

on the perspectives of others;• Aiding the development of higher level cognitive

functioning in children;• Improve a range of pre-literacy and early literacy skills

(such as narrative competence, organisation of thinking, logical thought, ability to generalize and flexibility to adapt to change);

• Enhance the child’s cognitive and social development through interactive play with peers and adults;

Statement of Intent - Learnings and Development 2015 Term 1: Wk: 3 and Wk 4

Developmental domain objectives

Learning Objectives ‘See Change’

Staff / School Community

interests/ foci

Related learning experiences

For the child to: Develop habits and routines that encourage him/her to become a member of a cooperative learning community. Emotional Name how they are feeling

and identify a positive response

I am feeling…., so I can…. Social Greet others by name and

use eye contact. Hello my name is …. What is your name? Language Follow simple instructions

from the teacher. What can I do to help me follow simple instructions? Cognitive Become aware of the daily

routine. I can follow the daily timetable. Physical Share space safely with

consideration for others. I can move safely

For the children to: Numeracy Explore maths vocabulary such as order, smallest and largest. Compare and order the duration of events using the everyday

language of time. Connect days of the week to familiar events and actions Use Numbers 1 – 10 and beyond. Explore two Number Bonds (1 – 5). (Concrete/Picture/Abstract). Recognise and continue patterns. Subitise (the automatic recall of a collection) numbers to six and

building to ten. Literacy Speaking & Listening Use appropriate volume and tone in the classroom. Hear and produce sound and name of letters m, s, g, t. Participate in picture chats (What do you see? Who do you see?

Where are they? Have you ever seen this before?). Reading Recognise own name. Identify front of book. Understand that print contains a message. Recognise the letters m, s, g, t. (cued articulation). Information and

link of Ants in the apple on the blog. Use focus words such as today, tomorrow and yesterday. Writing Correctly form the letters m, s, g, t. Be aware that speech can be written. Explore ‘Lilli’s Letters’ on the ipad. Write a sentence each day focusing on vocabulary such as today,

tomorrow and yesterday. Religion Unit: Praying to Jesus the Good Shepherd Make the Sign of the Cross. Pray the school prayer. Create the level Prayer cloth. Learn the song ‘God’s love is…’ John Burland Physical Education Prepare for athletics and beach cross country. Develop fine motor skills SOSE Use their senses to explore the world around them: living and non-

living things

Children’s current interests School Friends Family Pets Sea, surf, sea

creatures Buddies School Interests Year 6 buddies Assessments. Prep family mass on

Sunday 15th February.

Shrove Tuesday on 17th February.

Reporter/photographer Looking for children who are writing/using names. Focus Children Observation of interactions with peers and teachers.

Maths centre: (Blue) Number bonds, counter and whiteboards , Jigsaw puzzles, Playdough numbers, Numbers 1 – 10 cards, Subitising plates 1-10 pegs, Days of the week, Create own timetable, Clip board/pencil Literacy: (Green) Big books, felt board narratives, Ants in the Apple, listening post, felt boards, magnetic letters, BINGO games, clip board/pencil, alphabet trains Dramatic Play: (Green/Red) Beach umbrella, deck chairs, sea animals, beach towels, buckets/spade, shells, clip board/pencil, various costumes Fine Motor: (All) Clip board/pencil, self portrait Science Centre: (Red) Plasticine, floating and sinking, water, clip board/pencil, paper, Textas Construction: (Yellow) Lego small and large, large wooden building blocks, plastic building blocks, stickle brick, straws, cars, plastic meccano, connex. Outside Play: Fairy garden, cubby house, sandpit, beach scene, water play/ garden, chalk, water painting, sports equipment for recess.

Investigations• Children participate in

Investigations on Tuesday, Wednesday and Thursday

• Literacy and numeracy are taught explicitly

Investigation is best placed at the beginning of the day, as it provides a very smooth transition from home to school and can be used as a springboard for writing and numeracy on later during the day.

What happens during investigations?Tuning in – this is done at the start of Investigations• To highlight the provocations• For some incidental teaching, eg prayer time/to

mark the roll/ to teach the days of the week or seasons/ to develop general knowledge

• For allocating roles – reporter/photographer, the focus children,

• To scaffold the children before commencing individual investigations

• Each day the teacher introduces ‘child friendly’ focus statements which highlight the behaviours expected

Statement of Intent - Learnings and Development 2015 Term 1: Wk: 3 and Wk 4

Developmental domain objectives

Learning Objectives ‘See Change’

Staff / School Community

interests/ foci

Related learning experiences

For the child to: Develop habits and routines that encourage him/her to become a member of a cooperative learning community. Emotional Name how they are feeling

and identify a positive response

I am feeling…., so I can…. Social Greet others by name and

use eye contact. Hello my name is …. What is your name? Language Follow simple instructions

from the teacher. What can I do to help me follow simple instructions? Cognitive Become aware of the daily

routine. I can follow the daily timetable. Physical Share space safely with

consideration for others. I can move safely

For the children to: Numeracy Explore maths vocabulary such as order, smallest and largest. Compare and order the duration of events using the everyday

language of time. Connect days of the week to familiar events and actions Use Numbers 1 – 10 and beyond. Explore two Number Bonds (1 – 5). (Concrete/Picture/Abstract). Recognise and continue patterns. Subitise (the automatic recall of a collection) numbers to six and

building to ten. Literacy Speaking & Listening Use appropriate volume and tone in the classroom. Hear and produce sound and name of letters m, s, g, t. Participate in picture chats (What do you see? Who do you see?

Where are they? Have you ever seen this before?). Reading Recognise own name. Identify front of book. Understand that print contains a message. Recognise the letters m, s, g, t. (cued articulation). Information and

link of Ants in the apple on the blog. Use focus words such as today, tomorrow and yesterday. Writing Correctly form the letters m, s, g, t. Be aware that speech can be written. Explore ‘Lilli’s Letters’ on the ipad. Write a sentence each day focusing on vocabulary such as today,

tomorrow and yesterday. Religion Unit: Praying to Jesus the Good Shepherd Make the Sign of the Cross. Pray the school prayer. Create the level Prayer cloth. Learn the song ‘God’s love is…’ John Burland Physical Education Prepare for athletics and beach cross country. Develop fine motor skills SOSE Use their senses to explore the world around them: living and non-

living things

Children’s current interests School Friends Family Pets Sea, surf, sea

creatures Buddies School Interests Year 6 buddies Assessments. Prep family mass on

Sunday 15th February.

Shrove Tuesday on 17th February.

Reporter/photographer Looking for children who are writing/using names. Focus Children Observation of interactions with peers and teachers.

Maths centre: (Blue) Number bonds, counter and whiteboards , Jigsaw puzzles, Playdough numbers, Numbers 1 – 10 cards, Subitising plates 1-10 pegs, Days of the week, Create own timetable, Clip board/pencil Literacy: (Green) Big books, felt board narratives, Ants in the Apple, listening post, felt boards, magnetic letters, BINGO games, clip board/pencil, alphabet trains Dramatic Play: (Green/Red) Beach umbrella, deck chairs, sea animals, beach towels, buckets/spade, shells, clip board/pencil, various costumes Fine Motor: (All) Clip board/pencil, self portrait Science Centre: (Red) Plasticine, floating and sinking, water, clip board/pencil, paper, Textas Construction: (Yellow) Lego small and large, large wooden building blocks, plastic building blocks, stickle brick, straws, cars, plastic meccano, connex. Outside Play: Fairy garden, cubby house, sandpit, beach scene, water play/ garden, chalk, water painting, sports equipment for recess.

• Child friendly focus statements

ProvocationsDramatic play Art Craft Fine Motor construction ICT Literacy Numeracy Science sand play outside play

Role of the teacher during provocations: • To extend, interview or scaffold the

learning • Act as an observer, noting what the

children are learning and how they interact with others and the whole group

• Record particular observations made on the focus students using the app Evernote

Reflection Time: at this time –• Children record their

learnings/discoveries/wonderings• The focus children can share their

learning orally• The Reporters and photographer

share their observations

Prep Assessments

Thinking back to our thoughts at the beginning

Children learn in different ways and at different rates

Our assessments in Literacy and Numeracy give us valuable information for each child’s starting point for learning

NumeracyProficiency Strands Understanding includes connecting names, numerals and quantitiesFluency includes readily counting numbers in sequences, continuing patterns, and comparing the lengths of objects Problem Solving includes using materials to model authentic problems, sorting objects, using familiar counting sequences to solve unfamiliar problems, and discussing the reasonableness of the answerReasoning includes explaining comparisons of quantities, creating patterns, and explaining processes for indirect comparison of lengthContent Strands• Number and Algebra• Measurement and Geometry• Statistics and Probability

Numeracy

Tool time – Gather as group – Counting number rhymes

Working with Learning Partners

Reflection Time – Opportunities to share learning, reflect on different strategies explored, clarify understandings

Literacy• Speaking and Listening • Reading• Writing

Varied opportunities to develop their competencies in this area.

Literacy includes:

Shared Reading – Highlight features of text, make predictions, express opinions about text.

Cued articulation – Jane Passy

Modelled writing-

Handwriting –

Speaking and Listening

Opportunities to work in small groups to consolidate learning

Cued articulation

Bounce back

Resilience

Cut up sentence