€¦ · Web viewSchool of Education. Master of Teaching (Birth – 5. Years / Birth -12. Years) Early Childhood . Professional Experience 1 (101107) Attendance and Feedback Book

School of Education

Master of Teaching (Birth – 5 Years / Birth -12 Years)

Early Childhood Professional Experience 1 (101107)

Attendance and Feedback Book

For the Pre-service Teacher

This feedback document is the property of:

Pre-service Teacher’s Name: _________________________________

Pre-service Teacher’s ID Number: _______________________________

The Supervising Teacher is: _________________________________

The University Advisor is: _________________________________

Postal Address:Professional Experience Office Unit Coordinator: Leonie ArthurSchool of Education Contact: 9772 6329University of Western Sydney Email: [email protected] Campus, Building K 1Locked Bag 1797Penrith NSW 2751Telephone: 47 360070 Fax: 47 360407

Field Visit Days (6 hours each day) Days 1 & 2: 27th and 28th March Days 3 & 4: 3rd and 4th April Day 5: 10th April

Professional Experience Days (6 hours each day)Day 1: 11th AprilDay 2: 24th April Days 3 & 4: 1st and 2nd MayDays 5, 6 & 7: 7th, 8th and 9th MayDays 8, 9 & 10: 14th, 15th and 16th May

Professional Experience Block (8 hour days)Monday 19th May – Friday 30th May

Expo Day at UniTuesday 10th June

Early Childhood Professional Experience 1 (101107) Attendance and Feedback Book

ContentsUniversity Contacts.................................................................................................3Professional Experience Participant Responsibilities..............................................4Attendance requirements........................................................................................5Professional Experience Checklist..........................................................................6Supervising Teacher’s Feedback Sheet 1...............................................................8Community of Practice Circle (CPC 1)..................................................................10Supervising Teacher’s Feedback Sheet 2.............................................................12Community of Practice Circle (CPC 2)..................................................................14Supervising Teacher Feedback Sheet 3...............................................................16Community of Practice Circle (CPC 3)..................................................................18Expo Feedback Sheet...........................................................................................20Optional additional feedback sheet for Supervising Teacher................................23Peer Learning Circles............................................................................................26Professional Experience Time Sheet....................................................................27

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University Contacts

If you have any questions or require assistance regarding insurance, or Supervising Teacher claims, or other administrative matters please contact:

The Administrative Officer for Early Childhood Professional Experience Lorraine FordhamPhone: 47 360070Email: [email protected]

If you have questions about the Professional Experience requirements for this placement please contact:

The Unit Coordinator of Professional Experience 1 Leonie Arthur Phone: 9772 6329 or 0402 134706Email: [email protected]

If you have feedback on early childhood Professional Experience, or cannot contact your Unit Coordinator please contact:

The Course Professional Experience Co-ordinator (Early Childhood)Denise FraserPhone: 47 360042 or 0404 228 033Email: [email protected]

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mailto:[email protected]

mailto:[email protected]


Professional Experience Participant Responsibilities

Supervising TeacherThe Supervising Teacher is responsible for: Providing guidance and support to the Pre-Service Teacher during the

placement. Assessing, from a practical perspective, whether the Pre-Service Teacher has

meet the outcomes of the Professional Experience unit. Completing progress assessments of relevant outcomes prior to student

attendance at Commumnity of Practice Circles (CPCs). Providing regular written feedback to the Pre-service Teacher about their

progress and strategies for improvement. Completing the Final Report and sign off on attendance. Contacting the University Advisor to discuss concerns in situations

where the Pre-Service Teacher is not making satisfactory progress. This should be done as soon as the Supervising Teacher considers that the student is not making satisfactory progress.

University Advisor The University Advisor is responsible for: Making contact with each setting in the first weeks of the placement to

introduce themselves, provide contact information and establish venues for the Community of Practice Circles (CPC).

Leading the CPC workshops and providing advice to support the Pre-Service Teacher’s progress.

Contacting settings prior to each CPC to monitor student progress. Providing additional support as required: e.g. following notification from

Supervising Teacher or as a result of CPC. Placing the Pre-Service Teacher ’At Risk’ if the Pre-Service Teacher has

previously required additional support and is again not progressing satisfactorily or, if the Pre-service Teacher is not progressing satisfactorily during the block placement.

Assessing the Pre-Service Teacher’s professional portfolio and overall achievement in meeting unit outcomes, at the Professional Experience Expo.

Finalising the report.

Professional Experience Co-ordinator The university based Professional Expeirence Coordinator is responsible for: Being a contact point for Supervising Teachers, Pre-service Teachers and

University Advisors to discuss concerns. Participating in committees where students have been placed “At Risk”. Ensuring that documentation for the placement is sent to settings and that

contracts have been developed for University Advisors.

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Pre-Service TeacherThe Pre-Service (student) Teacher is responsible for: Attending all scheduled field visits and professional experience days. Presenting themselves and working in a professional and ethical manner. Working toward meeting the outcomes of the unit. Keeping all work up to date. Meeting regularly with and providing required documentation to the

Supervising Teacher. Maintaining and presenting evidence of progress toward achievement of

outcomes at each CPC.

Attendance requirementsPre-Service Teachers are required to attend all 5 Field Visit Days and 20 days of Professional Experience.

Field Visits 1-5 and Professional Experience Days 1-10 are 6 hour days. These hours include one hour a week for Peer Learning Circles (PLCs). PLCs are a time when students can come together with other students in their setting or settings near by, meet with other students using technologies and/or meet with their Supervising Teacher and/or other relevant staff. These days also include attendance at Community of Practice Circles on 24th April and on 7th, 8th OR 9th

May for two hours (and reasonable travel time).

During the block professional experience (PE Days 11- 20) Pre-Service Teachers are expected to work the same hours as setting staff. It is expected that Pre-Service Teachers will be at the setting for 8 hours each day during the block. There are no Peer Learning Circles during this time. There is one Community of Practice Circle during this time that is included in the 8 hour day.

If a Pre-Service Teacher is absent for any reason she/he must: notify the setting; notify the Professional Experience Office; write absent on the timesheet for any full day absence; provide documentation as to the reason for the absence; make up the missed day/s: please note any missed days must be made

up with full days or half days, not additional hours; document the dates on which missed days were made up.

Supervising Teachers are required to sign the attendance record on page 9 of this booklet and complete the final assessment, attendance and final comment section in the Report Book (separate document).

In order to receive a Satisfactory Grade for Early Childhood Professional Experience 1 Pre-service Teachers must have completed all Field Visit and Professional Experience days and have these verified by the Supervising Teacher.

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Professional Experience Checklist

The Supervising Teacher and Pre-service Teacher are encouraged to use the following table as a checklist to ensure that the Professional Experience Portfolio and Feedback Book are being regularly maintained and that all necessary documentation has been sighted and completed.

Supervising Teacher Pre-service Teacher Field Visits 1 – 5 (6 hour days, including one hour per week of Peer Learning Circle time)

Sign timesheet daily Assist with selection of focus child Ensure consent forms have been signed Sight Pre-service Teacher’s observations and

data collected for situational analysis

Field Visits 1 – 5 (6 hour days) Fill in and sign timesheet daily Select focus child, distribute consent forms,

collect signed consent forms Complete at least 5 observations Collect data for situational analysis Complete situational analysis Develop goals Share information at Peer Learning Circles

(PLCs). You are entitled to 1 hour of PLCs each week during this time. Use page 27 of the Feedback Book to photocopy and fill in for each PLC.

PE Days 1 – 3 (6 hour days, including one hour per week of Peer Learning Circle time and one two hour Community of Practice Circle)

Sign timesheet daily Sight and initial observations Sight and initial Pre-service Teacher’s

planned/spontaneous experiences, ensuring they link to the observations they are based upon

Complete Feedback Sheet 1 pages 9 and 10 of Feedback Book prior to 24/4/14 for Community of Practice Circle 1

Contact University Advisor immediately if you have any concerns

PE Days 1 – 3 (6 hour days) Fill in and sign timesheet daily Continue to observe focus child and other

children (with consent) Implement 2 experiences per day with focus

child and other children (after checking experiences with relevant staff)

Share information at Peer Learning Circles (PLCs). You are entitled to 1 hour of PLCs each week. Use page 27 of the Feedback Book to photocopy and fill in for each PLC.


Sign page 10 of Feedback Book with your Supervising Teacher prior to CPC 1.

Community of Practice Circle 1Bring to CPC

Your Feedback Book with pages 9 and 10 completed and signed

Your PE timesheet Your Professional Experience Portfolio with

your Situational Analysis and Goals Reading notes Peer Learning Circle notes

PE Days 4, 5, 6, 7, 8, 9 and 10 (6 hour days, including one hour a week Peer Learning Circle time and one two hour Community of Practice Circle)

Sign timesheet daily Sight and initial Pre-service Teacher’s new

planned/spontaneous experiences and ensure they link to the observations they are based upon

Complete Feedback Sheet 2 pages 13 and 14 of Feedback Book prior to 7/5 for CPC 2

If you would like to leave additional feedback, please fill in page 24 of Report Book (optional)

Contact University Advisor immediately if you have any concerns.

PE Days 4, 5, 5, 7, 8, 9 and 10 (6 hour days) Fill in and sign timesheet daily Continue to add to your Professional

Experience Portfolio and Child Portfolio Implement 2 experiences per day. By the

end of PE Day 5, you will have written up, implemented and evaluated 10 experiences

Share experiences at PLCs. Use page 27 of the Report Book to photocopy and fill in for each PLC.


Community of Practice Circle 2 - Bring to CPC Your Feedback Book with pages 13 and 14

completed and signed Your PE timesheet Your Professional Experience Portfolio and

Early Childhood Professional Experience 1 Attendance and Feedback BookChild Portfolio including 10 observations and goals

PE Block (2 weeks, 8 hours each day, no Peer Learning Circles, one two hour Community of Practice Circle)

Sign timesheet daily Continue to observe and assess Pre-service

Teacher in your workplace Sight all observations Sight all experiences prior to

implementation, and provide regular guidance on progress


Throughout the 2 week block, fill in the assessment of outcomes in the Report Book, and sign where necessary

On the final day of Pre-service Teacher’s professional experience, complete your final evaluation sections in the Report Book:- Supervising Teacher comment- Attendance Report- Signature below Attendance Report

PE Block (2 weeks, 8 hours each day) Fill in and sign timesheet daily Continue to add to your observations – by

the Expo you should have 20 observations documented and analysed

Implement 2 experiences per day. By CPC3 you should have at least 18 experiences implemented and evaluated and by the Expo 38 experiences.

On the final day of your professional experience:- Complete reflective comments and

future goals section on page 3 in Report Book

- Sign Report Book- Check that all sections are completed

Community of Practice Circle 3 - Bring to CPC Your Feedback Book with pages 17 and 18

completed and signed Your PE timesheet Your Professional Experience Portfolio and

Child Portfolio including 18 experiences implemented and evaluated; evidence of safe yet challenging environments; evidence of informed, caring and knowledgeable interactions with children; goals

Expo – Bring to the Expo: Your Professional Experience Portfolio,

including all goals evaluated and new goals developed

Your Child Portfolio Your PE time sheet Your Report book with the Teacher’s report

and attendance sections completed and signed

Your comment completed and signed

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Early Childhood Professional Experience 1 Attendance and Feedback BookSupervising Teacher’s Feedback Sheet 1

(to be completed prior to Community of Practice Circle 1)

1. The Preservice Teacher articulates and demonstrates strategies that support the development of effective, ethical relationships with children, families, staff, and communities.

Evident Not Evident

Outcome 1 Indicatorsa. Identifies, establishes and communicates their presence and purpose

in the setting for families, staff and children (for example displays an introductory poster).

b. Investigates the socio-cultural context (the unique and specific social, cultural and economic features) of the setting and broader community, analyses this information and articulates relevant implications of this contextual information for their practice.

c. Collects and documents information in a professional and ethical manner and maintains confidentiality.

d. Initiates interactions with children, families and staff.e. Communicates with families and staff through a two way exchange

and shows an understanding that families are the child’s primary caregivers.

f. Facilitates connections that build a sense of community between themselves, staff, children and their families.

g. Conducts responsive interactions with families, children and staff and demonstrates an ability to take on professional feedback.

h. Seeks a range of perspectives about the best interests of children to guide actions, interactions and practice.

i. Considers the well being (psychological, emotional, physical, safety and the capacity to thrive) of all members of the community and uses this to inform action at all times.

j. Builds and maintains trust between children, families and staff through continued interactions and strengthened relationships.

2. The Preservice Teacher reflects on the potentials and challenges of the professional experience setting and their own professional growth and establishes relevant professional goals to extend learning.

Outcome 2 Indicatorsa. Identifies their own strengths and areas for further professional

growth.b. Identifies the potentials and challenges of the professional

experience setting.c. Documents and evaluates clear, relevant professional development

goals.d. Documents and evaluates clear, relevant strategies to support

progress towards meeting each goal.

Supervising Teacher’s Signature: Date:

Pre- service Teacher’s Signature: Date:

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Early Childhood Professional Experience 1 Attendance and Feedback BookSupervising Teacher’s Feedback Sheet 1 – page 2

Comments on Pre-service Teacher’s communication with staff, children and families:

Comments on Pre-service Teacher’s professionalism and ethical conduct:

Evidence of Pre-service Teacher’s understandings and practice of the Early Years Learning Framework Principles:

EYLF PrinciplesEvident Not

Evidenta) Respectful and reciprocal relationshipsb) Partnerships – valuing of family perspectives and contributions,

positive communicationc) High expectations and equityd) Respect for diversitye) Ongoing learning and reflective practice

Supervising Teacher’s comments and goals for the remainder of the placement:

Supervising Teacher’s Signature:________________________ Date: ____________

Pre-service Teacher’s Signature:___________________________Date: ____________

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Early Childhood Professional Experience 1 Attendance and Feedback Book

Community of Practice Circle (CPC 1)Progress Assessment of Module 1 Outcomes:

1. The Preservice Teacher articulates and demonstrates strategies that support the development of effective, ethical relationships with children, families, staff, and communities.

2. The Preservice Teacher reflects on the potentials and challenges of the professional experience setting and their own professional growth and establishes relevant professional goals to extend learning.

Self assessment:Comments on evidence presented Comments on future plans (check indicators)

Signature ______________________ Date: ___

University Advisor feedback:Comments on evidence presented Comments of future goals (check indicators)

Outcome 1 Satisfactory Progress towards meeting outcome OR Unsatisfactory Progress


Signature of University Advisor ___ _ Date:

** (If Unsatisfactory Progress for Outcome/s 1 or 2, page 12 must also be completed)**

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Early Childhood Professional Experience 1 Attendance and Feedback BookUnsatisfactory Progress for Outcome 1 and/or 2 ____ (date)

Outcome number/s: ___________________________

Indicators that need further attention: (list e.g. 1a, 1b; 2a, 2b etc)

Specific goals for Satisfactory Progress towards achievement of Outcome/s:

Date for reassessment: __________________________________________________

Reassessment Comments:

Outcome 1 Satisfactory Progress: Yes No


** If Satisfactory Progress is not evident for both outcomes after reassessment, the Pre-service Teacher must be placed as ‘Requiring Additional Support’ (see Early

Childhood Professional Experience Handbook) and the UWS Professional Experience Office must be notified (see contact details page 3) **

Supervising Teacher’s signature:___________________________ Date: _____________

University Advisor’s signature:_____________________________ Date: _____________

Pre-service Teacher’s signature:____________________________ Date: _____________

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Early Childhood Professional Experience 1 Attendance and Feedback BookSupervising Teacher’s Feedback Sheet 2

(to be completed by Supervising Teacher prior to Community of Practice Circle 2)

3. The Preservice Teacher documents children’s learning in ways

that are clear and analytical.Evident Not

Evident

Outcome 3 Indicatorsa) Maintains a child portfolio for at least one child.b) Collects and documents relevant information about at least one child’s

experiences within his/her family and community and at the centre.c) Clearly documents children’s learning in ways that are accessible to

families.d) Shares documentation of children’s learning with staff and families.e) Analyses the meaning of documentation - for example identifies

children’s strengths and learning potentials, identifies children’s funds of knowledge.

f) Draws on a range of knowledges - including child development theory, and the socio-culturally specific information collected from staff and families - to identify the possible points of children’s development and learning.

g) Evaluates own professional development goals in the area of documentation of children’s learning and/or sets new goals as appropriate.4. The Preservice Teacher implements, documents and evaluates planned and spontaneous

experiences that foster quality interactions and extend learning.

Outcome 4 Indicatorsa) Implements experiences that build on children’s strengths, interests

and experiences.b) Makes use of routines as opportunities for spontaneous experiences

and responsive interactions that scaffold learning.c) Documents planned and spontaneous experiences and discusses

planned experiences with relevant staff members prior to implementation.

d) Documents evaluation of experiences and interactions in a way that provides useful analysis and leads to relevant future planning.

e) Documents children’s learning in ways that are accessible to and shared with families.

f) Evaluates own professional development goals in the area of planned and spontaneous experiences and/or sets new goals as appropriate.

Supervising Teacher’s signature: Date:

Pre-service Teacher’s Signature: Date:

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Early Childhood Professional Experience 1 Attendance and Feedback BookSupervising Teacher’s Feedback Sheet 2 – page 2

The Pre-service Teacher has used the following methods for documenting children’s learning:

□ Anecdote

□ Learning Story

□ Language Transcript

□ Sample (e.g. drawing)

□ Visual documentation (e.g. photograph, diagram of construction)

□ Other

The Pre-service Teacher has completed:

□ At least 10 observations – fully written up (not in draft) and analysed

□ At least 8 experiences – fully written up (not in draft), implemented and evaluated

□ At least a further 2 experiences planned for implementation within one week

Evidence of Pre-service Teacher’s understandings and use of the Early Years Learning Framework Pedagogies:

EYLF Principles Evident Not Evident

a) Holistic approachesb) Responsiveness to childrenc) Planning and implementing learning through playd) Intentional teachinge) Creating physical and social learning environments that have a

positive impact on childrenf) Valuing social and cultural contexts of children and their familiesg) Providing for continuity of learningh) Assessing and monitoring children’s learning to inform provision and

to support children in achieving learning outcomes

Supervising Teacher’s comments and goals for the remainder of the placement:

Supervising Teacher signature:__________________________ Date: ____________

Pre-service Teacher’s signature:___________________________Date: ____________

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Early Childhood Professional Experience 1 Attendance and Feedback BookCommunity of Practice Circle (CPC 2)Progress Assessment of Module 2 Outcomes

3. The Preservice Teacher documents children’s learning in ways that are clear and analytical. 4. The Preservice Teacher implements, documents and evaluates planned and spontaneous

experiences that foster quality interactions and extend learning.


Signature ______________________ Date: ___






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Outcome number/s: ___________________________












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Supervising Teacher Feedback Sheet 3(to be completed by Supervising Teacher prior to Community of

Practice Circle 3 in the week of 19th May)

5. The Preservice Teacher designs, implements and evaluates environments that balance challenge and safety and that promote children’s developing health habits and awareness of hygiene, well-being and safety.

Evident Not Evident

Outcome 5 Indicatorsa) Designs, implements and evaluates learning experiences that use appropriate

resources to promote sensory experiences and investigative enquiry across curriculum areas.

b) Offers children choices in a context of safety.c) Encourages independence and scaffolds developing skills in toileting, hand washing

and dressing.d) Encourages children to be involved in meal and snack preparation and routines as

appropriate.e) Uses current recommendations from recognised authorities to inform practice

related to:i. Health and hygiene

ii. Nutritioniii. Children’s safety and well beingiv. Occupational health and safety issue.

6. The Preservice Teacher interacts with young children in a caring, informed and knowledgeable manner.

Outcome 6 Indicatorsa) Attends to and responds positively to children’s verbal and non-verbal

communication.b) Recognises and provides opportunities for children to exercise agency

(choice and autonomy).c) Analyses children’s learning in ways that are perceptive and well

informed.d) Scaffolds children’s learning effectively.e) Uses children’s community of practice as a resource.f) Identifies and contributes to practices that facilitate inclusion of all

children, taking into account differing ages, abilities and languages.g) Evaluates current professional development goals and sets new goals

as appropriate.


Pre-service Teacher’s signature: Date:

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Supervising Teacher Feedback Sheet 3 – page 2

Comments on Pre-service Teacher’s understandings of health, safety and hygiene:

At least 18 experiences (planned and spontaneous) completed and all documentation written up (not draft).

Comments on Pre-service Teacher’s planning of individual and small group experiences:

Comments on Pre-service Teacher’s interactions with children:

Comments on Pre-service Teacher’s understandings and use of Early Years Learning Framework Practices, Pedagogies and Learning Outcomes:

Future Goals for Pre-service Teacher:

Pre-service Teacher’s Comments and Goals:



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Community of Practice Circle (CPC 3)

Progress Assessment of Module 3 Outcomes:5. The Preservice Teacher designs, implements and evaluates environments that balance challenge and

safety and that promote children’s developing health habits and awareness of hygiene, well-being and safety.

6. The Preservice Teacher interacts with young children in a caring, informed and knowledgeable manner.


Signature ______________________ Date: ___






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Outcome number/s: ___________________________












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Expo Feedback Sheet

PORTFOLIO PRESENTATION ASSESSMENT CRITERIA EVIDENT NOT EVIDENT

Goals All goals documented and evaluated in Professional Portfolio Verbal evaluation of goals Future goals presented verbally and in writing

Experiences Experiences have clear learning foci

Experiences integrate different areas of learning

Experiences are play-based and encourage investigation and problem-solving

Effective strategies used to extend learning and build relationships

Documentation of 6 relevant experiences provided as part of presentation

Child Portfolio 20 observations using range of methods Observations analysed 38 experiences clearly documented and evaluated

Professional Experience Portfolio

All sections included – situational analysis, reading summaries, peer learning circle notes, goals

Student self-assessmentComments on evidence presented Future plans (check indicators)

Pre-service Teacher’s Name: ________________________________________Signature: _______________________________________________ Date: _____________

Early Childhood Professional Experience 1 Attendance and Feedback BookPeer Feedback (PE partner)

Comments on evidence presented Future plans (check indicators)

Peer Pre-service Teacher’s Name: _____________________________________Signature: ______________________________________________ Date: _____________

University Advisor feedback

Comments on evidence presented Future plans (check indicators)

Outcomes 1 – 8 achieved OR Progressing towards meeting outcomes

University Advisor’s Name: ________________________________________Signature: _______________________________________________ Date: _____________

** If any Outcome has not been met at the Expo the following page needs to be completed **

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Outcomes not yet met on _____________ (date)

If the Pre-service Teacher was ‘Requiring Additional Support’ for any previous outcomes and is now Progressing for any Outcome, the ‘At Risk’ procedures must be followed and the UWS Professional Experience Office notified.

Outcome numbers:

Indicators that need further attention: (list e.g. 7c etc.)

Specific goals for achievement of Outcome/s:

Date for reassessment: __


Outcome/s met: Yes No

University Advisor signature: _______________________ Date: _________

Pre-service Teacher signature: _____________________ Date: _________

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Optional additional feedback sheet for Supervising Teacher(to be completed as required)

This optional feedback sheet may be used to highlight any positive aspects the Pre-service teacher is excelling in, or aspects that the Supervising Teacher feels are in need of improvement.

Focus of the feedback:

Comments about the focus:

Future Goals for Pre-service Teacher regarding focus:

Supervising Teacher’s signature: _ Date:

Pre-service Teacher’s signature: _____ Date:

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Supervising Teacher’s signature: ___ Date:


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Peer Learning Circles

Pre-service Teachers are entitled to one hour per week (excluding block professional experience weeks) to engage in a Peer Learning Circle (PLC). The purpose of the PLC is to reflect on previous Community of Practice Circles (CPCs), and professional experience, and to plan for future tasks such as CPC tasks, outcome achievement and goal setting. The Supervising Teacher may also use a portion of this time to provide and discuss feedback with the Pre-service Teacher. Students who are completing professional experience without a fellow peer present will be allocated online PLCs.

Date: ____ Start Time: ____ Finish Time: ___ (maximum 1 hour per week; no Peer Learning Circles in block)

Names of attendees: __________________________________________________________

Focus of discussion:

Identification of focus outcome/s and indicators for this PLC:

Summary of group planning for future work and next CPC:

Individual Future goals:

Supervising Teacher feedback:

Pre-service Teachers’ signatures:

________________________________

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Professional Experience Time SheetPre-service Teacher’s Name…………………...……...…………………….…………Uni

weekPE Days Date Pre-service Teacher’s

Signature Time of

ArrivalTime of

DepartureSupervising

Teacher’s Signature

5 Field Visit 1(6hours)

27/3

Field Visit 2(6hours)

28/3

6 Field Visit 3 (6 hours)

3/4

Field Visit 4(6 hours)

4/4

7 Field Visit 5(6 hours)

10/4

PE Day 1( 6 hours)

11/4

Week 8 UWS Intra session Break – No PE visits – unless making up missed days9 PE Day 2

(6 hours, incl CPC)24/4

10 PE Day 3( 6 hours)

1/5

PE Day 4(6 hours)

2/5

11Times include CPC

PE Day 5(6 hours)

7/5

PE Day 6(6 hours)

8/5

PE Day 7(6 hours)

9/5

12 PE Day 8(6 hours)

14/5

PE Day 9(6 hours)

15/5

PE Day 10(6 hours)

16/5

13 PE Day 11( 8 hours)

19/5

PE Day 12(8 hours)

20/5

PE Day 13(8 hours)

21/5

PE Day 14(8 hours)

22/5

PE Day 15(8 hours)

23/5

14 PE Day 16(8 hours)

26/5

PE Day 17(8 hours)

27/5

PE Day 18(8 hours)

28/5

PE Day 19(8 hours)

29/5

PE Day 20(8 hours)

30/5

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Early Childhood Professional Experience 1 Attendance and Feedback Bookif

requiredMake Up Day 1

ifrequired

Make Up Day 2

16 Expo Day 10/6

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