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https:// swinburneonline.instructure.c om/courses/4948/pages/4- dot-7-placement-preparation? wrap=1 4.7 Placement preparation Maguire-Fong (2014) emphasises the importance of providing many opportunities for a child to practice learning a new skill. Sequential planning is a valuable tool for educators as it provides children with meaningful and effective opportunities to practice learning new skills. It helps ensure that learning experiences are well-organised, tailored to individual needs, continuously assessed, and adaptable to support skill development in young learners. When planning a sequence of lessons, it can be useful to use the backward design model as a framework as it ensures teaching and learning are purposeful, aligned and focused on student understanding. You can read more about this in Planning a sequence of lessons Links to an external site. (DET, 2022). On days 5–10 of your placement, you will be required to plan and implement approximately three whole group sessions. The following table gives you two example sessions. Example whole group sessions Intentional teaching objective Example: For the children to learn about the concept of colour Example: For the children to learn about the concept of decomposition

Learning experience Read the book, Brown Bear, Brown Bear, What Do You See? Show the children a collection of leaves—leaves that are green and leaves that are in the process of decomposition. Ask the children if they think the leaves look the same. If they say no, ask them why. If they say that the leaves are a different colour, then ask them why the leaves are a different colour. What is happening to them? Resources A copy of the book A selection of leaves that are in different states of freshness and are different colours Example whole group sessions (2020) courtesy of Kerrie O'Neill Use the following planning tool to plan your three group sessions. After completing and submitting the table, use the 'Copy to clipboard' function to add these to your placement documentation, ready for use during your placement. (You will also need one of these activities for 4.8 Discussion: Planning whole group sessions .) Placement planning tool Intentional teaching objective Learning experience Resources 4.8 Discussion: Planning whole group sessions - EDU20053 Learning Group 03 No unread replies. 1 1 reply. Purpose For days 5–10 of your placement, you are required to plan and implement approximately three whole group sessions. Use the table on 4.7

Pedagogical Approaches – Supportive classrooms This week, we will look at the ways in which the social and cultural contexts of Aboriginal and Torres Strait Islander learners may be different to the social and cultural contexts of the teacher. Through this, we will explore pedagogical processes and structures that will assist in expanding your understanding of the learning needs of Aboriginal and Torres Strait Islander children. This week's learning links to the following Australian Professional Standards for Teachers focus areas: 1.3: Students with diverse linguistic, cultural, religious and socioeconomic backgrounds  Demonstrate knowledge of teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds 1.4: Strategies for teaching Aboriginal and Torres Strait Islander students  Demonstrate broad knowledge and understanding of the impact of culture, cultural identity and linguistic background on the education of students from Aboriginal and Torres Strait Islander backgrounds 2.4: Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non- Indigenous Australians  Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages Curriculum links This week's curriculum links to EYLF Principles, Practices and Learning Outcomes. Select each heading to learn about these in more detail.

EYLF Learning outcomes English language background It has been estimated that 25 per cent of Australian students have English as a second or additional language or dialect (EAL/D) including Aboriginal students who have Aboriginal English as a first language (ACARA, n.d). As such, significant numbers of Aboriginal and Torres Strait Islander students have Standard Australian English as a second, third or even fourth language, which can impact the success of their learning in classrooms. The functional needs of Aboriginal and Torres Strait Islander children may therefore require adjustment in relation to curriculum, pedagogy and communication. Pedagogical approaches must provide opportunities for all children to effectively receive and process information in order to ensure they successfully engage with the learning content. Indigenising education In order for Indigenous children to engage with, and connect to, learning, they must be able to see themselves, their identity, culture, history and people represented in the teaching and learning environment at both a classroom and whole school level. In current education contexts, this often does not occur. This can result in a major barrier to Aboriginal students’ success as they are exposed to a vast amount of knowledge that appears to have little or no place for them, their people or their culture in the learning environment. Thus, in order for Indigenous children to connect with a curriculum, content needs to be decolonised so that education can be Indigenised. Indigenising education means that every subject at every level is examined to consider how and to what extent current content and pedagogy reflects the presence of Aboriginal and Torres Strait Islander peoples and the valid contribution of Indigenous knowledge (Castellano, 2014) to Australian society. In this context, decolonising curriculum content requires deep consideration of what is being taught and how it is being taught. Indigenising education requires the intentional inclusion of Indigenous ways of knowing, thinking, doing and being through the implementation of pedagogical approaches that are responsive to Indigenous ways of teaching and learning. Doing so enables the creation of a curriculum that recognises multiple perspectives of history and contemporary society and acknowledges and respects culture and diversity in educational and community contexts. Creating supportive classrooms Whilst decolonisation of the curriculum is a large-scale goal in Australian education, change can be made on an individual, room level and service- wide basis. The content we teach, the pedagogical approaches to delivery

classrooms are supportive of the needs of Aboriginal and Torres Strait Islander children, teachers must thoughtfully and purposely consider the teaching and learning resources they use in the classroom. Embedding Aboriginal and Torres Strait Islander perspectives in learning can be done in a multitude of ways across a range of learning areas. Select the following headings to explore examples for each learning area. Pre-literacy Include Indigenous perspectives represented in picture story books; engage in oral storytelling, listen to, and view, stories told through Indigenous music and dance; encourage the use of Koorie English Pre-numeracy Recognise numerical concepts in the natural world, such as patterns and shapes; use symbols to represent numerical concepts (link to Indigenous symbols) History Recognition of historical events from multiple perspectives; recognise culturally significant days and events (e.g.: Aboriginal and Torres Strait Islander Children's Day and Reconciliation Week) Nature Learning on Country; developing connections to place (place-based learning); identifying the interconnectedness of land, sky and waterways Science Incorporate Indigenous scientific knowledge and language in the learning environment Sustainability Embed sustainability practices in daily practices; include natural resources in the learning environment; model respect for the natural environment The arts Include Indigenous music, dance and visual arts in the learning environment— focus on authentic representations and model language associated with the Arts Social and emotional wellbeing Model high expectations; invite children and families to share aspects of their culture and identity, recognise and celebrate children's linguistic backgrounds Physical wellbeing Draw on family experiences and expertise to incorporate a range of culturally diverse games and play-based activities

Select a Learning Outcome from the EYLF and choose an Outcome descriptor to explore. Identify opportunities to include resources and learning activities that represent Aboriginal and Torres Strait Islander histories, cultures, identities and/or ways of knowing and doing. Provide a brief summary of what may be required to teach your chosen topic.  What are some practical ways that you can support your Aboriginal and Torres Strait Islander learners?  What are the benefits of creating an inclusive and supportive classroom learning environment?  Has your view of the importance of curriculum and the use of resources been extended? In addition, consider the following three questions.  What are some practical ways that you can support your Aboriginal and Torres Strait Islander learners?  What are the benefits of creating an inclusive and supportive classroom learning environment?  Has your view of the importance of curriculum and the use of resources been extended? Reference Brant Castellano, M. (2014, June 10). Indigenizing Education Links to an external site . EdCam Network. https://www.edcan.ca/articles/indigenizing- education/ . Planning and preparing for learning This week, we will continue exploring ways to support your self-care and wellbeing. We've recreated the following content on this page for your ease of reference but you can refer to Building and sustaining a teaching career (Lemon & McDonough, 2020) for the full text. Essential readings This week, read the following chapter from Building and sustaining a teaching career (Lemon & McDonough, 2020):  Planning and preparing for learning Links to an external site. (pp. 167– 170)

option to create and export your notes. Alternatively, you can use a physical notebook to take any notes. These reflections will be valuable to draw upon as you begin your teaching career and address the demands of balancing your well-being with your professional responsibilities in the classroom. Aim The purpose of this journal is to have you reflect on each week's content and your experiences. You can use this interactive to write down your answers and export your notes on the last page, but you can also use a physical notebook. These reflections will be helpful to draw on as you complete your assignments. Reflecting 1. Talk with your mentor teachers and make notes on how their knowledge of the physical, social and intellectual development of their students informs their curriculum planning. (1.1) 2. How does your knowledge about how students learn influence your approach to planning and teaching? (1.2) 3. What types of teaching strategies do teachers in your professional experience use to respond to the diverse needs of their students? (1.3, 1.5) 4. How does your knowledge and understanding of the culture, identity and linguistic backgrounds of students from Aboriginal and Torres Strait Islander backgrounds affect your planning? What evidence of this can you see in your professional experience? (1.4, 2.4) 5. How does your knowledge of the legislative requirements regarding participation and learning for students with a disability influence your planning? (1.6) 6. How does your knowledge of the curriculum impact how you organise content into teaching and learning sequences? (2.1, 2.2) 7. What approach does your mentor teacher take to planning? How do they ensure they use curriculum, assessment and reporting requirements? Make notes on their responses. (2.3) 8. How do you use the curriculum to set learning goals that are challenging and achievable for students? Write about the evidence of the approach you chose in your lesson plans. (3.1) 9. How do you structure your lesson plans so that you are able to demonstrate your knowledge of effective teaching strategies? (3.2, 3.3) 10. What approaches do you take to critically evaluate resources for supporting and engaging students in their learning? Talk with your mentor

teachers about ways they identify appropriate resources and take notes on their approaches. (3.4) 11. Discuss with your mentor teacher how, as a teaching team, teachers use the curriculum, planning documentation and knowledge of research to evaluate teaching to improve student learning. Record the responses and ideas in your journal. (3.5, 6.2) 12. How do you plan for assessment and feedback in your lesson and unit sequences? (5.1, 5.2) 13. How can you draw from your professional experience and mentor teacher to learn about processes for assessment moderation? (5.3) 14. What assessment data have you used so far, and how has this data- informed your teaching? (5.4) 15. Using the Australian Professional Standards for Teachers, select a standard relating to the curriculum you would like to develop your skills. Provide a brief rationale. Plan, with action points, how you can achieve this professional growth. (6.1, 6.4) 5.1 This week’s focus This week’s topic is: Environments for learning. This week we will explore the importance of developing safe and challenging learning environments for children. We will delve a little deeper than just considering physical environments as our readings will take us on a journey to recognise the importance of the social and affective domains of environments and spaces. After this, our focus will change to the regulatory perspective. We will look specifically at the policies and procedures that are required to ensure that children are safe in their learning environments but are also presented with challenges and risky play. This week's objectives By the end of this week, you should be able to:  consider and reflect on the importance of environments for children’s learning  consider and reflect on the design of environments for children’s safety, wellbeing and inclusion  explore the concept of a child-safe environment from a regulatory perspective  identify and reflect on the concepts of risk and risk assessment and use your knowledge to ensure that reasonable precautions are taken to protect children from harm and hazard.

 Chapter 7: Environments (Vecchi, 2010).  Create the perfect play space Links to an external site. (Child Australia, 2012).  Education and Care Services National Regulations 2011 (NSW Government, 2011). Read 'Regulation 168: Education and care service must have policies and procedures'.  Child safe environment policy (Albert Park Preschool Centre Incorporated, 2014).  Adventurous play—Developing a culture of risky play Part 1 of 3 (ECA Learning Hub, 2013) o After you've watched the video, download the Talking about practice: Adventurous play— Developing a culture of risky play (PDF 1.84 MB) Links to an external site. newsletter (ECA, 2013).  Risk assessment form (DOC 17 KB) Download Risk assessment form (DOC 17 KB) (ACECQA, n.d.). Additional resources  Creating welcoming and inclusive spaces for all children Links to an external site. (Madden, n.d.).  The environment as the ‘third’ teacher (ACECQA, 2018).  EYLF PLP Talking About Practice – Environments for learning Links to an external site. (ECA Learning Hub, 2011).  Charter of Human Rights and Responsibilities Act 2006 (Vic) Links to an external site. (amended in 2011) (AustLII, n.d.).  The Child Safe Standards Links to an external site. (Commission for Children and Young People, n.d.).  Choose With Care: 12 steps to a child safe organisation Links to an external site. (Child Wise, n.d.).  Commission for Children and Young People (Victoria State Government, n.d.).  Protecting the safety and wellbeing of children and young people (Department of Education and Early Childhood Development and Department of Human Services, 2010).  Safeguarding Children accreditation program (Australian Childhood Foundation, 2018).  The United Nations Convention on the Rights of the Child Links to an external site. (UNICEF, n.d.)  Working with Children (WWC) Check (Victoria) (Victoria State Government, n.d.).  Risk assessment form (DOC 17 KB) Download Risk assessment form (DOC 17 KB) (ACECQA, n.d.).

5.2 Introduction and readings Key terms and concepts This week's learning materials will focus on the following key terms and concepts:  environments  wellbeing  aesthetics  regulations and policies  risk  risk assessment. National Quality Standards Read through the table entitled 'Educational program and practice' on the Quality Area 3 – Physical environment (ACECQA, n.d.) webpage. Locate Elements 3.1.1, 3.1.2, 3.2.1, 3.2.2 and 3.2.3. Also look for Element 2.2.1 in Quality Area 2 — Children's health and safety Links to an external site. and Element 7.1.1 in Quality Area 7 — Governance and leadership Links to an external site. (ACECQA, n.d.). National Quality Standards National Quality Standard Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child. Element 3.1.2 Premises, furniture and equipment are safe, clean and well-maintained. National Quality Standards (2023) courtesy of Swinburne Online

National Quality Standards (2023) courtesy of Swinburne Online 5.3 Educational and caring spaces Critical attention is given to the places and spaces that children and adults inhabit in Reggio Emilia. Care is taken of the furniture and the resources. This is seen as an ‘educational act that generates psychological wellbeing, a sense of familiarity and belonging, aesthetic sense, and the pleasure of inhabiting’ (Reggio Children, 2019). A step into the doorway of many of the centres speaks of the community that inhabits it. Each centre has not only a name but also a unique identity. Sometimes the history of the school is available, and sometimes there are photos of the educators and staff who inhabit the space and work with the children. This space highlights the importance of communication, with messages and flyers and upcoming events. There may even be some panels of documentation that contain the words of the children who inhabit this space. The pedagogy and importance of spaces and environments has had a profound influence on the educational environments in Australia. However, too often here, educators concentrate on beauty rather than on how environments contribute to the learning of children. Use your time

during your practicum to observe, consider and reflect on early childhood environments in Australia. Note: the infant–toddler centres and preschools of Reggio Emilia are called schools in Reggio Emilia. Consider the following questions:  Have you noticed educators focusing on ‘beauty’ rather than how the environment supports the learning of children?  Have you heard educators using the phrase, ‘the environment as the third teacher’?  Are the environments you are working in ‘beautiful’ with nothing for children to do, or have the educators created educational contexts for children’s learning? Environments In Chapter 7: Environments (Vecchi, 2010) Vea Vecchi, a former atelierista at the Diana School in Reggio Emilia, reflects on visitors' perceptions of the piazza area of her workplace. She makes some important declarations:  Built environments are always windows for ideas.  Physical environments that are well cared for and hold an aesthetic enact our right to a strong sense of well-being.  Environments are educating agents.  The design of your service is critical.  Paola talks about the comments from visitors to Reggio Emilia on their environments. She says that they talk about the restrictions they have in their respective places.  What does she say in response? Write your ideas in the following text box and select 'Check' to see feedback. 5.4 Create the perfect play space The Create the perfect play space (PDF 885 KB) Links to an external site. (Child Australia, 2012) booklet has been designed for educators who work in the Australian context. It makes connections with the EYLF and

 Demonstrate cultural diversity and respect for other cultures in your environment by using and displaying resources and materials from local communities and other countries. The Cultural connections booklet Links to an external site. (Child Australia, 2017) has some great ideas and references that will give you more inspiration.  Ask yourself: how do I use my environment to support the principles and practices of the EYLF?  Think about the theoretical perspectives that underpin your work with children. Write your response in the following text box and select 'Check' to see feedback. Child-safe environment policy The Child safe environment policy (Albert Park Preschool Centre Incorporated, 2014) is an example policy from a real-life preschool centre. After reading the regulations, you now know that this policy is one of the mandated policies. Many services have loaded their policies onto the internet where you can scroll each of these if you are interested. This one is a very robust policy. If we critically reflect on this policy, we should be concerned that it was adopted by the Approved Provider in 2014. Policies should be reviewed regularly. If a policy hasn't been reviewed since 2014, then it is considered to be out of date. During your practicum, ask your mentor if you could read their child-safe environment policy. Do you think there is anything missing from the Albert Park Preschool Centre policy that you have read? 5.5 Adventurous play Watch the following video, which is part one of three of a series designed to support discussion and reflection about the National Quality Standards (NQS) and its relationship to what educators in varied settings currently think, plan and do (ECA Learning Hub, 2013). Adventurous play—developing a culture of risky play part 1 of 3 (2013) <https://bit.ly/2RZHsRw> Once you have watched the video, download and read Talking about practice: Adventurous play— Developing a culture of risky play Links to an external site. (ECA, 2013). Consider the following questions:  What is risk? What does society say about risk?  Reflecting on the EYLF, what does it say about play and risk?

 Do you know what a risk assessment is?  5.6 Risk assessment  Recall the Guide to the National Quality Framework Links to an external site. (ACECQA, 2020), which outlines the following:  Physical activity enhances brain development, coordination and social and motor skills and helps children to build confidence in their own abilities, develop their independence, and enjoy being active. The educational leader and educators foster physical and psychological development in children by encouraging physical activity that is challenging, extends thinking and offers opportunities to take manageable risks. Instead of trying to eliminate all risk from children’s play, it is important to understand that risky play can be acceptable where the benefit to children’s learning outweighs the risks. Risks can be managed through conducting risk assessments, and weighing the obligation to protect children from foreseeable risk of harm against the benefit of providing children with a stimulating play environment  (ACECQA, 2020, p. 152)