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CONTENTS&PAGE*&
School(Context1………………………………………………………………………………………….(3&
Philosophy1(……………………………………………………………………………………………….4&
Standard(1………………………………………………………………………………………………….5&
Standard(2………………………………………………………………………………………………….7&
Standard(3…………………………………………………………………………………………………..10&
Standard(4…………………………………………………………………………………………………..12&
Standard(5…………………………………………………………………………………………………..14&
Standard(6…………………………………………………………………………………………………..16&
Standard(7(………………………………………………………………………………………………….17&
References(………………………………………………………………………………………………….19&
Appendix(…………………………………………………………………………………………………….20&
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Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

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Background(information1(&
The&classroom&I&completed&my&final&placement&in&is&an&inner&city&offsite&kindergarten,&which&is&
connected&to&a&Child&Health&Clinic,&approximately&one&kilometre&from&the&main&school&site.&
The&families&are&from&the&upper&socio*economic&area&with&mostly&professional,&tertiary&
educated&parents,&who&are&interested&in&and&actively&involved&with&their&children’s&education&
and&learning&‘seen&in&appendix&1’&(Australian&Curriculum&and&Assessment&Reporting&
Authority,&2016).&There&are&two&part*time&kindergarten&classes&comprised&of&19&and&20&
students,&who&attend&two&days&a&week&and&three&days&alternate&weeks.&There&are&two&part*
time&teachers,&and&one&full*time&education&assistant,&who&have&worked&within&the&school&for&a&
number&of&years,&and&who&plan&and&work&collaboratively&with&each&other.&&
Students&are&mostly&of&Australian&or&European&heritage,&however&there&is&six&ESL&students&
with&Chinese,&Korean,&French&and&Norwegian&languages&spoken&at&home,&these&students&are&
highly&competent&with&English,&however&two&are&having&English&lessons&outside&of&school.&
Several&students&have&been&identified&with&having&language&difficulties/delays&and&have&been&
referred&to,&or&receiving&therapy.&Two&students&has&been&identified&with&hearing&
difficulties/sensitivity&these&are&being&addressed&in&class&through&seating&arrangements&
during&mat&sessions&as&well&as&out&of&class&therapy.&Additionally&approximately&eight&students&
have&been&observed&to&have&gross&motor&or&fine&motor&skill&difficulties,&which&are&being&
addressed&in&class&through&activities.&There&is&a&child&within&one&of&the&classes&whom&suffers&
extreme&anxiety;&this&is&being&addressed&at&home&and&within&the&class&through&a&number&of&
programs.&&
The&school&core&values&provide&foundation&for&building&social&responsibility&and&a&sense&of&
belonging&through&collaboration&between&student,&family,&school&and&wider&community.&The&
schools&nine&key&values&are;&care&and&compassion,&integrity,&doing&your&best,&respect,&a&fair&go,&
responsibility,&freedom,&honesty&and&trustworthiness,&understanding,&tolerance&and&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

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inclusion.&&This&primary&school&has&been&placed&in&the&top&primary&schools&for&the&state,&for&a&
number&of&consecutive&years,&and&is&nominated&again&this&year.&The&school&is&a&key&part&of&the&
community,&and&prided&on&its&connectedness&to&the&outer&community.&&
Teaching(Philosophy1(&
As&an&educator&my&philosophy&is&constantly&growing&and&evolving,&as&I&do&within&the&
profession&of&teaching.&Currently&my&philosophy&is&based&around&student*centered,&play&based&
learning.&Play&is&a&highly&regarded&and&crucial&step&in&the&development&of&children,&especially&
during&the&early&years&of&learning.&By&following&a&play*based&approach&I’m&able&to&facilitate&
students&in&authentic&learning&experiences,&which&ultimately&has&positive&impact&on&how&
students&learn&and&develop.&Play*based&learning&is&‘a&context&for&learning&through&which&
children&organise&and&make&sense&of&their&social&worlds,&as&they&engage&actively&with&people,&
objects&and&representations’&(Department&of&Education&Employment&Workplace&Relations,&
2009,&p.6).&As&an&early&childhood&educator&I&regard&play&as&an&integral&learning&tool,&it&is&a&
purposeful&activity&built&around&a&well*resourced&environment&and&rich&interactions&with&
adults&(Arthur,&Beecher,&Death,&Dockett,&Farmer,&2015).&
Adult&engagement&is&highly&important&and&through&play&you’re&able&to&capture&students&
interests&and&the&‘funds&of&knowledge’&that&they&bring&to&the&class,&these&interactions&are&
happening&around&the&‘zone&of&proximal&development’&an&idea&established&by&Vygotsky.&I&
believe&educators&have&a&very&important&role&in&play;&they&have&the&role&of&facilitating&learning,&
and&can&embed&intentional&teaching&within&play&activities.&“Freely&chosen&play&activities&often&
provided&the&best&opportunities&for&adults&to&extend&children’s&thinking”&(Melhuish,&Sammons,&
Siraj*Blatchford,&Sylva,&&&Taggart,&2004&pp.6).&These&interactions&and&intentional&teaching&
moments&occur&in&the&zone&of&proximal&development,&by&interacting&in&this&area&you&are&able&
to&build&off&children’s&ideas&and&knowledge&can&be&expanded&(Arthur,&Beecher,&Death,&Dockett,&
Farmer,&2015).&&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

A&key&part&of&any&educational&experience&is&the&students,&as&an&educator&I&believe&knowing&and&
respecting&students&is&the&foundation&for&building&relationships&of&mutual&respect,&once&you&
have&established&these&relationships&you’re&able&to&ensure&learning&environments&allow&
students&to&‘be,&belong&and&become’&unique&learners.&&Another&influence&to&my&practice&is&the&
Reggio&Emilia&approach,&which&is&based&on&education&through&social&and&cultural&involvement&
(Bold&Park,&2016)&transparent&learning&and&learning&through&nature&and&natural&materials;&
this&emphasizes&the&classroom&environment,&and&refers&to&it&as&being&the&third&teacher.&&
As&an&educator&my&practice&is&also&embedded&with&reflection,&this&is&part&of&being&a&life&long&
learner.&Reflection&involves&a&number&of&key&stakeholders&thinking&about&a&concern&with&
either&a&theory&or&practice,&and&developing&new&understandings&to&strengthen&future&practice&
(Arthur&et&al.,&2015).&Reflection&is&a&key&part&of&maintaining&effective&teaching&practice,&and&as&
an&educator&I&reflect&to&maintain&the&most&effective&teaching&practice&for&my&students.&&
11((((((KNOW(STUDENTS(AND(HOW(THEY(LEARN1&
Knowing&your&students&in&an&extremely&valuable&standard&and&is&highly&regarded&by&me,&as&it&
is&embedded&within&my&philosophy.&Arguably&this&can&be&seen&as&the&most&vital&standard,&
although&when&all&the&standards&are&meet&to&the&highest&capacity&you&have&a&holistic&teaching&
program&that&will&meet&all&students.&Knowing&your&students&means&building&reciprocal&
relationships&founded&on&a&foundation&of&mutual&respect.&Once&you&have&established&these&
relationships&you&are&able&to&cater&for&each&child’s&learning&needs&‘standard&1.2’&(AITSL,&2013).&
Its&key&to&understand&that&each&child&is&unique&and&learn&in&unique&ways,&educational&
programs&should&cater&for&multi*literacies&and&the&multiple&intelligences&or&ways&of&learning&
part&of&‘standard&1.5’&(Duchesne,&McMaugh,&Bochner,&Krause,&2013).&&By&catering&for&this&
diversity&and&building&these&relationships&educators&are&able&to&help&instill&a&sense&of&being,&
belonging&with&in&the&class,&and&allow&students&to&become&positive&members&of&the&classroom&
and&grater&society.&&&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

belonging&with&in&the&class,&and&allow&students&to&become&positive&members&of&the&classroom&
and&grater&society.&&&
In&my&final&Pip&and&Pi&placement&I&spent&a&great&deal&of&time&getting&to&know&my&39&
kindergarten&students,&I&went&with&an&approach&that&meant&I&was&accepting&of&all&children’s&
backgrounds&and&interests,&and&free&of&judgment&or&ridicule.&My&aim&was&to&build/establish&a&
relationship&of&mutual&respect&with&each&of&my&students.&I&built&these&positive&relationships&by&
getting&to&know&the&students&collectively&and&as&unique&individuals.&I&was&able&to&learn&about&
and&with&each&individual&student,&on&this&journey&I&learnt,&their&unique&interests,&perspectives,&
learning&style,&backgrounds&and&worldviews&‘standard&1.3’&(AITSL,&2013).&This&‘getting&to&
know’&the&students&was&done&through&interaction,&observing&and&interacting&as&they&played,&
through&discussions&and&talks,&over&the&ten*weeks&I&was&able&to&build&a&profile&on&each&child,&
and&believe&I&established&reciprocal&relationships&with&each&of&my&students.&This&is&not&a&short&
process&by&any&means,&building&relationships&with&children&takes&time&especial&when&there&is&
39&unique&individuals,&this&process&started&from&day&one&and&still&continued&on&the&final&day.&
As&an&educator&I&understand&achieving&a&strong&positive&connection&to&students&is&key&to&
successful&learning,&you&may&be&the&best&teaching&in&the&world,&but&if&you&don’t&have&a&positive&
relationship&with&the&students,&then&effective&learning&will&not&occur&to&the&desired&capacity.&
It’s&important&to&understand&developmentally&where&students&are&at&standard&1.1&(AITSL,&
2013).&&
Situation&–&There&was&a&number&of&behavioural&issues&occurring&during&mat&sessions&and&at&
table&activities,&which&were&involving&the&same&child.&Often&he&would&hit&or&kick&children&
accidentally&as&he&fidgeted&on&the&mat,&he&found&it&difficult&to&concentrate&and&focus&on&what&
was&being&said.&This&child&had&been&identified&as&having&a&possible&sensory&processing&issue,&
which&his&parents&had&diagnosed&by&a&therapist.&&
Action&–In&a&previous&placement&I&have&sat&in&on&a&meeting&about&sensory&processing&issues,&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

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so&I&reflected&on&my&previous&notes.&I&also&researched&further&about&sensory&processing&
disorders&on&the&Sensory&Processing&Australia&website&(Sensory&Processing&Disorders&
Australia,&2016).&&After&researching&I&came&to&the&decision&of&implement&strategies,&in&an&effort&
to&help&this&child&focus&during&mat&sessions.&We&introduced&‘squishy&fishies’&which&are&pillow&
like&seats&that&allow&children&to&wiggle&on&the&mat&while&keeping&them&sitting.&The&pillows&
where&handed&out&to&a&number&of&children&which&also&had&issues&sitting&on&the&mat.&I&took&this&
action&as&it&catered&to&the&individual&learner,&this&approach&I&believe&is&more&beneficial&then&
disciplining&after&the&behaviour&has&occurred,&this&is&a&preventative&measure&to&help&facilitate&
the&child&in&sitting&on&the&mat&correctly.&&
Outcome*&The&outcome&was&that&by&learning&about/knowing&the&individual&student,&I&was&
able&to&see&and&meet&his&learning&requirements.&The&introduction&of&a&sensory&device&‘squishy&
fishies’&helped&the&child&focus&more&on&the&mat;&he&was&able&to&participate&in&activities,&as&he&
knew&what&was&going&on.&This&also&helped&eliminate&a&majority&of&the&behaviour&issues,&
however&there&is&still&a&few&which&we&are&working&through,&with&the&child&and&parents.&&
Evidence1((found&in&appendix&evidence&section)&&
21(KNOW(THE(CONTENT(AND(HOW(TO(TEACH(IT1&
Knowing&the&content&and&how&to&teach&it&is&a&valuable&standard&as&it&helps&guide&practice,&and&
teaching&strategies.&There&are&numerous&documents,&policies&and&curriculum&in&Western&
Australia&that&help&guide&teaching&in&the&early&years.&One&key&curriculum&guide&is&the&Early&
Years&Learning&Framework&‘EYLF’,&which&emphasis’s&the&significance&of&children&being,&
belonging&and&becoming&(DEEWR,&2011).&The&EYLF&Framework&provides&a&broad&direction&for&
early&childhood&educators&in&early&childhood&settings&to&facilitate&children’s&learning.&It&
communicates&these&expectations&through&the&following&five&Learning&Outcomes:&
1.&&&&&Children&have&a&strong&sense&of&identity&&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

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2.&&&&&Children&are&connected&with&and&contribute&to&their&world&&
3.&&&&&Children&have&a&strong&sense&of&wellbeing&
4.&&&&&Children&are&confident&and&involved&learners&&
5.&&&&&Children&are&effective&communicators&(DEEWR,&2011)&
The&Early&Years&Learning&Framework,&is&just&a&broad&guide,&this&is&expanded&upon&in&the&
Kindergarten&Curriculum&Guidelines&(School&Curriculum&and&Standards&Authority,&2014).&
Other&key&content&documents&include&the&National&Quality&standards&‘NQS’&which&is&used&
heavily&throughout&my&placement&school&(Australian&Children’s&Education&and&Care&Quality&
Authority&[ACECQA],&2012).&Documents&guiding&practice&also&include&the&Australian&Institute&
of&Teaching&for&School&Leadership&standards&(AITSL,&2013).&There&is&more&to&teaching&then&
just&knowing&content,&you&must&also&know&how&to&most&effectively&teach&it.&As&an&early&
childhood&educator&I&understand&the&significant&role*play&has&in&learning,&and&most&often&all&
curriculum&goals&can&be&achieved&through&this.&&
On&my&Pip&and&Pi&placement&I&explored&the&curriculum&content&and&how&to&teach&it,&as&I&took&
on&the&role&as&classroom&teacher.&When&teaching&the&content&from&the&curriculum&I&had&to&take&
into&account&the&age&of&my&students&(kindergarten),&and&developmentally&where&they&are.&At&
this&age&sitting&for&long&periods&of&time&and&worksheets&are&very&ineffective&ways&of&teaching,&I&
found&a&majority&of&children&learnt&best&through&hands&on&interactive,&and&play&based&
activities,&in&which&the&curriculum&is&embedded.&Content&that&is&taught&needs&to&engage&the&
students,&this&mean&capturing&their&interests.&I&found&that&a&majority&of&students&were&
interested&in&hospitals,&as&they&had&family&and&parents&that&worked&there.&This&was&the&basis&
of&our&theme&this&term&at&kindy.&From&here&we&established&a&home&corner&designed&as&a&
hospital,&through&playing&here&and&interacting&the&students&were&meeting&a&majority&of&the&
curriculum&guidelines.&I&have&observed/facilitated&students&in&meeting&the&five&EYLF&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

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outcomes,&through&a&combination&of&play&based&learning&and&intentional&teaching.&The&
intentional&teaching&that&I&used&over&my&time&on&placement&was&for&things&such&as&the&letters&
of&the&alphabet&and&number&formation.&
Situation&–The&kindergarten&teachers&from&last&year&followed&the&Jolly&Phonics&system,&which&
the&current&class&teachers&had&been&following&for&the&first&two&terms,&this&ties&into&knowing&the&
content&and&how&to&teach&it.&This&programme&is&designed&to&teach&children&to&read&and&write,&
and&facilitates&children&learning&the&42&letter&sounds&of&the&English&language,&rather&than&the&
alphabet.&&The&students&had&been&doing&single&letter&sounds&up&until&the&third&week&of&my&
placement,&they&where&then&moving&onto&diagraphs.&This&was&a&tricky&concept&for&students&to&
grasp,&as&I&attempted&to&teach&the&‘ai’&sound.&All&students&struggled&to&complete&the&ai&
activities,&and&come&up&with&ai&words.&During&reflection&I&questioned&the&idea&of&completing&
diagraphs&with&students&so&young,&my&mentor&teachers&seemed&just&as&concerned.&&
Action&–&The&action&I&took&started&with&a&daily&reflection,&I&had&seen&how&much&the&children&
struggled&with&the&diagraph&sound&‘ai’.&I&brought&my&concerns&to&the&mentor&teachers&whom&
shared&my&views&on&teaching&diagraphs&in&kindergarten.&We&sat&down&together&and&had&an&
offsite&team&meeting&about&the&impact&this&could&have&on&the&students,&and&what&else&we&could&
be&utilising&the&time&for&rather&than&teaching&diagraphs.&After&our&discussion&a&learning&area&
team&meeting&was&called&and&the&concerns&were&raised&to&the&other&two&kindergarten&classes,&
the&deputy&principle&also&sat&in&on&the&meeting.&After&reaching&a&unanimous&decision&we&
decided&to&scrap&teaching&diagraphs&in&kindergarten.&&&
Outcome&–&Diagraphs&are&no&longer&taught&in&kindergarten,&with&this&extra&time&I&was&able&to&
focus&on&the&remaining&alphabet&letters,&and&organise&news&time&so&students&can&develop&their&
language&and&communication&skills.&&
Evidence1((found&in&appendix&evidence&section)&&

Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

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31((((PLAN(FOR(AND(IMPLEMENT(EFFECTIVE(TEACHING(AND(LEARNING1&
Planning&is&a&crucial&part&of&teaching,&and&needs&to&be&embedded&with&the&curriculum,&as&well&
as&cater&to&the&students’&needs&and&interest’s,&this&is&in&order&for&effective&learning/teaching&to&
occur.&Teachers&plan&with&program&overviews,&long&term&planners,&daily&work&pads,&and&
individual&lesson&plans.&Within&these&plans&are&learning&objectives&and&goals&this&may&be&
scaffolded&for&the&students,&as&you&cater&to&their&diverse&needs&and&levels&(AITSL,&
2013).&&Planning&sequenced&lessons,&and&goals&that&build&upon&students’&knowledge&and&
previous&skills&helps&effective&learning&take&place.&Programs&need&to&be&clear&and&concise&so&
that&key&stakeholders&can&understand,&and&evaluate&what&is&being&taught&within&the&class.&
Planning&should&be&considered&to&be&part&of&a&cycle;&the&plan,&teach,&assess&and&reflection&cycle.&
Planning&is&not&a&process&that&occurs&on&its&own,&there&is&a&great&deal&of&knowledge&and&input&
that&goes&into&creating&clear&plans&that&meet&the&students&needs&as&well&as&curriculum&
requirements.&&
During&pip&and&pi&I&had&a&great&deal&of&time&planning,&from&overviews,&long&term&plans,&weekly&
plans&and&daily&work&pads.&During&placement&and&as&a&placement&teacher&it&is&crucial&to&have&
clear&and&concise&plans&so&that&key&stakeholders&such&as&mentor&teachers&are&able&to&read&and&
understand&what&is&being&taught,&it&also&allows&for&there&to&be&accountability.&Over&my&time&on&
placement&I&learnt&that&plans&are&just&a&guide&and&should/do&constantly&evolve&and&change&
especially&in&the&early&years.&Teaching&requires&you&to&be&flexible,&and&able&to&adapt&to&the&
changes&that&occur&daily&within&the&class.&During&my&third&week&my&entire&term&plan&had&to&be&
completely&revised&as&we&altered&the&program&we&were&following.&Over&the&period&of&
placement&I&constantly&was&following&the&plan&teach&assess&reflect&cycle,&by&having&two&
kindergarten&classes&I&was&able&to&see&what&worked&and&what&didn’t&and&alter&it&accordingly.&&
Situation&–&I&completed&a&term&plan&embedded&with&the&Jolly&Phonics&literacy&system,&which&
had&been&used&for&the&previous&terms,&and&across&the&school&in&kindergarten.&During&week&
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three&the&literacy&system&we&were&following&within&the&classes&got&completely&revised,&and&
diagraphs&were&no&longer&going&to&be&taught&in&kindergarten.&This&meant&my&entire&plan&had&
to&be&changed/altered.&&
Action&–&After&discussing&with&my&mentor&teachers&and&reflecting&I&decided&to&alter&my&plan&to&
focus&more&on&consolidating&the&alphabet&and&letter&sounds,&this&moved&away&from&the&Jolly&
Phonics&system.&Students&were&also&completing&‘letter&books’&which&was&basically&tracing&
letters&and&colouring&in,&I&decided&to&stop&doing&the&letter&books&which&took&a&lot&of&time,&and&
use&this&time&more&effectively&through&practical&hands&on&activities&like&forming&letters&out&of&
play&dough,&with&charcoal,&completing&news&(oral&language)&and&reading&stories&for&print&
knowledge.&&
Outcome&–&The&outcome&was&that&the&plan&was&revised&for&the&better,&and&more&time&was&
spent&consolidating&student’s&knowledge&rather&then&confusing&them.&This&was&evident&in&my&
reflections&as&I&observed&noticeable&improvements&in&their&literacy&knowledge&and&skills.&&
Evidence1((found&in&appendix&evidence&section)&&
4*(CREATE(AND(MAINTAIN(SUPPORTIVE(AND(SAFE(LEARNING(ENVIRONMENT1&
This&is&a&very&valuable&standard&especially&within&the&early&years&of&learning.&During&
kindergarten&students&are&entering&the&schooling&system,&possibly&for&the&first&time,&so&the&
environment&plays&a&huge&part&in&their&emotions&and&views&on&schooling.&Part&of&‘belonging’&
for&children&is&feeling&ownership&and&secure&within&their&classroom&environment.&This&
‘belonging’&doesn’t&just&occur&through&furnishing,&it&requires&a&number&of&factors&such&as,&
positive&relationships,&reflective&of&diversity,&catering&for&diverse&learners&and&abilities,&
homely,&instilling&a&sense&of&safety&and&trust,&and&reflective&of&backgrounds&and&the&
community.&Positive&and&safe&learning&environments&is&connected&heavily&to&the&Early&Years&
Learning&Framework&‘being&belonging&and&becoming’&(DEEWR,&2009).&By&having&a&positive&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

12&

learning&environment&you&are&able&to&capture&students&interest&and&facilitate&a&higher&level&of&
learning.&Classrooms&must&also&meet&national&safety&standards,&and&maintain&the&rights&of&
each&individual&child;&the&National&Quality&Standards&detail&the&requirements&of&a&center&and&
teaching&programme.&&
During&my&placement&I&was&lucky&enough&to&be&placed&in&an&off*site&facility&with&an&abundance&
of&room.&The&class&had&already&been&established&as&a&warm&and&inviting&domain,&and&I&quickly&
settled&in&and&set&out&maintaining&this&safe&supportive&learning&environment.&Environments&
are&highly&regarded&by&me,&and&I&believe&that&the&classroom&can&be&a&third&teacher;&this&is&
embedded&within&my&philosophy&(Bold&Park,&2016).&I&introduced&more&natural&materials&into&
the&classroom,&and&set&out&maintaining&the&natural&environment&outside,&including&
introducing&more&plants&from&seeds,&students&helped&in&decision*making&on&plants&and&were&
responsible&for&looking&after&the&plants.&Although&inside&the&class&was&pretty&well&established&
there&was&room&for&alterations,&I&added/altered&areas&to&help&cater&to&the&diverse&learners&and&
students&interests.&These&areas&included&setting&up&a&mini*world&table,&transient&art&table,&
quiet&outside&play&area&(fairy&garden),&a&hospital&dramatic&play&area,&and&a&revolving&student&
art&gallery;&which&changed&week*by*week.&I&maintained&a&literacy*rich&class&environment,&
with&words&relevant&to&the&theme&featured&around&the&class.&I&also&believe&in&transparent&
learning&so&teachers,&students&and&other&key&stakeholders&can&come&in&and&see&the&learning&
journeys.&This&transparent&learning&was&achieved&as&I&displayed&student’s&work,&learning&
stories&and&floorbooks&(Lee*Hammond,&2015).&&
Situation&–&The&situation&that&occurred&was&about&moderating&the&classroom&environment,&to&
meet&the&needs&of&each&child.&Student&X&whom&had&been&documented&to&have&extreme&anxiety&
refused&to&eat&and&play&outside&during&recess&and&lunch.&The&child&would&start&to&
hyperventilate,&and&block&his&ears&as&soon&as&it&was&time&to&go&outside.&Often&saying&‘it’s&too&
noisy&there’&or&‘I&cant&play&its&loud’.&&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

13&

Action&–&After&reflecting&on&the&child’s&words,&I&decided&to&brainstorm&with&the&classes&on&
what&area&we&should/could&establish&in&the&playground,&casually&I&brought&up&that&maybe&it&
could&be&a&quiet&area.&We&had&a&class&brainstorm&(one&for&each&class)&and&the&students&all&
offered&suggestions&a&majority&of&the&students&agreed&on&a&fairy&garden,&which&would&be&
established&in&an&unused&overgrown&corner&of&the&playground&(outside&area).&This&was&a&long*
term&project&that&was&still&being&added&to&right&up&to&the&final&day.&&We&painted&stumps&to&look&
like&mushrooms,&students&picking&the&amount&of&white&dots&to&go&on&them,&students&made&
pop*stick&fairy&doors,&planted&fairy&flowers&from&seeds,&and&decorated&the&area&with&fairy&
beads&and&stones.&We&also&brought&stories&and&literacy&relevant&to&the&project&into&the&
classroom,&and&class&library.&Part&of&knowing&my&students&is&knowing&their&interests,&and&
allowing&everyone&to&participate&how&they&want,&some&children&chose&not&to&complete&certain&
aspects&of&the&project&but&as&a&collective&they&all&participated&with&one&aspect&or&more&of&the&
project.&&
Outcome&–&A&new&quiet&area&was&established&which&all&students&felt&ownership&over,&and&
enjoy&looking&after.&This&project&brought&all&the&students&together,&and&encouraged&
participation&and&instilled&a&sense&of&belonging&within&the&students.&The&child&with&anxiety&
was&able&to&come&outside&and&often&was&in&the&quiet&area&helping&with&creating&new&pieces&for&
the&garden.&&&
Evidence1((found&in&appendix&evidence&section)&&
51(ASSESS,(PROVIDE(FEEDBACK(AND(REPORT(ON(STUDENT(LEARNING1&
Assessing&and&providing&feedback&on&students&learning&is&a&highly&important,&this&allows&
educators&to&see&where&students&are&at&and&create&plans&to&help&expand&and&build&upon&their&
knowledge.&“When&teachers&assess&students'&work,&they&tend&to&do&several&things:&they&gather&
some&sort&of&information&about&what&the&student&knows&or&can&do;&they&interpret&or&analyse&

Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

14&

that&information&to&make&sense&of&what&it&tells&them&about&the&student&and&their&learning;&they&
make&judgments&about&how&well&the&student&is&achieving,&and&may&record&these&to&share&with&
the&student&and&others;&and,&generally,&they&use&all&of&this&to&form&plans&for&future&learning&and&
teaching”&(Duchesne,&McMaugh,&Bochner&and&Krause,&2013,&p.476).&
During&my&Pip&and&Pi&placement&I&was&exposed&to&and&completing&a&number&of&different&
assessment&tasks,&and&reporting&on&students&learning&in&a&number&of&ways.&Some&of&the&
kindergarten&assessment&tools&I&used&on&placement&were,&oral&language&and&comprehension&
screening,&concepts&of&print,&on&entry&tasks,&phonological&awareness,&play&and&social&skills,&
fundamental&movement&skills,&numeracy&skills&and&summertising.&I&also&learnt&about&KAT&
subtests,&and&how&to&complete&these&tests&within&the&class,&on&individual&students.&
Documenting&assessments&is&extremely&vital;&it&allows&educators&to&look&back&on&the&learning&
or&issues&that&have&taken&place.&I&documented&learning&in&a&number&of&ways&including,&with&
photographs,&videos,&written&observations,&checklists,&portfolios,&group/individual&learning&
stories,&reflections,&and&floorbooks&(Warden,&2012).&After&documenting&a&terms&worth&of&
information&I&was&able&to&complete&an&interim&report&on&each&individual&students&learning&and&
the&outcomes&they&had&achieved.&I&linked&the&curriculum&to&items&of&evidence&students&had&
created,&and&ticked&off&the&curriculum&links&that&were&achieved&over&the&term.&The&feedback&I&
had&was&discussed&with&my&mentor&teachers&and&presented&to&the&parents/key&stakeholders.&&
Situation&–I&was&finding&it&difficult&to&keep&track&of&students&learning,&and&especially&the&
concepts&that&they&struggled&with.&My&observation&notes&were&all&being&written&in&one&book,&
but&often&it&was&jumbled&and&the&information&on&individual&students&was&not&easily&found.&If&I&
were&to&take&it&to&a&meeting&I&would&have&to&flick&through&and&search&the&pages&to&gather&all&
the&information.&&
Action&–&To&make&it&clearer&I&created&a&new&observation&book,&with&an&individual&page&for&each&
child.&The&book&was&easily&accessible&for&the&educators,&and&was&added&to&each&day.&The&notes&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

15&

were&used&at&the&end&of&term&to&help&create&the&end&of&term&interim&report.&These&reports&were&
accompanied&by&visual&evidence&for&parents.&&
Outcome&–&The&outcome&was&an&easily&accessible&central&book,&which&observation&notes&could&
be&recorded&in.&This&is&something&I&will&also&take&into&my&future&practice,&as&it&notes&dates&and&
issues/learning&as&evidence&in&any&meetings&or&for&reporting.&&
(Evidence1((found&in&appendix&evidence&section)&&
(61(ENGAGE(IN(PROFESSIONAL(LEARNING1&
As&educators&we&should&constantly&be&learning&and&engaging&as&life*long&learners,&professional&
learning&is&a&vital&part&of&teaching&and&requires&open*minded&individuals.&Teachers&need&to&
engage&with&colleagues,&this&engagement&and&sharing&of&knowledge&and&views&helps&improve&
overall&practice&(AITSL,&2013).&&Each&year&as&the&students&change,&so&does&the&teaching,&
educator&must&develop&and&adapt&teaching&to&suit&students&and&the&society&we&live&in.&&
During&my&placement&I&was&heavily&involved&in&professional&development,&placement&is&all&
about&learning&and&helping&shape&my&role&as&a&teacher.&I&engaged&daily&with&my&classroom&
teachers&and&education&assistant,&every&interaction&helping&me&develop&as&an&educator.&I&also&
attended&staff&meetings,&learning&team&meetings&and&P&C&meetings,&which&helped&contribute&
to&my&understanding&of&what&it&is&to&be&a&teacher.&I&embraced&new&technology&and&learning&
tool&to&help&educate&my&students,&and&reflected&daily&to&help&improve&my&practice.&I&took&on&
board&any&criticism&or&feedback&that&was&given&to&me&and&in&the&end&felt&my&entire&practice&
had&improved&over&the&course&of&ten*weeks.&In&my&future&practice&I&will&continue&to&engage&
professionally&and&take&on&board&feedback&from&all&key&stakeholders,&to&ultimately&help&
improve&my&practice&and&maintain&my&life*long&learning.&&&
Situation&–&The&entire&Pip&and&Pi&placement&is&about&professional&learning,&during&my&

Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

16&

placement&I&did&struggle&at&the&start&to&get&the&concept&of&planning.&I&showed&my&‘draft&plan’&to&
my&mentor&teachers&and&they&suggested&that&I&complete&some&professional&development&in&
planning.&&
Action&–&After&taking&on&board&my&mentors&feedback,&I&set&out&to&help&develop&my&planning.&I&
engaged&with&the&mentors&and&my&peers&to&help&me&professionally&improve&my&planning,&I&also&
researched&planning&documents&for&the&years.&I&then&sat&down&and&revised&all&my&plans,&
making&the&necessary&adjustments.&&
Outcome&–&The&outcome&was&that&by&completing&professional&development&I&was&able&to&
improve&an&aspect&of&my&practice&for&the&better.&Taking&on&board&feedback&and&being&open&to&
suggestions&is&highly&valued&by&me;&as&an&educator,&and&I&shall&continue&to&do&this&throughout&
my&life&as&a&teacher.&&
Evidence1((found&in&appendix&evidence&section)&&
(71(ENGAGE(PROFESSIONALLY(WITH(COLLEAGUES,(PARENTS/CARERS(AND(THE(
COMMUNITY1((&
In&the&early&years&and&through&schooling&positive&relationships&are&vital&for&students&to&feel&as&
though&they&belong&within&the&school&environment.&There&is&exceptional&growth&amongst&
children,&especially&in&the&areas&of&social&and&emotional&competence.&During&this&peak&growth&
period&it&is&highly&important&for&teachers&to&build&strong&partnerships&with&the&families&and&
the&community.&By&having&a&positive&relationship&with&families&and&the&community,&teachers&
are&able&capitalizes&on&the&student’s&real&world&influences,&which&helps&students&sense&of&
wellbeing&and&belonging&when&they&come&to&the&classroom.&Bronfenbrenner’s&‘Ecological&
Systems&Theory’&shows&how&families,&schools&and&communities&have&a&major&influence&on&the&
student&as&an&individual,&including&their&social&and&emotional&competence&(Lee*Hammond,&
2015).&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

17&

During&Pip&and&Pi&I&was&placed&in&a&very&community&based&school,&all&of&the&key&stakeholders&
were&very&engaging&and&welcoming.&On&my&first&day&with&each&kindergarten&group&I&wrote&an&
introduction&note&on&the&whiteboard,&and&greeted&everyone&as&they&came&into&the&class.&Over&
the&course&of&ten&weeks&I&established&strong&relationships&of&mutual&respect&with&students,&
teachers,&staff,&parents,&and&key&community&members.&As&an&effort&to&engage&further&with&
parents,&beyond&what&was&already&been&done&in&class,&I&began&writing&what&we&did&during&the&
day,&and&leave&it&presented&up&for&parents&to&read&after&class.&I&also&brought&aspects&of&the&
community&into&the&classroom,&the&school&is&situated&close&to&the&hospital,&and&a&lot&of&parents&
have&positions&there,&so&we&established&our&own&hospital&in&the&dramatic&play&area.&I&also&
encouraged&respected&community&members&to&come&into&the&class&and&talk&about&key&heath&
issues&relating&to&our&theme,&such&as&doctors&(parents),&Nurses&(parents),&and&dentists.&&
Situation&–&Parents&would&often&come&in&and&question&what&students&had&done&during&the&
day,&to&which&I&would&explain&to&them&all&the&activities.&Often&though&a&number&of&parents&
would&all&be&asking&the&same&thing&repeatedly,&which&took&time&away&from&me&conversing&
with&parents&if&there&was&an&issue.&&
Action&–&I&decided&to&introduce&a&‘today&we…’&board,&which&is&written&on&a&whiteboard&and&left&
up&for&parents&to&see&as&they&pick&up&their&children.&At&the&end&of&the&day&I&would&ask&students&
what&we&did?&They&would&then&tell&me&the&things&that&they&remembered&(this&also&helped&with&
their&literacy&recount&development).&&
Outcome&–&Not&as&many&parents&came&in&to&ask&the&same&question&of&‘what&did&they&do&today?’&
so&time&was&freed&up&to&speak&to&other&parents.&Students&were&able&to&further&develop&their&
literacy&skills,&this&also&allowed&for&daily&observations&to&be&noted&down.&The&learning&
happening&within&the&class&became&more&transparent&to&the&key&stakeholders.&&
Evidence1((found&in&appendix&evidence&section)&&

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By(Paige(Lamb1Dwyer((31862752)&
Reference:&
Arthur,&Leonie.,&Beecher,&Bronwyn.,&Death,&Elizabeth.,&Dockett,&Sue.,&Farmer,&Sue.&(2015)&Programming&and&
planning&(6th&ed.).&South&Melbourne,&Victoria&:&Cengage&Learning&Australia&Pty&Limited.&&
Australian&Curriculum&and&Assessment&Reporting&Authority.&(2016).&MySchool.&Retrieved&from&
https://www.myschool.edu.au&
Australian&Institute&for&Teaching&and&School&Leadership.&(2014)&Teaching&Standards.&Retrieved&from:&
http://www.aitsl.edu.au/australian*professional*standards*for*teachers/standards/list&
Bold&Park&Community&School&(2015)&The&BPCS&educational&experience:&Early&Childhood.&Retrieved&from&
http://www.boldpark.com/programs/early*childhood/.&
Brady,&Laurie.,&&&Kennedy,&Kerry.&(2012)&Assessment&and&reporting&celebrating&student&achievement&(4th&ed.).&
Frenchs&Forest,&NSW:&Pearson&Australia.&&
Department&of&Education,&Employment&and&Workplace&Relations.&(2009).&Belonging,&being&&&becoming:&The&
early&years&learning&framework&for&Australia.&Retrieved&January&27,&2013&from&
http://foi.deewr.gov.au/node/2632&&
Duchesne,&Sue.,&McMaugh,&Anne.,&Bochner,&Sandra.,&&&Krause,&Kerri*Lee.&(2013).&Educational&Psychology&for&
learning&and&teaching&(4th&ed.).&Victoria&Australia:&Cengage&Learning&Australia&Pty&Limited.&&&
Kemmis,&Stephen.&&&Carr,&Wilfred.&(1983)&Becoming&critical:&Knowing&through&action&research&(1st&ed.).&New&
Fetter&Lane,&London&:Deakin&University&Press.&
Lee*Hammond,&Libby.&(2015)&Children’s&Learning&and&Development:&Contemporary&Perspectives.&[PowerPoint&
slides]&retrieved&from&
http://moodleprod.murdoch.edu.au/pluginfile.php/314540/mod_resource/content/4/Lecture%20slides.pdf&
Melhuish,&Edward.,&Sammons,&Pam.,&Siraj*Blatchford,&Iram.,&Sylva&Kathy.,&Taggart&Brenda.&(2004)&The&Effective&
Provision&of&Pre*School&Education&(EPPE)&Project:&Findings&from&Pre*school&to&end&of&Key&Stage1.&Retrieved&from&
https://www.ioe.ac.uk/RB_Final_Report_3*7.pdf&
School&Curriculum&and&Standards&Authority&(2014)&Kindergarten&curriculum&guidelines.&retrieved&from:&
http://k10outline.scsa.wa.edu.au/media/documents/outline_downloads/Western*Australian*Kindergarten*
Curriculum*Guidelines*pdf.pdf&
Sensory&Processing&Disorders&Australia.&(2016).&What&is&sensory&processing.&Retrieved&from:&
http://www.spdaustralia.com.au&.&
Warden,&Claire.&(2011)&Thinking&and&Talking&Floorbooks.&Retrieved&from&http://www.claire*
warden.com/publication.cfm/ID/8&
(&

(
By#Paige#Lamb,Dwyer#(31862752)#
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Appendix1(Evidence(standard(11((
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Harvey#KERR#
TERM#THREE#2016#FEEDBACK#
!

Dear!Parents!
!

!We!are!enjoying!getting!to!know!your!child.!!Here!is!some!early!feedback!about!how!he!is!
settling!into!his!learning!routine!at!Kindy.!!His!portfolio!with!evidence!and!further!information!
about!his!development!will!be!sent!home!at!the!end!of!Semester!3!for!you!to!view.!!Please!do!not!
hesitate!to!ask!questions!informally!before!or!after!school.!!Alternatively!you!can!make!an!
appointment!for!a!formal!interview.!
!

Kind!Regards!
Paige!LambE!Dwyer!
!
ALWAYS&
&
I&separate&from&my&parents&with&ease&
&
I&make&my&own&activity&choices&
√&
I&follow&directions&
√&
I&complete&most&of&my&work&
√&
I&observe&the&limits&of&the&classroom&
&
I&socially&participate&in&games&
√&
I&ask&for&help&when&necessary&
√&
I&listen&during&mat&time&
&
I&contribute&ideas&and/or&opinions&during&mat&time&
√&
I&join&in&with&action&songs/music&and&dance&
√&
My&dominant&hand&for&writing/drawing&is&my&
SETTLING(IN(AT(KINDY(

USUALLY&

DEVELOPING&

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√&
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√&
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Right&

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((((
(
(((((((What(I(like(about(Kindy…(
(
(
I&like&building&things&and&making&the&pink&pigs.&
(
(
&&&&&&&&&&&(Thinking&Hat*Yellow)&&&&&&&&&&&&&&&&&
&
&
NOTE(FOR(PORTFOLIO1&By&carrying&out&individual&
&
assessments,&you’re&able&to&get&a&snapshot&of&where&
&
the&child&is.&One*on*one&discussions&also&allow&
&
educators&to&engage&with&students&on&a&more&
&
personal&level.&&
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D&E&

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NOTE(FOR(PORTFOLIO(ABC1(1(Events&such&as&dress*up&day&and&book&week,&are&great&oppunities&to&
&
see&where&students&interests&are.&Child&from&photo&B&was&often&very&quiet&in&class,&after&learning&he&
&
liked&superheros&I&was&able&to&engage&him&in&more&authentic&ways.&
&
&
&
&D&E1(Established&a&display&of&students&photos&and&family&pictures,&as&well&as&birthdays&to&help&show&
&
belonging&for&all&children&in&kindergarten.&&&
&
&
&
F1(Establishing&a&fairy/dinosaur&garden&after&asking&the&students&what&they&would&like&(based&on&
&
their&interests).&
&
Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&
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NOTE(FOR(PORTFOLIO1&By&carrying&
out&individual&assessments,&you’re&able&
to&get&a&snapshot&of&where&the&child&is.&
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educators&to&engage&with&students&on&a&
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NOTE(FOR(PORTFOLIO1&Observations&
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students&(AITSL,&2013).&

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NOTE(FOR(PORTFOLIO1&Asking&
students&about&them&selves&and&getting&
them&to&draw&pictures&of&themselves.&
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Appendix1(Evidence(Standard(21((
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Note1(How(mentors(
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knowledge((

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Note1(Curriculum(
goals(for(
kindergarten(part(of(
the(guidelines(that(I(
achieved/(taught(
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Note1(Varied(ways(of(
teaching(the(content(
in(order(to(engage(
the(multiple(ways(of(
learning.((((

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Appendix(31(Plan(for(and(implement(effective(teaching(and(learning(
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Note1(My(planning(
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Note1(brief(example(of(
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Note1(example(of(
weekly(workpad((

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Appendix1Standard(41(Create(and(maintain(supportive(and(safe(learning(environment(
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NOTE1(the(learning(areas(within(the(
classroom(and(outside(environment.(I(had(to(
make(sure(that(there(was(a(supervising(
adult(in(each(area(where(children(were.(
Outdoor(area(is(fully(fenced(in(and(
padlocked,(all(centre(doors(are(bolted.(NQS(
guidelines(and(duty(of(care(is(followed.((

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Mini&world&

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Light&table&

Puzzle&and&book&corner&

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Clear&display&of&what&is&
happening&in&class&

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31&

NOTE1(the(students(and(I(
created(a(quiet(space((fairy(
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garden)(after(a(discussion(and(
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collaboration(session.(This(
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place(was(to(help(a(child(who(
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suffered(extreme(anxiety(about(
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noise,(all(students(helped(
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participate(in(the(10(week(long(
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Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&

Mushrooms&and&rock&
path&

Watering&fairy&flowers&

Fairy&flowers&

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(
Appendix(standard(5((Assess,(provide(feedback(and(report(on(student(learning(
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Harvey#KERR#
TERM#THREE#2016#FEEDBACK#
!

Dear!Parents!
!

!We!are!enjoying!getting!to!know!your!child.!!Here!is!some!early!feedback!about!how!he!is!
settling!into!his!learning!routine!at!Kindy.!!His!portfolio!with!evidence!and!further!information!
about!his!development!will!be!sent!home!at!the!end!of!Semester!3!for!you!to!view.!!Please!do!not!
hesitate!to!ask!questions!informally!before!or!after!school.!!Alternatively!you!can!make!an!
appointment!for!a!formal!interview.!
!

Kind!Regards!
Paige!LambE!Dwyer!
!
ALWAYS&
&
I&separate&from&my&parents&with&ease&
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I&make&my&own&activity&choices&
√&
I&follow&directions&
√&
I&complete&most&of&my&work&
√&
I&observe&the&limits&of&the&classroom&
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I&socially&participate&in&games&
√&
I&ask&for&help&when&necessary&
√&
I&listen&during&mat&time&
&
I&contribute&ideas&and/or&opinions&during&mat&time&
√&
I&join&in&with&action&songs/music&and&dance&
√&
My&dominant&hand&for&writing/drawing&is&my&
SETTLING(IN(AT(KINDY(

(

USUALLY&

DEVELOPING&

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NOTE(FOR(PORTFOLIO1(Interim(report(
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for(each(individual(student(as(a(report(
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of(student(learning.(
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Note1&Observation&notebook,&one&
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may&be&having.&&
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Murdoch(University1(Paige&Lamb*Dwyer&(31862752)&