21st Century Learning Environments at All Saints.

Starting steps towards Personalised Learning in Foundations.

Things you should know:

• We are taking it slowly – small steps!

• We are continually reflecting, assessing and modifying.

• This is contemporary learning.

• What is best for your children is always at the centre of our thinking, actions and plans.

Our definition of Personalised Learning for All Saints.

Personalised learning means highly structured engagement which is collaborative, negotiated and takes into account individual student learning needs, prior knowledge and interests.

Achievement is underpinned by rigorous planning and risk taking from both facilitators and students. It is focused on incorporating elements of student voice and providing opportunities for student choices about their learning. It requires the holistic, consistent, whole community involvement to support the success of each student. Teachers, students and parents will cooperate to provide ongoing detailed feedback, which will provide accurate information for planning and guiding student’s future learning.

Why the change?• Providing opportunity to better meet each

students learning needs.• Students take more ownership and

responsibility for their learning – Personal skills.

• Involve students in their learning more. – Interest based– Engaging to the students – Motivating – both through interests and seeing

the possibility for improvement.

Our Learning Centres

Foundation – Discovery Centre

Grade 1/2 – Inquiry Centre

Grade 3/4 – Explore Centre

Grade 5/6 – Quest Centre

Specialist Areas – Global Centre (Information & Communication Technology, Performing Arts, Physical Education, Science and LOTE)

We playWe discover

We learn for life

Discovery Centre

Specialist Areas• On Thursday from 11:30-1:30 the Foundation

children attend a session of PE, Performing Arts and IT or Science. This is our planning/discussion time which is.

For other classes:-• All students in the year level are split into three groups:

Green group, Purple group, White group.• Opportunity for students to develop many personal skills, eg;

working with different people, coping with different social groups, self-organisation, etc.

Investigations• A Play Based Curriculum developed by Kathy

Walker -also known as the Walker Learning Approach or the Australian Developmental Curriculum or ADC)

• Based on student’s individual interests and developmental needs-social, emotional, cognitive, language and physical.

• Teacher scaffolds learning with focus children-one on one for each child every fortnight.

• High student engagement and self motivation.• Provocations set up for students to learn skills,

explore and recreate real life situations.

Investigations is planned for a fortnight and is based on the learning intentions of subject areas and individual, school and community interests. The first part of the day is ideal because it is a good way to settle the children in for learning in a natural way. Their behaviour is much more settled for the rest of the day and it tunes them in for literacy and numeracy later in the day. Tuning In (20 min) and Reflection (20 min) is 2 hrs each week of intentional skill based instruction, modelling and oral language which replaces show and tell and enhances numeracy, reading, writing, speaking and listening skills

Prep Investigations Statement of Intent Weeks 5-6 Term Three 2013 Developmental Domain Objectives- For the students to: Early Years & Learning Developmental Framework- For the students to:

Emotional Develop more independence when attempting projects. Identity With support, learn to manage time and resources to complete short tasks.

Social develop empathy for those who feel excluded. share space, resources and people with others as appropriate. Community consider how and why other times and places are different from their own.

Use appropriate language and actions when dealing with conflict

Language Speak in a more mature way by using an appropriate tone, volume and pitch when

expressing needs and ideas. Use descriptive language when relating ideas and thoughts during tuning in and reflection

Communication Speak at an appropriate volume and pace for listeners’ needs.

Cognitive Plan and organise materials and resources before attempting projects. Learning Think and talk about how their designs will solve a problem or meet a need, and reflect on the steps they took to design and make their product.

Physical Develop fine motor skills through folding techniques such as origami.

Wellbeing Explore basic health needs that must be met to maintain or promote their health

and to help them grow and develop.

Foundation Learning Objectives Reading Writing and Spelling Speaking and Listening Numeracy History and Science

For the students to: Cross check visual cues with meaning

and structure cues. Re reading to self correct. Look for digraphs and initial blends

when chunking words. Begin to make inferences through

head and heart questioning.

For the students to: For the children to extend their

recount writing skills by planning and providing more detail.

use natural phenomenon to brainstorm questions and generate explanations.

Use capitals and full stops. Introduce consonant digraphs: ch,

sh, th, wh

For the students to: For the students to: Role play conflict/ resolution

situations using appropriate volume and tone.

To explain to an audience the steps they took in problem solving and creating.

For the students to: Recognise and write numbers to

20. Practise counting strategies. Counting on from larger number.

Develop understanding and use of addition facts & turn arounds.

Use objects and language to develop subtraction strategies.

Explore the significance of NAIDOC week and engage with the oral traditions and arts and how they communicate the past.

Learn about how Indigenous concepts of time and weather patterns explain how things happen in the world around them.

Explore/compare textures and properties of different natural elements such as sand/clay.

Recognise the needs of living things in a range of situations.

Children’s Current Interests Related Learning Experiences History & Science Painting whales Life cycles Maths Table

Number books Numberlines Playing cards Skittles Addition &

subtraction games from Pinterest.

Sensory & Science

Zen gardens Science Table:

Arctic-animals snow. Reptile & frog small world with natural blocks. Nature habitat.

Dramatic Play

Japanese restaurant

Princesses and Royal family

Collage Nature collage Craft collage

materials. Pictures/exa

mples of Japanese art

Painting provocation: still life, sunsets Paint etc.

Construction Big Blocks Woodwork

tinkering table (inc stump)

Perspex blocks with projector.

Pendulum play (subtraction).

Boxes and tubes

Reading Corner

Traditional dreamtime stories. Biblical stories about Jesus. Picture books about different cultures. Fairy Tales

Writer’s workshop

Card making Materials. Examples of & instructions for making information posters. How to draw books. Japanese calligraphy materials.

Explore a range of sources about the past. Compare life during the time of Jesus to today.

Recognise the needs of living things in a range of situations. (create mini habitats for creatures)

Japan Arctic wildlife

drawing castles reptiles

Scented play dough

Royal Family Habitats.

School and Community Interests Staff Development Day Student Teachers

Book Fair

Dramatic PlayDeveloping social skills, emotional skills, independence, oral language, imagination, responsibility, and the executive function. (They may use these skills as a mother, father, safety officer, or politician one day!)

Small WorldsDeveloping imagination, language, social skills, creativity, curiosity and knowledge about the world we live in.

ConstructionDeveloping motor skills, math concepts (number, size, shape, space), oral language, social skills. eye-hand coordination, self control, cooperation and imagination.

TinkeringDeveloping fine motor skills, creativity, language and social skills, inventiveness, maths concepts, hand-eye co ordination and patience!

Nature Developing environmental awareness, curiosity and wonder, imagination, scientific processes and knowledge.

SensoryDeveloping fine motor, manipulation, language, social skills, curiosity, creativity, and experimentation.

ScienceDeveloping a curiosity about the world, sensory skills, problem solving, language skills, and experience with the scientific process (observing, predicting, experimenting, recording, reporting).

MathsHands on activities to promote self discovery of maths concepts-measurement, counting, time, money, place value, operations, graphing and geometry.

Collage

Developing creativity, fine motor skills, language and social skills.

ArtDeveloping my creativity, small motor skills, problem solving, sharing, cooperation, independence and responsibility.

ReadingDeveloping alphabet knowledge, oral language, print knowledge, listening skills, eye-hand coordination, concepts about the world and the desire to read.

WritingDeveloping eye-hand coordination, small motor skills, alphabet knowledge, self confidence, vocabulary, and an interest in print.