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    Artefacts Original

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    The artefacts and annotations provided by the teacher demonstrate their achievement of various graduate teaching standards through examples from their practice. These include understanding child development and incorporating children's cultures, knowing the interests of individual children and tailoring activities accordingly, engaging children in active learning through strategies like a daily wall chart, effective planning based on children's strengths and interests as shown in unit planners, supporting additional needs with sensory resources, monitoring and assessing learning through a reflection book, providing accessible resources to support exploration and skills, creating engaging learning environments, facilitating active participation and enjoyment, building positive parent relationships, and using communication strategies.

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    Artefacts Original

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    80 views10 pages
    The artefacts and annotations provided by the teacher demonstrate their achievement of various graduate teaching standards through examples from their practice. These include understanding child development and incorporating children's cultures, knowing the interests of individual children and tailoring activities accordingly, engaging children in active learning through strategies like a daily wall chart, effective planning based on children's strengths and interests as shown in unit planners, supporting additional needs with sensory resources, monitoring and assessing learning through a reflection book, providing accessible resources to support exploration and skills, creating engaging learning environments, facilitating active participation and enjoyment, building positive parent relationships, and using communication strategies.

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    The artefacts and annotations provided by the teacher demonstrate their achievement of various graduate teaching standards through examples from their practice. These include understanding child development and incorporating children's cultures, knowing the interests of individual children and tailoring activities accordingly, engaging children in active learning through strategies like a daily wall chart, effective planning based on children's strengths and interests as shown in unit planners, supporting additional needs with sensory resources, monitoring and assessing learning through a reflection book, providing accessible resources to support exploration and skills, creating engaging learning environments, facilitating active participation and enjoyment, building positive parent relationships, and using communication strategies.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    80 views10 pages

    Artefacts Original

    Uploaded by

    api-319071468
    The artefacts and annotations provided by the teacher demonstrate their achievement of various graduate teaching standards through examples from their practice. These include understanding child development and incorporating children's cultures, knowing the interests of individual children and tailoring activities accordingly, engaging children in active learning through strategies like a daily wall chart, effective planning based on children's strengths and interests as shown in unit planners, supporting additional needs with sensory resources, monitoring and assessing learning through a reflection book, providing accessible resources to support exploration and skills, creating engaging learning environments, facilitating active participation and enjoyment, building positive parent relationships, and using communication strategies.

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    Practice In Partnership: Artefacts

    The following document provides


    artefacts that demonstrate my
    achievements linking to graduate
    standards, Early years learning
    framework and teaching strategies.


    Domain: Professional Knowledge
    Standard 1: Knowledge Of child Development theory and Research

    G1.3 Teachers know and understand the impact of culture, family, genetic inheritance,birth order and life experience on development and how to apply
    this understanding to program planning, implementation and evaluation.

    Annotation:
    As a teacher I understand the impact of culture and family therefore I have chosen this artefact. I
    believe it is a great way to introduce and share childrens ethnicities and cultural backgrounds
    through musical sounds. Additionally I had incorporated instruments that children used while
    listening to the sounds. Musical sounds such as Australia - Waltzing Matilda, Mexico - La
    Cukaracha and Vietnam - Chu Ech On, allows children to feel pride in their own heritage which
    shows children music from other countries and cultures. This was an effective approach
    encouraging, supporting participation and inclusion.

    Extension: by promoting multiculturalism I


    incorporated Multicultural dress ups, which
    consisted of the children wearing their traditional
    costumes while listening to the Cd.

    Outcome 1: Children have a strong sense of identity.


    By promoting an celebrating multiculturalism each child is given the opportunity to bring their
    own culture and heritage into the classroom. Teaching children to celebrate difference rather than
    excluding those different to them. Children will therefore develop knowledgeable and confident
    self identities (EYLF).
    Domain: Professional Knowledge
    Standard 2: Know they children they teach.

    G2. Teacher know and understand the learning strengths and interests of the children they teach and

    Mentor has provided evidence that I have


    clearly demonstrated building connections
    and being able to recognise the childrens
    interests, individuality and developmental
    needs.

    This was clearly shown through the implementation of collaging. I had noticed most of the children were very interested in arts/crafts and
    the seasons. I had incorporated this knowledge into my planning and created a collaging table which allowed children to paste collected
    Autumn leaves on to paper.

    Children were also interested in boats and objects that sink/float therefore we had organised a tub with water and object allowing the
    children to experiment with different objects.

    (Artefacts below)

    Artefact: Leaves Collaging

    Artefact: Sink or float

    Domain: Professional Knowledge


    Standard 4: A sound knowledge of curriculum approaches, how children learn and how to teach
    them effectively.

    G4.1 Teachers know how to engage children in active learning.


    Artefact : Wall Chart
    Annotation:
    There are many strategies that can be implemented to engage children in
    active learning. I had found the wall chart to be an effective tool that
    engages children every morning. The wall chart displays the day, date,
    month, year, weather and season. This is a repetitive method that allows
    children to explore All about today. I ensure that all children have had a
    turn, every morning someone different changes the day, date and weather.

    Outcome 4: Children become confident and involved learners.


    By engaging children in active learning they will develop skills such as
    confidence, creativity, commitment, enthusiasm, persistence and
    imagination. Evidently learning that interests children will allow them to
    be motivated and enthusiastic (EYLF).

    Domain: Professional Practice


    Standard 10: Plan for effective learning which is based on children strengths and interests

    G10.2 Teachers plan for all the children using a range of teaching and learning activities, environment, resources, materials and
    technologies to provide meaningful learning opportunities that are appropriate to the learning styles and interests of the children.

    Artefact: Unit Planners

    Annotation: During kindergarten placement I have collected a range of unit planners. Through these unit planners
    you are able to clearly see effective planning and learning based on childrens interests. For example, learning
    experiences dotted down are purely childrens interests, such as the role poly car set, puzzles, train set and painting
    easels. Additionally, the unit planners demonstrate a great use of resources, materials and technologies that provide
    meaningful learning opportunities for children. An evident example is children are to follow rules and familiarise
    themselves with the routine within the homer corner or children engage in interactions using verbal or non verbal
    language through puzzles and trains sets.

    Domain: Professional Practice


    Standard 10: Plan for effective learning which is based on children strengths and interests
    G10.3 Teachers support individual children with additional needs by identifying and engaging additional
    resources, advice and support.

    Artefact: Sensory Cushion


    (original image was misplaced)

    Annotation: During kindergarten setting there was a ac couple children that were diagnosed with
    mild autism. During group time it was difficult for them to sit still distracting other children and the
    educator. Therefore implanting this sensory cushion, supported this child with their additional needs
    with resources. The sensory cushion helped the child engage within group time.

    Domain: Professional Practice


    Standard 11: Teachers monitor, assess and record childrens learning and development to provide the
    basis for ongoing planning and reporting to parents
    G11.1 Teachers monitor childrens engagement in learning and maintain records of their learning progress.

    G11.3 Teachers provide feedback to parents/guardians about the developing knowledge and skills of children
    in ways which are meaningful and encourages the parents/guardians involvement in their childs learning.

    Standard 12: Evaluate and reflect on teaching and learning with a view to improvement
    G12.1 Teachers reflect on own teaching approaches and strategies and adapt these to support and enhance
    childrens learning.
    Artefact: Reflection Book

    Annotation : The reflection book is an effective resource that holds observations taken of children in
    a group setting as well as an individual setting which then forms the basis for planning, promoting
    and assessing the childrens learning.

    Group goals are set, as are smaller objective for the different learning outcomes. This document is a
    constant work in progress, highlighting how the program is developed based on childrens interests
    and developmental needs. I believe that offering a program that interests the I find that they will
    continue to be motivated and enthusiastic about their learning.
    The reflection book is a clear indicator that monitors childrens engagement in learning and maintain
    records of their learning process. It is also a document that provides clear feedback to parents/
    guardians about the developing knowledge and childrens skills. In addition to this the reflection
    book acts as an tool where teachers/educators are able to reflect on their own teaching approaches
    and strategies then further make these changes within the childrens learning.

    An evident example showing a reflection of a cooking learning experience, making Anzac biscuits.

    Domain: Professional Practice


    Standard 13: Use a range of teaching practices and resources to engage children in effective
    learning.
    G13.1 Teachers provide and manage opportunities for children to explore ideas and develop knowledge
    and skills, through discussion and appropriate learning experiences.
    Artefact: Accessible resources ( Shown below)

    Annotation: This is a clear indicator


    that many resources provided and
    accessible. These resources create a
    great number of learning
    opportunities for children to explore
    ideas and develop knowledge
    through communication,
    exploration, imagination and
    learning experiences.

    Domain: Professional Practice


    Standard 14:Create and maintain safe and challenging learning environments.

    G14.1 Teachers provide a learning environment that engages and challenges the children they teach
    and encourages them to take responsibility for their own learning.

    Artefact: Learning environments (Frozen below)

    Annotation: This is a clear indicator demonstrating that educators have provided a learning
    environment that engages and challenges the children whilst taking responsibility for their own
    learning. Additionally this learning experience was created based on childrens interests.

    G13.2 Teachers facilitate opportunities for children to be active participants in the learning process
    and to demonstrate enthusiasm and enjoyment in learning.

    Artefact: Science Experiment

    Annotation: This artefact is a clear indicator creating learning opportunities for children to be active within their
    learning process. Whilst participating within this science experiment children demonstrate enthusiasm and joy,
    additionally enhancing their imagination and creativity.

    Domain:Professional engagement & Commitment


    Standard 24: Establish positive relationships with parents, colleagues and members of the community
    and respect their individuality.
    G24.1 Teachers demonstrate respect for the right of parents, colleagues to have their own beliefs and values.
    Artefact: Mothers Day lunch Invite
    Annotation: This artefact clearly
    demonstrates a warm and
    welcoming invite for parents/
    guardians to partake in their
    childrens learning.

    This artefact provides educators to


    build professional and positive
    relationships with parents/
    guardians.

    Domain: Professional engagement & Commitment


    Standard 25: Demonstrate skills for effective communication

    G25.1 Teachers use a range of communication strategies.


    Annotation: This artefact is a list that clearly shows strategies and
    skills for effective communication. This list was created in
    discussion with my mentor. Communication skills were
    demonstrated through out placement and the Mother's day lunch.

    Most importantly, educators must adapt their communication skills


    appropriately. For example, educators will be using different
    vocabulary to parents/Guardians in comparisons to children.

    Outcome 5: Children are effective communicators


    Modelling effective communication strategies will encourage
    children to become effective communicators (EYLF).

    ( Artefact Hard to read-list above reads)

    Effective Communication skills


    - Acknowledge other peoples emotions
    - Empathise
    - Encourage
    - Support
    - Positive

    References:
    Australian Government Department of Education, Employment and Workplace 2009, Belonging, being and becoming: the early
    years learning framework for Australia, Council of Australian Governments, Australian Government Department of Education,
    Employment and Workplace, viewed 18 May 2016.

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