1. No category

PROJECT
PARTNERSHIPS
COLLEGE OF EDUCATION
BACHELOR OF EDUCATION
EARLY CHILDHOOD-PRIMARY (ABEC)
THE ESSENTIALS 2014
YEAR 1
WWW.VU.EDU.AU
CRICOS Provider No. 00124K
CONTENTS
Introduction
Page 1
Contact numbers and details of Partnership Officer and Year 1 Co-ordinator
What are Project Partnerships?
Summary of Teaching and Learning Requirements
Working with Children Check
Page 2
Pre-service Teacher Absence
Tax Invoice
The Project Partnership Website
Curriculum and Pedagogy in ABEC
Praxis Inquiry
Teaching and Learning
Page 3
The Observation and Planning Process
Intentional teaching
Key Partnership Roles & Responsibilities
Page 4
Kinda Kinder Site Folder
Professional Experience Reports
Attendance Forms
Page 6
The Project Partnerships Communication Protocol
The Pre service Teacher Support Process
Page 7
Occupational Health and Safety
Page 8
APPENDIX 1 – Planning Format for Children’s Experiences
Page 10
PROJECT PARTNERSHIPS
BACHELOR OF EDUCATION EARLY CHILDHOOD / PRIMARY (ABEC)
THE ESSENTIALS: YEAR 1
Introduction
In Year 1 pre service teachers (PST’s) are placed in early childhood settings and schools. Throughout their placement pre
service teachers are asked to develop an awareness of an inquiry into teaching and learning experiences in all curriculum
areas. Year 1 pre service teachers are expected to form an interest in teaching as a career and build an awareness of
personal relationships in teaching and learning. During their first year, in semester 1 pre service teachers will report their
learning through Project Partnerships in AEB1181- Play Development and Learning, and in semester 2 in AEB1282 –
Development Studies 1. Pre service teachers are required to complete a portfolio comprising teaching and partnership
experiences. The portfolio will include planned and evaluated learning experiences. Other requirements involve reflective
journal writing, and a collection of teaching resources. The domains of the Australian Professional Standards for (Graduate)
Teachers (AITSL, 2012) and the Early Childhood Teacher Standards (DEECD, 2009), provide the unifying feature of
assessment throughout the year and can assist preservice teachers and their mentors. Pre service teachers should negotiate
with their mentor about the precise requirements for formal teaching practice.
WHAT ARE PROJECT PARTNERSHIPS?
Partnership Officer
Sharon Ciantar
Phone 9919 7591
Email
[email protected]
Year 1 Coordinator
Jan Hunt
Phone
9919 2284
Email
[email protected]
Mailing address
College of Education
St Albans Campus
Victoria University
PO Box 14428
Melbourne, Vic 8001
Partnerships Support Coordinator
Kirsti Salvado
Email
[email protected]
Project Partnerships form the basis of study for a pre-service teacher’s developing practice with children aged 0 to 12 years within
the Bachelor of Education (Early Childhood / Primary) at Victoria University. Project Partnerships are organised across a number of
differing settings including playgroups, long day care, kindergarten and schools and can include one day per week over an extended
period in addition to blocks of time. A collaborative team approach is encouraged in all settings which include pre service teachers,
mentor teachers, and the school partnerships coordinator.
Project Partnerships provide opportunities for engagement with the National Early Years Learning Framework (EYLF) and the
Victorian Early Years Learning and Development Framework (VEYLDF) and consideration of what learning and teaching looks like in
the early years. In schools project partnerships provide opportunities for engagement with the state and national school curriculum
and the Graduate Teaching Standards for Early Childhood (DEECD) and Primary Teaching (AITSL).
Project Partnerships are organised by Partnerships staff only.
SUMMARY OF TEACHING AND LEARNING REQUIRMENTS
All Year 1 pre service teachers are required to participate in supervised teaching practice which supports children’s learning. A
minimum of 20 supervised half days will be spent in early childhood settings (Kinda Kinder) and 20 supervised half days will be
spent in primary schools. During this time the focus will be on partnerships, teaching practice, curriculum development and inquiry.
WORKING WITH CHILDREN CHECK
Preservice teachers must enter their ‘Working with Children Check’ (WWCC) card number and expiry date on the online ‘Preservice
Teacher Profile’ form - these details should be updated on the profile form when required (e.g. if receipt initially entered and then
card arrives). Preservice teachers must ensure they have their WWCC with them at all times while completing their Professional
Experience.
Note: Preservice Teachers will not be permitted to enter schools without their WWCC ID card.
PRE-SERVICE TEACHER ABSENCE
The expectation of the College of Education is that a pre service teacher will make up days of absence in Project Partnerships (PP).
Such arrangements should be negotiated by the pre service teacher with the mentor teacher. Pre service teachers must contact
their school / early childhood service as soon as possible if they are not able to participate in a Project Partnerships day (i.e. Call the
service prior to 8.00am).
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 1
TAX INVOICE
 A completed PP Tax Invoice should be forwarded to Fiona Goudie, College of Education, St Albans Campus, Victoria
University, PO Box 14428, Melbourne Vic 8001 by end of October 2014 to ensure payment before the end of the
school/setting year. Queries regarding school/setting payments should be directed to [email protected] or on 9919
2022. The University may not be able to process claim forms for payment lodged after October until the following year.

Rates of payment: Mentor Teacher: $30/preservice teacher/day, Partnership Coordinator (Student Teacher Coordinator),
$2.00/preservice teacher/day

Payment is made by Electronic Funds Transfer to the official school/site account. If you are a new Partnership school/setting
you must forward your school/setting ABN, BSB, Account number and Banking details to Fiona Goudie to the email address
above via your official school email address (to verify authenticity of sender or via mail on official school letterhead to Fiona
Goudie, School of Education, Victoria University, St Albans Campus P.O. Box 14428, Melbourne 8001. The tax invoice
template and ‘Requirements re the Provision of Banking details’ instructions can both be downloaded from the PP website
(these are included in the Information Pack sent to the Partnerships Coordinator (PC) before the commencement of preservice
teachers at your school/setting).
THE PROJECT PARTNERSHIPS WEBSITE
It is important that Preservice Teachers, Partnerships Coordinators in schools and Mentor Teachers, are familiar with the Project
Partnership Website. All reports, copies of The Essentials and all other documents related to Project Partnerships can be
downloaded from this site.
Bookmark this site
http://education.vu.edu.au/partnerships/
CURRICULUM AND PEDAGOGY IN ABEC
In year 1 early childhood placements in the course, curriculum and pedagogy is based around the State (VEYLDF) Curriculum
Framework and the National (EYLF) Curriculum Framework, and the selected DEECD Standards expected of a teacher at year 1
level in the Pre-school teacher validation process. Pre service teachers must know these graduate standards and work towards
demonstrating them throughout the year and reporting them in the Professional Portfolio.
In primary schools, Year 1 preservice teachers are becoming familiar with the domains of the Australian Professional Standard s
for (Graduate) teachers (AITSL), and identify and collect evidence in their teaching of certain elements of the three domains of
the Australian Professional Standards for (Graduate) teachers (AITSL) called Professional Knowledge, Professional Practice
and Professional Engagement. These Graduate Standards are a focus of praxis inquiry classes (AEB1181 and AEB1282) and
provide the basis for Placement Reports each semester.
In Primary Schools, year 1 pre service teachers will also become familiar with the new AusVELS format linking learning
outcomes and reporting in years Foundation to Year 6.
PRAXIS INQUIRY (PRACTICE-THEORY)
The College of Education at Victoria University has an ongoing commitment to teacher education which connects practice and
theory. Teacher educators make explicit links between pre-service teachers’ experiences in partnerships and the development of
understanding in classes and through the completion of assessment tasks.
Practice-theory develops when pre-service teachers:

Describe Practice The pre service teacher describes the actors and their social situation in sufficient detail to enable the
reader to appreciate the action. Description will be in many forms, in conversation, case writing, photographs, video, work
samples and portfolios of records of practice.

Explain Practice The pre service teacher investigates explanations for interpreting the action. The sources of possible
explanations include personal reflection, colleagues’ insights and importantly published research literature.

Theorise Practice Pre service teachers construct their personal theory of practice

Changed Practice Pre service teachers use the explanations as a basis for their future
experiences and as the basis for changed and improved practice
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
teaching and learning
Page 2
Teaching in all stages in the course will be constructed so that PSTs become researchers of their own practice. The focus for such
research is the connection between teaching and learning.
TEACHING AND LEARNING
Year One: Focus Areas
Year 1 is a general introduction to teaching and learning with a focus on development of self as a learner and teacher. It takes place
in a playgroup setting which is called Kinda Kinder. This is a program initiated by Victoria University and implemented in community
settings, aimed at preschool children with a focus on developing literacy and numeracy skills. Pre-service teachers will be involved
in the Kinda Kinder program for half a day and will spend the other half a day in a school classroom. Pre service teachers are
expected to be fully involved in teaching and learning activities in both settings.
Year 1 preservice teachers will:

investigate the theories and expected milestones across different areas of children's development and how these
inform their work

develop an understanding and respect for the children they teach as individuals,

plan appropriate clear and achievable learning goals for children

create a stimulating and safe environment for learning

engage children in active learning

investigate assessment strategies in early childhood, including documentation approaches used to assess
student learning

reflect on own teaching approaches and strategies and adapt these to support and enhance children's' learning
THE OBSERVATION AND PLANNING PROCESS
Pre service teachers are encouraged to keep a wide range of individual child and group records which include anecdotal
observations, running records or learning stories, to determine children’s learning interests. Individual child /group records
should be used in planning learning experiences for children and be kept available and up to date for checking by their mentor
teachers. All observations and plans should be kept in the pre service teacher’s project partnerships (placement) folder.
INTENTIONAL TEACHING
It is essential that well prepared and thoroughly documented lesson and unit plans are completed before the lesson is taught.
This demonstrates a commitment to students and to the ethical standards of the teaching profession. It provides documentation
of, and for professional learning. It provides evidence of many of the AITSL standards, including professional knowledge,
professional practice and professional engagement. Lesson plans require a section for mentors to provide feedback. Sample
lesson plans and templates are available from the PP website.
*** REFER TO APPENDIX 1 FOR THE VICTORIA UNIVERSITY LESSON PLAN FORMAT
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 3
KEY PARTNERSHIP ROLES & RESPONSIBILITIES
The Partnership Support Coordinator will

Liaise with and maintain connections between all parties involved in Project Partnerships, academic staff, partnerships
staff and the pre service teacher.

Become involved and assist when concerns arise with a pre service teacher’s performance, which cannot be successfully
dealt with by the mentor teacher or pre service teacher, and to assist in the resolution process in consultation with the Year
1 Co-ordinator.
Mentor Teachers will

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
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

Involve the PST in the teaching and learning environment
Provide guidance for the PST in the project partnership
Discuss goals, programs and experiences with the PST
Assign and guide the PST teacher in planning and preparing experiences for children
Give critically constructive feedback in relation to any teaching responsibilities
Sign attendance sheets and the PST’s Planned Experiences.
Complete the Project Partnerships Report (in consultation with the PST) and then return it to the PST, who will submit it to
their year level co-ordinator
Alert the PST to problems which may have arisen and negotiate strategies for their resolution
Contact the School’s Partnership Coordinator if there are any concerns in the school classroom.
Pre service Teachers in Kinda kinder will

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Arrive at Kinda Kinder at least half an hour before the session commences and to assist with packing up and to remain
until the end of the Kinda Kinder evaluation session
Share responsibility for marketing, planning, preparing and setting up experiences for the program
Display the plan for the session
Interact with children and families
Take observations of children to use in planning the program
Negotiate with your mentor and team to plan and implement at least 8 play based learning experiences each semester in
areas such as language and literacy learning, developmental studies and music, movement and dramatic arts (16 in total
over the year). The experiences should be fully documented, in the VU planning format and signed by the mentor teacher.
Assist other team members with their experiences
Promote children’s development and learning including literacy and numeracy
Engage with children at experiences, encouraging them to participate and have fun (moving around the environment to
different experiences)
After the session:
o fully participate in cleaning up and packing away
o be involved in the evaluation and reflection about the session – this is an important part of the Kinda Kinder
experience so be prepared to discuss the session once you have packed up
o plan for the following session, remembering to provide a variety of experiences in the program.
Pre service teachers in schools will
 Discuss and clarify their role with school staff and how they can assist with the program engaging progressively in
teaching experiences
 Interact with children and families and staff in a respectful and professional manner
 Promote children’s development and learning including literacy and numeracy
 Arrive at the school on all assigned days at least half an hour before classes commence and to remain until the end of the
teacher’s school day
 Take observations of children to use in planning, without withdrawing from the program
 In consultation with your classroom mentor and using the school’s planning format, plan and implement a minimum of
three lessons per semester
 Plan and implement small group experiences: story reading, storytelling, music, movement, discussion groups
 Support your classroom mentor by planning and implementing lessons to assist the work in the classroom
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 4
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Be involved in spontaneous activities and look for incidental opportunities in the classroom, if in doubt discuss this with
your mentor before implementation.
Take responsibility for cleaning up and packing away
Talk with your mentor about the program, evaluation of experiences and plans for follow up
Reflect on your role as a teacher
MAINTAIN AN ORGANIZED AND UP TO DATE PLACEMENT FOLDER WHICH MUST BE AVAILABLE FOR
MENTORS ON A WEEKLY BASIS
KINDA KINDER SITE FOLDER
Each Kinda Kinder team should develop a Kinda Kinder site folder which is available each session, and should include:
 Sign in forms
 Parent / child information
 Planning for each session
 Parent handouts and resources
 Any other relevant information for the site
 The folder should be kept in a place that will ensure confidentiality of the contents
PROFESSIONAL EXPERIENCE REPORTS
Completion of the Communication Protocol
The Communication Protocol should be completed by deadlines as indicated on forms. In the following week the pre service
teacher is required to meet with the mentor teacher to discuss future planning for the remainder of the placement. Pre service
teachers will debrief with unit of study lecturers or the year one co-ordinator about the communication protocol process.
Mid-Year and End of Year Report
The report is an assessment of the progress for preservice teachers in Year 1 of the Bachelor of Education (Early
Childhood/Primary). Mentor teachers are to complete the report in consultation with the preservice teacher. The report is prompted
by the domains of the Early Childhood Teacher Standards, (Department of Education and Early Childhood Development) and the
Australian Professional Standards for (Graduate) Teachers (Australian Institute of Teaching and School Leadership (AITSL) 2012):
professional knowledge; professional practice; professional engagement.
Pre service teachers are asked to record evidence of their teaching which links to each of the areas above; however they may need
mentor and at times partnership support co-ordinator support to complete this.
Mentor teachers are expected to assess the performance of the pre service teacher in relation to the level appropriate for Year 1
practice. Mentor teachers need to be aware that the awarding of the grade ‘Unsatisfactory Progress’ will lead to failure of a core
education subject by a preservice teacher and as a result the possibility that the preservice teacher will be required to re-enrol in that
subject the following year.
In the event of an ‘Unsatisfactory’ report, it is the expectation that the mentor teacher explain to the pre service teacher and early
childhood partnership support coordinator, their concerns and reasons why the grade has been awarded. Such an explanation
should occur before the end of each university semester. The aim at all times should be to facilitate a pathway by which a pre
service teacher can directly address the issues of concern. Establishing solid relationships and effective communication processes
between a pre service teacher, mentor teacher and early childhood project partnership coordinator will help in addressing issues that
may arise during the year.
NB
Mentor teachers are asked to facilitate the completion of the PP Mid-Year and End of Year Report by deadlines as
indicated in reports, usually immediately after the last session unless make up days are necessary.
Writing and Submitting Reports and Plans
All reports are available from the Project Partnerships website at http://education.vu.edu.au/partnerships
Preservice teachers are required to complete the following:
Semester 1
Kinda Kinder report and attendance
School report and attendance
Communication Protocol
Semester 2
Kinda Kinder report and attendance
School report and attendance
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 5
Communication Protocol
Pre service teachers please ensure reports are:
1.
Signed by all appropriate parties as indicated on each report.
2.
Completed/submitted by the deadline.
3.
The Mentor teacher should make a copy of each report after signing for retention by the Kinda Kinder Mentor/school.
4.
The preservice teacher should make a copy of the report for submission to their Praxis Inquiry lecturer by the due
date and one copy for their own records
5.
The preservice teacher retains the original copy for inclusion in their portfolio.
6.
As indicated on reports, it is the responsibility of preservice teachers to personally hand reports to their PI
lecturer. Under no circumstances should reports be left with the school/setting for forwarding to VU.
Assessment Year 1
AEB1181 Play, Development and Learning in Semester 1 and AEB 1182 Developmental Studies 1 in Semester 2 are linked to these
reports. Pre-service teachers will need to gain a satisfactory grade for the Project Partnership to be able to receive a pass grade in
these subjects.
ATTENDANCE FORMS
Attendance forms will be signed by both the Kinda Kinder mentor and the school mentors and kept up to date by the PST.
THE PROJECT PARTNERSHIPS COMMUNICATION PROTOCOL
Overview
Project Partnerships, as negotiated practice-theory learning require pre service teachers to inquire into the ways in which their
developing practice is affecting the learning of children. Being explicit about the impact of particular classroom practices requires a
systematic and public discussion of teaching progress. Feedback on planned experiences and the Project Partnerships
Communication Protocol at http://education.vu.edu.au/partnerships/, are useful tools to assist in effective communication.
Regular scheduled meeting times with Mentor
Pre service teachers and their mentors have the principal responsibility to ensure that they agree to allocate sufficient time to
discuss progress. Pre service teachers need to recognise that their mentors have limited time during the session to meet. An
essential task for pre service teachers is that they meet regularly with their mentors at mutually convenient times. This is usually
after the session.
Pre service teachers should, at critical times during the year such as the end of semester clarify and confirm that the feedback
he/she has been receiving from their mentors is clear and accurate.
A useful resource for Mentor Teachers
Mentors can download the Mentor Teacher Feedback Protocol form from the PP website (refer to page 4 which lists PP website
content) as a recommended guide to support the observations of, and feedback to, a pre service teacher. This document can be
shared with the pre service teacher before and after observing their practice or planned experiences as the basis for a conversation.
Recording perceptions of Mentor feedback
Pre service teachers should record their perceptions of mentor feedback using the Project Partnership Communication Protocol This
protocol should support effective communication and learning for both the mentor and pre service teacher and is downloaded from
the PP website at
http://education.vu.edu.au/partnerships/
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 6
THE PRESERVICE TEACHER SUPPORT PROCESS
There are some pre service teachers who experience problems in their Project Partnerships. Frequently these problems lead to pre
service teachers being at risk of receiving an ‘Unsatisfactory Progress’ assessment from mentor teachers. As a result, pre service
teachers can be at substantial risk of failing the course.
In most cases, problems can be solved by the early, explicit and direct communication of concerns involving pre service teacher,
mentor teacher, and Partnerships Support Co-ordinator. For example, an action plan could provide specific advice for the pre
service teacher regarding the areas of concern, future goals, and specific strategies to be implemented by the pre service teacher to
address the concerns and evaluation. The Partnerships Support Co-ordinator has an especially important task in ensuring that pre
service teachers are aware of, understand and act on expressions of concern from mentor teachers and create action plans
designed to assist in their teaching.
ACTION PLAN / SUPPORT PROGRAM
Objectives
The Action Plan will
 Identify the specific problem(s) and the underpinning issues (based on mentor feedback)
 Confirm with the pre service teacher what actions he/she has put in place to address them
 Include a timeline with a clear and explicit set of outcomes that the pre service teacher will be required to implement in their
PP
 Take into consideration mentor teacher recommendations
Procedure
The following procedure should be applied (commencing with 1 and proceeding to 2, 3, and if necessary 4 as required) when a
concern or problem arises for either the pre service teacher or mentor:
1. Initial Informal Meeting. The mentor teacher and pre service teacher should discuss the problem promptly, explicitly and
with a view to resolving the issue
2. Notification. The Partnerships Support Co-ordinator should be notified and if necessary participate in a resolution of the
problem
3. Discussion. Mentor teacher or pre service teacher should ask the Partnerships Support Co-ordinator to participate in
discussions aimed at resolving the problem
4. Contact Project Partnerships Coordinator. The Partnerships Support Coordinator, mentor teacher or pre service teacher
should make contact with the ABEC Year 1 Coordinator (or nominee) to ascertain action to be taken.
5. Support Program. If the problem persists and there is further evidence that progress in the Project Partnership placement is
unsatisfactory (i.e. unsatisfactory mid-year report, serious concerns expressed by mentor or irreconcilable differences) then a
program of support will be organised for the pre service teacher by partnerships staff in conjunction with academic staff
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 7
Bachelor of Education Early Childhood / Primary
The Year One Coordinator will call a meeting with the pre service teacher and a PP representative, which will focus on the
development of a program of support.
The outcomes of this meeting must be recorded on the Projects Partnerships: Pre service Teacher Action Plan and a copy signed
and distributed to those in attendance.
NB. A database that documents those in attendance and the outcomes of the meeting is to be maintained by the Project
Partnerships Coordinator (or nominee). The PP representative will contact the Partnerships Support Coordinator to explain and
confirm the program of support. At the conclusion of a specified period, the Year 1l Coordinator will assess the pre service teacher
outcomes (using feedback from relevant personnel) and then make a recommendation (in consultation with PP Coordinator) for the
placement to continue or cease, or to verify the outcome of a report..
The Year 1 coordinator will inform the pre service teacher of this decision. If the placement is to be cancelled, then the PP
representative will contact the PC and Partnerships Support Coordinator. The pre service teacher will be asked to attend a
subsequent meeting with the Year 1 Coordinator and PP Coordinator to consider future PP options e.g. alternative placement,
postponement of placement, leave from the course.
Unsatisfactory Result
A pre service teacher receiving an unsatisfactory grade in his/her Kinda Kinder / School Mid-Year report or End of Year report
will be required to participate in a ‘make up placement’ that is supported with counselling. If the pre service teacher achieves a
satisfactory result then grades will be amended. If the pre service teacher achieves another unsatisfactory result then he/she will fail
the subject. The pre service teacher will then be required to re-enrol in the subject and repeat the placement. If the pre service
teacher then achieves a satisfactory result then the result will be recorded with the relevant subject coordinator. If the pre service
teacher achieves another unsatisfactory report then he/she will fail the subject. The pre service teacher will then be required to
attend a ‘Review /Show Cause’ meeting and explain why he/she should not be excluded from the course.
Pre service teachers will be offered support based on the identification of a problem or issue

See steps 1- 5 in ‘procedure’ on previous page.

Subject / course advice will be offered to the pre service teacher by a panel consisting of the relevant unit of study lecturer
or Year one co-ordinator, PP Coordinator or Partnerships Support Co-ordinator. The PP Co-ordinator will confirm meeting
arrangements with relevant participants
The panel will provide advice regarding the pre service teacher responsibilities; placement recommendations and expectations of
the pre service teacher (e.g., support workshops/classes that may be of assistance to the pre service teacher).
The VU Student Advisory Service provides a comprehensive advisor, information and referral service for students.
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
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OCCUPATIONAL HEALTH AND SAFETY
Pre service teachers are not responsible for Occupational Health and Safety issues however everyone within an educational setting
has a role in contributing to the health and safety of all.
On arrival in Kinda Kinder / school you need to ensure you are familiar with:
Emergency Management Procedures
Your mentor teacher/s may /should have an emergency
management plan including evacuation arrangements.
First Aid procedures and the name of the First Aid Officer
You should be briefed by your school at your initial meeting
Accident reporting procedures for both students and staff
See the First Aid Officer
Health and Safety policy
See your school partnerships co-ordinator for a copy
The nominated Occupational Health and Safety Officer
See the Partnerships Coordinator or your Mentor teacher/s
Any construction work that may be in progress
You should be aware of this or briefed by your school
Any existing hazards or risks
You should be briefed by your school
You need to be especially aware of Occupational Health and Safety, particularly in Kinda Kinder and discuss with your
team strategies to ensure the health and safety of adults and children at the setting.
Use of dangerous equipment such as scissors, toxic paint, play dough, polystyrene, etc prevention of and treatment for accidents
such as strains, sprains, collisions, sun smart, Awareness of students, parents, children’s allergies, medical or health issues, cross
infection Furniture shifting, cleaning up, cables, clear exits / entries Using safety approved steps, not standing on chairs and tables
Evacuation
Manual Handling
Some risks common in services / schools include: moving furniture, carrying equipment and books, pushing trolleys, lifting
equipment and ladders, lifting children, stretching to reach, bending over for extended periods.
Dangerous Goods
Be aware of dangerous goods at various locations in schools, for example:
Aerosols, Correction fluid, Dishwasher Detergent, adhesives, Aerosols, Dishwasher Detergent, Bleach, some Disinfectants,
Adhesives,
WWW.VU.EDU.AU
CRICOS Provider No. 00124K
This publication is an information document from Victoria University. Every reasonable effort has been made to ensure that the
information in this document is accurate; however it may be subject to change. February 201
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Page 9
APPENDIX 1 - PLANNING FORMAT FOR CHILDREN’S EXPERIENCES
BACHELOR OF EDUCATION EARLY CHILDHOOD/PRIMARY (ABEC)
This format is the early childhood equivalent to a lesson plan and is to be used by pre service teachers in the ABEC course years
one and two when planning experiences for children in all practice in partnerships settings and in unit of study assignments.
Name of Experience
For example, story, poetry, discussion, singing, percussion, creative movement, painting, water play, sand play, obstacle course,
dramatic play, drawing, wood work, maths, science, visual arts, physical education.
For books, give specific details for example, the name of the story and its author.
Number of Children
Children’s Ages
Date of Implementation
Date(s) you plan to implement the experience.
Why have I chosen to implement this experience?
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I have gained information from the child’s family
I know about the child
I have observed the child’s / children’s interests
I have an opportunity to provide an experience to promote learning
What is the specific objective for this experience?
What is the identified outcome of the Victorian Early Years Learning and Development Framework? (VEYLDF) and/or
AusVELS?
What subheading of the VEYLDF is most relevant to this learning experience, and what is the main learning focus?
Strategies
1.
2.
Time
When is the best time to set up the experience? How long will it be set up?
Space
Describe the setting/place that you intend to use for the experience and why the area has been chosen.
For example, “I will take the story experience on the group time mat.” How will the space be defined?
3.
Materials
What materials and equipment are needed? Include everything required.
For example, the number of chairs at a table, title & author of a book or poem, number of smocks, type/colours/number
of utensils or drawing/painting implements, type of paper, marker for naming the children’s work etc.
4.
Guided Play and Learning
Describe your role as a teacher.
How will the children’s learning be assisted and extended?
Is the play self-directed or teacher directed?
Consider the role of other people in the setting and team work. Remember to include questioning techniques you might use to int
maintain involvement. For group experiences consider:


How the children will be gathered, introduced and engaged / involved
How the experience will be concluded and the children dispersed
Evaluation
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
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What happened?
Give specific examples of the children’s involvement.

What did the children actually do and say?
For example how did the children use the materials, types of social play and how did they interact with each other?

What evidence did you see that relates to the learning outcome?
Relate this to the relevant elements of The VEYLDF and describe examples.

What other learning took place during the experience?

Why was this valuable for the children?
Give examples.

What dispositions for learning have you observed amongst the children at the experience?
Enthusiasm, curiosity, commitment, persistence, confidence, cooperation and reflexivity. Give examples.

What learning processes have you observed the children using?
Problem solving, inquiry, experimentation, hypothesising, researching, investigating
Follow up
What modifications or extensions could you make to this experience? Justify your suggestion(s).
Reflection
 What worked well?
 What could be improved?
 What have I found out about myself as a teacher?
Mentor Teacher feedback
Mentor teacher Signature
_______________________________________
Pre service teacher Signature _______________________________________
Bachelor of Education Early Childhood /Primary Year I The Essentials 2014
Date ____________________
Date ___________________
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