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Evidence Set 1
Weekly Plan
1.1, 1.2, 1.3, 1.5, 1.6, 2.1, 2.5, 2.6, 3.1, 3.2, 3.3, 3.4, 3.5, 4.1, 4.2, 4.3, 4.4, 5.5.
This weekly plan outlines strategies based on knowledge of student's physical, social and intellectual development and characteristics (1.1). The teaching programs are developed using according to collegial advice from leadership and the weekly plans incorporate evidence based pedagogies to cater for learners (1.2).
At the top of the weekly plan, is a detailed explanation of the learners and learning needs within the classroom. The plan allows for effective participation of learners of all abilities through differentiation. Modifications and adjustments are listed on the right hand side to aid the teacher and support officer during learning tasks (1.5, 1.6).
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As seen on pages 2 and 11, I have applied the teaching strategy GRR within 2 different English writing lessons to effectively teach content relevent to curriculum and (2.1). Learning goals were achieved throughout the GRR on page 11. Students moved from modelled writing to independently constructing their persuasive text through engaging activities such as talk draw, talk, write (2.1, 3.3). As shown on page 3 and 11, challenging learning goals have been noted in the plan for both writing and reading. Brodie's goal (pg 3) was completing work to the expected standard within our writing time frame, while on page 11, Pippa's and Markhor's reading goals were identifying sight words and reading to punctuation (3.1). These goals are reiterated before each writing and reading session and altered when students consistently meet their goal.
On pages 9, 11 and 12, the GRR model is used throughout our persuasive writing unit (The Day The Crayons Quit). This model inspired planned, structured and sequenced learning to display flexible, logical and a variety of activities and resources for students to explain reasons for their favourite colour. On page 9, this is a snippet of lesson 2 from the unit. After reading an engaging mentor text to hook in the students, the class began to graph their favourite colours. Students then brainstormed together orally and worked together to draw different imagined images of their favourite colour. (3.2). This is just a quick snapshot of how the GRR model was use to plan, structure and sequence our What's Your Favourite Colour writing unit.
PDF download of combined daily plans from 2023.
Numerous numeracy and literacy strategies are present in the weekly plan showcased above. On page 12, warm up games are present to consolidate learning in hands on activities. In Mathematics, zero zap is a prevalent game I use often with my Prep to Year One class. I can alter the learning goal to support different students achievements, whether it's a game counting from 0-10, counting backwards or skip counting. Use these strategies as warm ups, allows for future planning. If I can see a student who is struggling to skip count during our game, I can differentiate certain aspects of lessons to support that student. On page 5, whiteboards were used to assist students writing numbers 40-60. This supported students with fine motor skill, number recognition, pencil grip, number formation, as well as beginning writing behaviours to support learning in literacy.
Screenshot of a literacy rotation slide from Term 3, 2023.
Literacy rotations are used consistently within my classroom to support the diverse needs and learners. As you can see in the screenshot above of a literacy rotation slide, I have selected and used a range of resources including ICT to engage students in their learning and consolidation of topic specific tasks (3.4). Literacy rotation activities differ depending on the daily focus, some lesson require more hands-on materials, while other days offer practical activities. This range of activities allows frequent opportunities for skill practice (3.3). I use colour coding, pictures and writing to assist all students within the class. At the top, you will see colour coding for groups, these match literacy folders use daily. I match pictures to the written activity, so students with low literacy can look at the picture to decipher where they are going and doing next. The writing, assists students with higher reading levels, but also exposes lower literacy learners to unfamiliar words. Within the rotations, there are 3 colours: yellow, purple and green boxes. These colours, help support all students with effective classroom communication use verbal and non-verbal strategies. If the box is purple that group is with me, green with the support officer and yellow means it is an independent activity. All these activities, support higher order thinking and support students at the level they are at with the opportunity to move between groups to support differentiation (2.5, 3.5).
To support effective classroom communication within numeracy. Hand actions are used to introduce and support new topics. For example, introducing preps to addition, a simple explanation is create 'addition is, when we plus two numbers together'. Hands actions are then added to explanation to support learning (3.5). The symbol for addition is made with their fingers (+) and then 1 finger from each hand is help up to 'plus' together. This goes on to support the numeracy strategy - finger counting.
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At the beginning of the year, students are introduced to classroom technology devices (chromebooks, Ipads and smartboard). Myself and our support officer, help guide students to logging on, finding certain apps and understanding the importance of using technology correctly and safely (4.5). Once the basic introduction is complete, consolidating technology activities are introduced into the classroom for students. On page 7, interactive board activities are present, and example is the learning numbers to 5 game on the smartboard. This is a underwater counting game and a gingerbread man game to interest different students for number recognition (2.6). Math seeds, reading eggs and fast phonics are apps used on the ipads that are relevant and meaningful to students. Certain lessons and tests can be assigned to students based on their achievement level. This allows for their creative, critical and analytical skills to be tested at skill and age appropriate levels (3.3). I have worked with Khovy (Senior service delivery specialist) to download and delete certain apps on the smartboard that are useful to the students in the P/1 classroom.
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To create and maintain a supportive and safe learning environment for the students in my class, collaborative rules for the classroom where constructed and signed by the students (4.3). This allowed for each student to understand their and others expectations within the classroom during their learning time. Consequences and the classroom management plan were also explained to students, support officers and parents, to ensure prompt, fair and respectful management (4.3). To ensure students' wellbeing and safety within the school, we addressed and explained the importance of the school rules and had these displayed on the wall at easily accessible height (4.4). Behaviour management for relief teachers are explained in a letter that is shared with every relief teacher that is in the P/1 classroom.
Year 1 student on Prodigy English.
Prep students on Reading Eggs and Fast Phonics to support differentiated learning.
PDF for relief teachers outlining behaviour managment.
Collaborative classroom rules signed by students.
To support participation, the classroom has a focus on flexible seating and learning. We come together on our main learning mat to begin our lessons and when students are sent off to begin their tasks, they have the ability to work independently or collaboratively. As seen in picture 6, you can see a group of students choosing to work on seperate tasks together. These students were given a clear drawing expectation and time frame to complete their innovative fairytale drawings. To conclude the lesson, students are able to share and celebrate their drawings and writing with the class, to showcase the timely and appropriate feedback from the teacher in relation to their learning goals in English (5.5). By sharing with peers, this also allows students to develop their public speaking skills in a safe space.. This can be seen in picture 7. To encourage independent talents and gifts, some pieces of work are shown in assembly for peers, teachers, parents and community members to see, as seen in picture 7. The year 4, 5 and 6 class, then give constructive feedback and praise to the students presenting (4.1).
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To manage routines for the day, my class has a daily 'What's on today?' running timetable. This is changed daily and read in the morning to all students, so they know what subjects they have on for the day. Each subject has a matching picture to the left that allows for students with low literacy skills to understand what is happening. For an student with ASD, we implemented moving a magnet to the current lesson or ticking lessons once they were completed. This eased the students anxiety about wanting to know what was happening next (4.2, 1.1).
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Picture 6: Students collaboratively working together.
Picture 7: Students celebrating their drawing and writing with peers.
Within the Prep/Year 1 cohort, there were no diverse linguistic, cultural or religious backgrounds. In the classroom of 9, there were a range of socioeconomic backgrounds. A year one male student known as Student A, has a severe speech impediment which required the design and implement of numerous educative strategies and activities. To support his speech impediment, we were given advice from an Outback Future's speech therapist, that he needs to eat hard fruits to build up the muscles in his mouth. This strategy was implemented from both home and school. Numerous interventions were put in place at school, through the St Pat's speech program, literacy rotations, homework and one on one work with a support officer. Heavy lifting and cardio activities were also put in place to support this child with physical activity due to the lunches (high carbohydrate - biscuits, chips and bread) he was provided with for the day. Through one on one support intervention, feedback and Outback Future's intervention, another student known as Student B (8), was supported for speech through 'th', 'v' and 'f' sounds, as 1 parent did not see it necessary to intervene to correct these sounds known to be masted by age 7 (1.3)
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Picture 8: Daily timetable.