© The State of Queensland (Queensland Studies Authority) 2006 Introducing Prep: Curriculum implications

© The State of Queensland (Queensland Studies Authority) 2006 Outline of presentation Differences between preschool and Prep The curriculum Approach to teaching and learning Continuity Implications for the early phase of schooling Continuity with the middle phase of schooling

© The State of Queensland (Queensland Studies Authority) 2006 Differences from preschool children at least six months older full-day, five-days-a-week program curriculum built around identified factors for success in schooling identified learning expectations that lead to the Year 1 curriculum expanded learning situations include investigations, real-life situations, play, routines and focused learning and teaching situations children’s progress monitored using an early learning record with phases of learning that lead into Level 1 of the KLA syllabuses

© The State of Queensland (Queensland Studies Authority) 2006 The Early Years Curriculum Guidelines is research-based provides information about: –curriculum and teaching –assessment –reporting on learning progress.

© The State of Queensland (Queensland Studies Authority) 2006 Curriculum decision making

© The State of Queensland (Queensland Studies Authority) 2006 Planning is collaborative ensures continuity of learning incorporates children’s interests includes planning for assessment.

© The State of Queensland (Queensland Studies Authority) 2006 Interacting Teachers: model and demonstrate scaffold learning and provide prompts make learning explicit use teachable moments break down tasks collaborate with children work alongside children give feedback challenge thinking.

© The State of Queensland (Queensland Studies Authority) 2006 Monitoring and assessing Teachers: plan for assessment collect evidence of learning manage folios use assessment information to link to future learning involve children in reflecting on their learning make judgments based on evidence of learning use monitoring to inform conversations.

© The State of Queensland (Queensland Studies Authority) 2006 Reflecting Teachers reflect: on how children are responding to the learning experiences on the evidence of children’s learning progress on how they are covering the curriculum with children on what they have learnt with the teacher aide on children’s responses to the learning.

© The State of Queensland (Queensland Studies Authority) 2006 What are the key components of an effective early years curriculum?

© The State of Queensland (Queensland Studies Authority) 2006 Contexts for learning

© The State of Queensland (Queensland Studies Authority) 2006 Various types of play socio-dramatic play fantasy play exploratory play manipulative play physical play games with rules Most of these types of play are relevant beyond Prep.

© The State of Queensland (Queensland Studies Authority) 2006

Function of play in learning in early primary: building up the brain Play extends and elaborates understandings of: social roles ways people interact — negotiating and cooperating properties of objects and materials ways of solving problems language conventions use of symbols planning, carrying out plans, reflecting.

© The State of Queensland (Queensland Studies Authority) 2006 Real-life situations Fathers’ Day event making a garden celebrating a birthday, new baby, etc. sending news to Grandma sharing what we’ve done and learnt this week, or plans for the week community visits etc.

© The State of Queensland (Queensland Studies Authority) 2006 Investigations Use children’s questions and things that arouse their curiosity. Involve children in: – inquiring, exploring – assessment – testing ideas – solving problems.

© The State of Queensland (Queensland Studies Authority) 2006 Routines and transitions Routines Include daily experiences, e.g. reading to children, reflection times, music experiences. Develop independence and responsibility. Transitions can include short games that focus learning, provide practice and recall information, etc.

© The State of Queensland (Queensland Studies Authority) 2006 Focused learning and teaching take place during play, real-life situations, investigations and routines and transitions can be planned can occur at the teachable moment.

© The State of Queensland (Queensland Studies Authority) 2006 What are the factors associated with later success in school? social and emotional competence health and physical wellbeing language development and communication early mathematical understandings active learning processes positive disposition to learning.

© The State of Queensland (Queensland Studies Authority) 2006 Factors related to success in school (the early learning areas) Specific focus in the early learning areas Links to KLA syllabuses Social & personal learningSocial learning Self-identity Independence SOSE HPE Health & physical learningMaking healthy choices Gross-motor Fine-motor HPE Language learning & communication Oral language Early literacyEnglish Early mathematical understandings Early numeracyMathematics Active learning processesThinking Investigating Imagining & responding Science SOSE Technology The Arts

© The State of Queensland (Queensland Studies Authority) 2006 Learning statement overview: example

© The State of Queensland (Queensland Studies Authority) 2006 plan for, monitor and make judgments about children’s learning in partnership with others build an overall picture of a child’s learning and development as they make the transition to Year 1 report to parents and colleagues on a child’s learning. Assessment and reporting in Prep The Early Years Curriculum Guidelines helps teachers:

© The State of Queensland (Queensland Studies Authority) 2006 There are four phases: becoming aware exploring making connections applying. Children’s learning progress is recorded on the early learning record (ELR) using a continuum describing learning from Prep to Level 1. A continuum of learning

© The State of Queensland (Queensland Studies Authority) 2006 Assessing in prep Step 1 Gather evidence of children’s learning in relation to learning statements. Step 2 Organise evidence in folios. Step 3 Interpret evidence. Step 4 Record judgment of phase of learning in early learning record.

© The State of Queensland (Queensland Studies Authority) 2006 Early learning record (ELR)

© The State of Queensland (Queensland Studies Authority) 2006 Sample phase descriptors Writing and shaping Becoming awareExploringMaking connections Applying Metalinguistic and phonological awareness Enjoys listening to games, stories, chants using rhyming jingles. Responds to rhythms/patterns by clapping, stamping feet, etc. Can segment their own names and commonplace words into syllables, e.g. hap-py birth-day. Can blend familiar single syllable words from onset and rime to words, e.g. c-at to cat.

© The State of Queensland (Queensland Studies Authority) 2006 Continuity

© The State of Queensland (Queensland Studies Authority) 2006 Continuity in the early years Continuity in views of children viewing children as capable and coming into the new setting with knowledge Continuity of assessment articulation of the early learning record with the KLA framework using information from the early learning record (ELR) to inform planning in Year 1 Continuity of curriculum consider similarities in learning and teaching consider similarities in the learning environment

© The State of Queensland (Queensland Studies Authority) 2006 Implications for the early phase of schooling

© The State of Queensland (Queensland Studies Authority) 2006 What does Prep mean for Years 1 to 3? Children will be older. Prep is the beginning of the early phase of learning in schools. Continuity of learning and teaching are important if the gains of Prep are to continue. Year 1 programs will be different. Children will have learnt how to plan and discuss what they have learnt. Different resources may be needed for different learning and teaching approaches.

© The State of Queensland (Queensland Studies Authority) 2006 How does the content of the Prep Year curriculum relate to Year 1?

© The State of Queensland (Queensland Studies Authority) 2006 Factors related to success in school (the early learning areas) Specific focus in the early learning areas Links to KLA syllabuses Social & personal learningSocial learning Self-identity Independence SOSE HPE Health & physical learningMaking healthy choices Gross-motor Fine-motor HPE Language learning & communication Oral language Early literacyEnglish Early mathematical understandings Early numeracyMathematics Active learning processesThinking Investigating Imagining & responding Science SOSE Technology The Arts

© The State of Queensland (Queensland Studies Authority) 2006 As children make the transition to Year 1, consider the information on the ELR. Plan learning experiences to progress children to the next phase (refer to the booklet of phase descriptors for teaching advice): Using the early learning record (ELR) in Year 1 Continue folio. becoming aware exploring making connections applying Level 1 of the KLA syllabuses.

© The State of Queensland (Queensland Studies Authority) 2006 Continuity with the middle phase of schooling

© The State of Queensland (Queensland Studies Authority) 2006 In the early phase of schooling Effective practices include: planning learning experiences for active engagement — emotionally, socially, physically and cognitively using a plan–do–reflect sequence of learning and teaching interacting to extend learning and provide feedback providing opportunities to learn independently and with others collaboratively planning with opportunities for children to make choices developing a sense of shared ownership being flexible providing opportunities to use all sensory channels building a sense of connectedness using learning experiences that invite attention, exploration, manipulation, elaboration and imagination.

© The State of Queensland (Queensland Studies Authority) 2006 In the middle phase of schooling Effective practices: focus on students’ needs, interests and concerns recognise and accommodate student differences have an emphasis on self-directed and co-constructed learning challenge and extend students promote complex thinking and problem solving form connections to the community and use partnerships make learning expectations explicit encourage students to use their learning in real-life situations reflect justice, respect, care and concern for others. National Middle Schooling Project

© The State of Queensland (Queensland Studies Authority) 2006 More information about the early years curriculum and a copy of the Early Years Curriculum Guidelines can be found at QSA’s website: