21 st Century Learning Environments at All Saints.

1. 21st Century Learning Environments at All Saints. Starting steps towards Personalised Learning in Foundations.

2. 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.

3. 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.

4. 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.

5. 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)

6. Weplay Wediscover We learn forlife Discovery Centre

7. 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.

8. 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.

9. 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

11. Dramatic Play Developing 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!)

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

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

14. Tinkering Developing fine motor skills, creativity, language and social skills, inventiveness, maths concepts, hand-eye co ordination and patience!

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

16. Sensory Developing fine motor, manipulation, language, social skills, curiosity, creativity, and experimentation.

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

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

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

20. Art Developing my creativity, small motor skills, problem solving, sharing, cooperation, independence and responsibility.

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

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