![]() ![]() ![]() ![]() Use key vocabulary in context and describe autobiographies,ĭiscuss literary figures and folk dances through speaking fluently and spontaneously, without much obvious searching for expressions. Understand and apply the conventions of academic writing in English,ĭemonstrate positive behavior and attitudes.īy the end of this unit, learners will be able to:Ĭomplete a listening text about Naguib Mahfouz, Mozart and Palestinian folk dance, Upon completing this unit, students will be able to:Īpply the skills and strategies of a successful listener,Īpply the skills and strategies of a successful reader,Īpply the skills and strategies of a successful speaker, In this unit, you will learn about famous people like Naguib Mahfouz and Mozart, and you will also learn about Palestinian folk dance By the end of each part, you will have an assignment that you must do with your group. Program Belonging, Being and Becoming: The Early Years Learning Framework for Australia – Commonwealth of Australia My Time, Our Place: Framework for School Age Care in Australia – Commonwealth of Australia Educators' Guide to the Early Years Learning Framework for Australia – Commonwealth of Australia Educators' Guide to the Framework for School Age Care in Australia – Commonwealth of Australia EYLF practice based resources: Developmental milestones – Commonwealth of Australia EYLF practice based resources: Postcards – Commonwealth of Australia EYLF practice based resources: Postcards (Word) – Commonwealth of Australia EYLF practice based resources: Postcards – Arabic – Commonwealth of Australia EYLF practice based resources: Postcards – Croatian – Commonwealth of Australia EYLF practice based resources: Postcards – Hindi – Commonwealth of Australia EYLF practice based resources: Postcards – Korean – Commonwealth of Australia EYLF practice based resources: Postcards – Macedonian – Commonwealth of Australia EYLF practice based resources: Postcards – Malay – Commonwealth of Australia EYLF practice based resources: Postcards – Simplified Chinese – Commonwealth of Australia EYLF practice based resources: Postcards – Spanish – Commonwealth of Australia EYLF practice based resources: Postcards – Turkish – Commonwealth of Australia EYLF practice based resources: Postcards – Vietnamese – Commonwealth of Australia A fine balance: Understanding the roles educators and children play as intentional teachers and intentional learners within the EYLF – Nicole Leggett and Margot Ford Aboriginal and Torres Strait Islander cultures in early childhood education and care – Case Study 1 – Commonwealth of Australia Aboriginal and Torres Strait Islander cultures in early childhood education and care – Case Study 2 – Commonwealth of Australia Age-appropriate pedagogies – Queensland Government Early Childhood Education and Care Australia’s educational leaders in ECE: What do we know so far? – Early Childhood Australia Child-centred curriculum planning (0–5 years): Self-guided learning package – Community Child Care Victoria Conceptual playworlds – Monash University Curriculum resources – Narragunnawali, Reconciliation Australia Digital play: A new classification – Jackie Marsh et al.Preview This unit consists of the following parts: listening, reading, grammar, language use and writing. The educational program enhances each child’s learning and development.Ĭurriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.Įach child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.Īll aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.Įducators facilitate and extend each child’s learning and development.Įducators are deliberate, purposeful, and thoughtful in their decisions and actions.Įducators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.Įach child's agency is promoted, enabling them to make choices and decisions that influence events and their world.Įducators and co-ordinators take a planned and reflective approach to implementing the program for each child.Įach child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.Ĭritical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.įamilies are informed about the program and their child's progress. ![]()
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |