Learning Together

• Audit Title

• Client / Site

• Conducted on

  Date

• Prepared by

Introduction

• Activity title

• Page #

• Connections

  Select Related to Page # Inspired by Page # Leading to Page #

  • Related to Page #
  • Inspired by Page #
  • Leading to Page #

• Recorded by (teacher):

• Programming type

  Intentional & purposeful

  Spontaneous & responsive

  Music & movement

  Inspired by families & community

• Introduced on week beginning:

  Date

• Day(s) of presentation / participation

  Select Monday Tuesday Wednesday Thursday Friday

  • Monday
  • Tuesday
  • Wednesday
  • Thursday
  • Friday

• Setting / environment

  Indoor (classroom)

  Outdoor (garden / playground)

  Indoor / outdoor flow

• Participants:

• Contributing / involved family (if applicable):

Activity outline

• Aims

• Materials / props

• Presentation / lesson outline

Montessori Curriculum

• Links to Curriculum Areas

  Select Practical Life Sensory Maths Literacy Art / drama Science Music Geography Zoology / Biology Botany / Nature Fine Motor Gross Motor

  • Practical Life
  • Sensory
  • Maths
  • Literacy
  • Art / drama
  • Science
  • Music
  • Geography
  • Zoology / Biology
  • Botany / Nature
  • Fine Motor
  • Gross Motor

EYLF Learning Outcomes

• Outcome #1: Children have a strong sense of identity

  Select children feel safe, secure & supported Children develop their emerging autonomy, interdependence. resilience & sense of agency Children develop knowledgeable & confident identities Children learn to interact in relation to others with care, empathy & respect

  • children feel safe, secure & supported
  • Children develop their emerging autonomy, interdependence. resilience & sense of agency
  • Children develop knowledgeable & confident identities
  • Children learn to interact in relation to others with care, empathy & respect

• Outcome #2: Children are connected with & contribute to their world

  Select Children develop a sense of belonging to groups & communities & understanding of the reciprocal rights & responsibilities necessary for active community participation Children respond to diversity with respect Children become aware of fairness Children become socially responsible & show respect for the environment

  • Children develop a sense of belonging to groups & communities & understanding of the reciprocal rights & responsibilities necessary for active community participation
  • Children respond to diversity with respect
  • Children become aware of fairness
  • Children become socially responsible & show respect for the environment

• Outcome #3: Children have a strong sense of well being

  Select Children become strong in their social & emotional wellbeing Children take increasing responsibility for their own health & physical wellbeing

  • Children become strong in their social & emotional wellbeing
  • Children take increasing responsibility for their own health & physical wellbeing

• Outcome #4: Children are confident & involved learners

  Select Children develop dispositions for learning such ad curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination & reflexivity Children develop a range of skills & processes such as problem solving, inquiry, experimentation, hypothesising, researching & investigating Children transfer & adapt what they have learned from one context to another Children resource their own learning through connecting with people, place, technologies & natural & processed material

  • Children develop dispositions for learning such ad curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination & reflexivity
  • Children develop a range of skills & processes such as problem solving, inquiry, experimentation, hypothesising, researching & investigating
  • Children transfer & adapt what they have learned from one context to another
  • Children resource their own learning through connecting with people, place, technologies & natural & processed material

• Outcome #5: Children are effective communicators

  Select Children interact verbally & non-verbally with others for a range of purposes Children engage with a range of texts & gain meaning from these texts Children express ideas & make meaning using a range of media Children begin to understand how symbols & pattern systems work Children use information & communication technologies to access information, investigate ideas & represent their thinking

  • Children interact verbally & non-verbally with others for a range of purposes
  • Children engage with a range of texts & gain meaning from these texts
  • Children express ideas & make meaning using a range of media
  • Children begin to understand how symbols & pattern systems work
  • Children use information & communication technologies to access information, investigate ideas & represent their thinking

Jescott 'Whole Child' philosophy

• Links to elements of 'Whole Child'

  Select Heart Mind Hands Body Ears Eyes Mouth

  • Heart
  • Mind
  • Hands
  • Body
  • Ears
  • Eyes
  • Mouth

Evidence

• Photos

  Media

• Work samples

  Media

• Family communication / feedback (in addition to Learning Together board & book)

  Select Verbal communication Inclusion in Individual Portfolio Demonstration / display Presentation / visit / involvement Partnerships & Participation feedback forms

  • Verbal communication
  • Inclusion in Individual Portfolio
  • Demonstration / display
  • Presentation / visit / involvement
  • Partnerships & Participation feedback forms

Connections

• Horizontal planning (connecting learning)

• Vertical planning (extending learning)

• Reflections

• Additional links (if relevant)