Whitney Westrope
Professional Portfolio
Plan for and implement effective teaching and learning
3.2 Plan, structure and sequence learning programs
Plan lesson sequences using knowledge of student learning, content and effective teaching strategies.
When planning for numeracy, we take note of the the areas of number development that are strong and just need further consolidation as well as areas that need more support and scaffolding. At the beginning of Term Two, we looked at the students ability to subitise small numbers to 5. The students were asked to say the number shown to them and then show the number using their fingers. This was recorded and there were some students who were able to complete this easily, therefore they would be given larger numbers to subitise. These children were also extended by using 2 hands to subitise ("Show me 5 fingers but using 2 hands") which is simple partitioning. Those students who needed more support were also identified and they were given numbers lower than 5.
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We then placed learning opportunities into our planning that gradually extended on this and allowed the students to explore this concept through play and guided experiences.
For our PMP programme, we consulted with the the Physical Education teacher as to which skills to focus on first. We used the Kindy Gym programme to guide our planning and on the advice we were given, we started with floor squences and then gradually moved towards using beams and higher equipment.
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These examples have been taken from my FPD and DWP from Term Two.
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EYLF Outcomes: 5.2.5, 5.2.8, 4.2.5, 4.3.2
NQS Quality Areas: 1, 2, 3 & 4
Domains: Physical, cognitive, linguistic.