Bushfire and Safety plan for learning

This evidence item accurately reflects the practice described in Standard Descriptor 2.2.2. The evidence shows that the teacher has developed and sequenced the teaching and learning plans in response to observations identifying children's questions about bushfires. The intentional teaching plans and related activities have been organised to extend children's understanding of the impact of bushfires and fire safe practices. The content reflects the Early Years Learning Framework's pedagogy and specifically the learning outcomes of this Framework.

This evidence item also accurately reflects the practice described in Standard Descriptor 3.3.2. The intentional teaching plans show that the teacher selected and used teaching strategies to support the development of children's:

• knowledge
• skills
• problem-solving
• critical and creative thinking.

Strategies included:

• teacher directed instruction and questioning
• play-based activities
• child-led learning.

The evidence item accurately demonstrates the teacher’s selection and use of a range of resources, including ICT, to engage students in their learning (Standard Descriptor 3.4.2). Examples of resources used include:

• texts
• maps
• charts
• an app.

The summary of learning states that the children were excited to explore and use the bushfire danger rating chart to represent and describe the real-world context of bushfires. The app successfully engaged the children in an activity designed to build their understanding of prepositions and mathematical language.

Application of the teacher’s practice is visible in the teacher’s observation notes and the interpretation or analysis of learning. The notes show that the teacher has recorded and analysed the children's inquiry following observations of their play and interactions. The teaching and learning plans show how the teacher used the children’s questions and inquiry to design and implement a sequence of learning responsive to the specific interests and needs of the children in the group. The evidence item also demonstrates that the teacher has observed and recorded children’s responses during the implementation of the teaching and learning plan.

The teacher’s annotation describes implementation of the Early Years Learning Framework pedagogy and practice that is ‘responsive to all children’s strengths, abilities and interests’ (EYLF, p 14). This practice is visible throughout the evidence item, for example in the:

• plans for learning
• interpretation or analysis of learning
• notes for future planning.

The intentional teaching plans, summaries, observations and analyses of learning show that the teacher successfully supported the development of children's knowledge, skills, problem-solving and critical and creative thinking using a variety of strategies including

• a balance of child-led learning and teacher directed instruction
• open-ended questioning
• play-based activities.

The children's responses and work samples demonstrate their application of critical thinking and creative exploration of the content focus, the impact of bushfires and fire safe practices.

The annotation provides the context for the evidence and explains how the item demonstrates the practice described in the selected Standard Descriptors. The annotation clearly explains how the teacher has organised and sequenced content to develop teaching and learning programs (Standard Descriptor 2.2.2). The annotation describes how relevant teaching strategies and resources, including ICT, have been used to engage the children in their learning (Standard Descriptor 3.4.2) and develop knowledge, skills, problem-solving and critical and creative thinking related to the content focus; the impact of bushfires and fire safe practices.

The annotation goes beyond merely describing the evidence itself and explains the impact of the teacher’s practice on the learning of the children in the group. For example, the annotation explains that the supportive, play-based learning environment extended children’s interests and developed knowledge. The annotation also identifies the balance of child-led learning and teacher directed instruction contributed to the children’s imaginative play experience and development of higher order thinking skills.

Professional reflection is demonstrated in the teacher's interpretation and analysis of learning, and the subsequent planning. The teacher identified the children's inquiry in the observations of their play and interactions. The teacher used this knowledge to design and implement a sequence of learning that was responsive to the specific needs of the children. This item of evidence demonstrates ongoing professional reflection and practice that is responsive to the specific interests of the children in this group.

The teacher's annotation demonstrates professional reflection. The annotation includes an explanation about why specific strategies were used and the impact they had on the children's learning. For example, the annotation explains that questioning techniques were used to engage the children and to learn more about their knowledge and understanding of fires. The annotation demonstrates professional reflection because it goes beyond merely describing the evidence itself.