Exploring culture through nature

This evidence accurately reflects the practice described in Standard Descriptor 1.4.2. The evidence shows the teacher has consulted with the local Aboriginal Community Liaison and Program Mentor and used the Mentor’s advice and suggested resources to design effective teaching strategies that are culturally appropriate and responsive to the local Community. The teacher’s observation, evaluation and reflection, along with the children’s drawings of Country and email to parents are evidence of implementation of the effective teaching strategies.

The evidence also accurately reflects the practice described in Standard Descriptor 2.4.2. The learning experience was developed in consultation with the local Aboriginal Community Liaison and Program Mentor and included suggested books, resources, wording and explanation of Country and an on-Country experience. The learning experience and activities provided opportunities for the children to develop age-appropriate understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and Languages.

The evidence accurately reflects the practice described in Standard Descriptor 4.4.2. The teacher has included excerpts of the risk assessment for the walk to and exploration of the grassland and gully area behind the preschool. The risk assessment ensures the children’s wellbeing and safety through considered control measures to address identified potential hazards and risks and minimise accidents or incidents.

The teacher has provided evidence of consultation with the local Aboriginal Community Liaison and Program Mentor in developing teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. The teacher’s practice is visible in the inclusion of the mentor’s advice in the design of the learning experience. The teacher’s practice is also clearly demonstrated though the observation, evaluation and reflection on the learning experience.

The teacher’s practice of providing opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and Languages is demonstrated through the teacher’s meeting notes and implementation of advice given by the local Aboriginal Community Liaison and Program Mentor.

The risk assessment demonstrates the teacher’s practice of ensuring children’s safety while outside the learning environment.

The observation, evaluation and analysis of learning show that the teacher successfully supported the children to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and Languages. The teacher’s observation of the children’s spontaneous collection of rubbish shows impact of teaching and student learning about caring for Country. The children’s drawings of Country on display in the learning centre show their responses to the experience and are evidence of impact on their learning.

The teacher’s reflection on learning shows the many ways children’s learning was impacted and how they demonstrated and transferred this learning.

The claims made in the annotation are supported by the evidence.

The annotation speaks to and provides the context for the evidence. It explains how the selected evidence demonstrates the practice described in the selected Standard Descriptors. The annotation is effective as it clearly explains the process the teacher took to engage with the local Aboriginal Community Liaison and Program Mentor to develop an effective learning experience responsive to the local Community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students. The annotation describes the resources and teaching strategies recommended by the Mentor and implemented by the teacher into the learning experience, so that it was responsive to the local Wonnarua People. The annotation also explains how the teacher consulted with the Mentor on how to implement the teaching concepts in a way children could understand and appreciate.

The annotation explains how the teacher planned for children’s wellbeing and safety in completing the risk assessment for the grassland learning experience.

Professional reflection is demonstrated in the teacher's observation and evaluation of learning and in the reflection. The teacher identified the children’s dismay at the rubbish and engaged them in questioning about this. The teacher created an intentional teaching opportunity to transfer the learning of respect and care for Country to the children’s local environment.

The teacher’s reflective practice is also evident in the implications for future planning and teaching and the critical reflection. The teacher demonstrates the teaching and learning cycle by reflecting on the children’s learning experience and using this to inform future planning and teaching.

The teacher's annotation demonstrates professional reflection. It unpacks the specific teaching strategies and resources used and why these were chosen. The annotation also includes an explanation of the impact on children’s learning and how they transferred their learning to another context. The annotation demonstrates professional reflection because it goes beyond merely describing the evidence itself.