Scribd
Upload
48 views

PST Documentation of Planning Cycle Template

Uploaded by

shobhit sharma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
48 views

PST Documentation of Planning Cycle Template

Uploaded by

shobhit sharma
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 3

DOCUMENTATION OF THE PLANNING

CYCLE
Name of Experience: Number of Children:
Children’s Ages: Date of Implementation:

PART 1
Collect Information – Observation
What do you observe or notice? Look for the extraordinary in the ordinary moments by making learning visible.
1. The kids were engaged with learning in literacy and the excitement of knowing what will be taught next, as the teaching was given till the letter “Q”.
The change of the emotions and the expression based on their previous learning of the letter which was expressed as excitement.

Question and Analyse - Observation


What do you understand about what you observed? What did you find interesting or extraordinary? What learning is being demonstrated?
What can you extend? Suggest a few experiences. What are the interests and strengths of the child/ren observed?
Link the information to EYLF/VEYLDF learning outcomes.
2. The observation I made was the kids were able to identify the letter and the names which were told to them in the form of the activities. The kids did
find ways to generate ideas for creating the designs from the writing letter. The coordination between the hand and eyes is demonstrated by learning.
The extension of hand and eye coordination can be done through the enhancement of creativity in the drawing. Further extension on the belonging can
be provided to get closer to the Aboriginals which is a weakness to it. The strengths of the kids were observed as they had a strong sense of identity

PART 2
Plan
Learning Intention/s to achieve by the end of experience (one or two):
For children to understand… For children to explore…For children to practice… etc

EGEC PLACEMENTS FORM. Version April 2023. 1|P a g e


Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University.
The children need effective communication skills for maintaining the relationship with their peers. Delivering the correct oral text alone or in
collaboration with others using appropriate context and content with the visualization.

Strategies: What strategies you might use to promote children’s interest, play, and learning? This might include interactions, resources, and intentional
teaching. You might include some examples of modeling, scaffolding, or open-ended questions. How will you encourage children to learn from each
other? How will the environment support play and learning?
Providing the kids with open-ended materials to play which includes wooden blocks and Legos and clay which can stimulate the openness of playing
material and it will depend on what they choose. Adding props and creating the sessions for the role play and pretend-play with people.

Act and Do (Implementation)


Implement your experience: Did you need to modify for any reason? Any emergent experiences that arose? Give specific examples of children’s
involvement. What learning processes have you observed the children using (problem-solving, inquiry, experimentation, hypothesizing, researching,
investigating…)?
As there were four kids involved in the activities the people. The legos were first challenging in nature so they were struggling the join them which also
shows the lack of hand-eye coordination of the kids. I bought some A$ sheet paper and draw clear instructions on the letter “r”. That hat type of stroke
is required with the numbering of the strokes. Which also involved the activity of tracing the letter “R” and “r”. creating a tangram for coloring. Teaching
a word with the letter “r” which is a robot. The activity of circling the RRs shows identification. I made a game of the puzzle which Is shaped like an “r”.

Review and Reflect (Evaluation)


Review: With the learning aims and the EYLF/VEYLDF learning outcomes in mind, evaluate the learning and the planning. What worked well?
What can you improve? Do you need to repeat, refine or extend the plan? How will you follow up?
The plan of action worked well as the students were able to write the letter R but not perfectly which needs to be precise. The tracing of the letter
template should be crested thinner which will increase the readability. Repetition is required of the activity which will increase the preciseness of the
kids.

Reflect: What did you learn about yourself and your practice as a teacher? Any changes to your practice as a result?
As a teacher, I learned a lot many things from the kids and their activities as the kids are mostly much more creative than the adults as they experience
and play and learn with the most curiosity. Need to learn how to think open-mindedly just as the kids who have not created any boundaries of thinking.

EGEC PLACEMENTS FORM. Version April 2023. 2|P a g e


Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University.
EGEC PLACEMENTS FORM. Version April 2023. 3|P a g e
Copyright © 2022. Victoria University, CRICOS No. 00124K (Melbourne), 02475D (Sydney and Brisbane), RTO 3113, TEQSA No. PRV12152, Provider Category: Australian University.

You might also like