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Managing Prep Year Learning Schedules

The document discusses the management of a typical day in a Prep Year classroom, emphasizing the importance of balancing active learning with routines and flexibility to accommodate children's interests. It highlights the need for effective use of staff resources, safety during outdoor play, and collaboration with other school staff. Additionally, it stresses the significance of hands-on learning experiences that engage children across various developmental contexts.

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manhhung822005
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27 views3 pages

Managing Prep Year Learning Schedules

The document discusses the management of a typical day in a Prep Year classroom, emphasizing the importance of balancing active learning with routines and flexibility to accommodate children's interests. It highlights the need for effective use of staff resources, safety during outdoor play, and collaboration with other school staff. Additionally, it stresses the significance of hands-on learning experiences that engage children across various developmental contexts.

Uploaded by

manhhung822005
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

This support material

How does a typical day of a Prep Year gradually change as the year progresses?
How is time managed to ensure that children experience both outdoor and indoor experiences?
How can you ensure that the day remains flexible so that children’s shifting interests and ideas are incorporated into the learning program?
How can you manage time to balance longer periods of active learning with routines such as meal breaks, rest/relaxation/quiet activities, and shorter periods of
time for small and large group learning opportunities?
How can you use teacher-aide time most effectively — interacting with children, helping with the preparation of materials and cleaning up after active outdoor or
indoor learning sessions?
What other staff could help with setting-up or packing away heavy outdoor equipment if the teacher aide starts after 9.00 am?
Are there groups of children (e.g. after/before school care or older students) who could support the program by cleaning paint pots, paint brushes or setting up
resources for the next day?
How can you incorporate specialist lessons in ways that are meaningful to children and connected to the Prep Year curriculum?
How can you manage non-contact/teacher-release time?
How can you manage staff to ensure that the teacher and teacher aide have meal breaks?
How can you ensure adequate safety and supervision during outdoor play?
How can you manage the day when the Prep Year class needs to share the playground space with other year levels?
How can you manage the day when toilet facilities for adults and children are external to the classroom?

The examples highlight.


The importance of active “hands-on” learning that engages children emotionally, socially, intellectually and physically rather than formal, teacher-directed
learning.
Need to consider safety and supervision, need to incorporate all five contexts for learning and development importance of allocating longer blocks. Total fee:
5000$
Need to work collaboratively with partners from the school staff (grounds support staff, other teachers, etc.), need to work collaboratively with partners from the
school staff (grounds support staff, other teachers, etc.),
How can you manage time to balance longer periods of active learning with routines such as meal breaks, rest/relaxation/quiet activities, and shorter periods of
time for small and large group learning opportunities?

2
3D MODEL

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