December Week 2
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This document provides the weekly schedule for teachers Mary, Valerie, Karen, Robin, Emily, Jeni, and Shuang from December 10-14, 2018. The schedule includes daily activities like songs, discussions on the winter study, and explaining interest areas. It also notes a field trip to the Natural History Museum on Thursday and Polar Express pajama day on Wednesday. The document lists reading materials, small group activities, and intergenerational experiences planned for each day. It concludes with notes on outdoor experiences, wow experiences, and planning for different areas of learning and development.
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Ros mc millan_student_voice_asme
Every student has a voice: making music the ‘best’ subject in school.
Ros Mcmillan
Ask junior secondary or primary students for their favourite subject and why, and expect to hear words including “because I can do what I like, it’s different and fun”. A more honest way of saying this might be “because it’s about me”, indeed all students want their ‘voice’ to be heard and music-making is the perfect way for them to express themselves, while engaged in enjoyable learning.
Music curricula throughout Australia place much emphasis on students expressing themselves. The Victorian curriculum, for example, contains four strands of activities that students should undertake, the first being ‘Explore and Express Ideas’. Throughout each level, from Foundation to Year 8, students are expected to use their imagination to improvise, compose and arrange music to communicate their ideas, an ideal way to learn about music.
This workshop will consist of a variety of ‘hands-on’ activities where expressivity is central. They will range from mini-lessons of 5-15 minutes to theme-based units of work that may take 2-3 lessons to complete. The workshop will suit teachers from Foundation to Year 8 but participants will also be asked to name the level for which they particularly want ideas.
Empowering students to express themselves is an assured way of making school a place where they want to be, an essential aspect of 21st century life. Music is unique in its ability to allow students, both individually and as a group, to let their voices be heard. This workshop aims to provide resources for teachers to foster this.
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This document outlines a weekly lesson plan for teachers Mary, Valerie, Karen, Robin, Emily, Jeni, and Shuang from December 31 to January 4, 2019. The plan focuses on a winter investigation of hibernation. Each day includes large group activities like songs, daily commitments to kindness, read-alouds on winter themes, and discussion of the question of the day. Small group activities engage children in art, sensory play, puzzles and games related to hibernation and winter. Assessment and skill-building are integrated across approaches to learning, literacy, math, science and more. Changes include the sensory table being closed one day and swimming. Reflection on the week is planned.
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Ros mc millan_student_voice_asme
Every student has a voice: making music the ‘best’ subject in school.
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Ask junior secondary or primary students for their favourite subject and why, and expect to hear words including “because I can do what I like, it’s different and fun”. A more honest way of saying this might be “because it’s about me”, indeed all students want their ‘voice’ to be heard and music-making is the perfect way for them to express themselves, while engaged in enjoyable learning.
Music curricula throughout Australia place much emphasis on students expressing themselves. The Victorian curriculum, for example, contains four strands of activities that students should undertake, the first being ‘Explore and Express Ideas’. Throughout each level, from Foundation to Year 8, students are expected to use their imagination to improvise, compose and arrange music to communicate their ideas, an ideal way to learn about music.
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Empowering students to express themselves is an assured way of making school a place where they want to be, an essential aspect of 21st century life. Music is unique in its ability to allow students, both individually and as a group, to let their voices be heard. This workshop aims to provide resources for teachers to foster this.
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This document outlines the weekly lesson plan and activities for a group of teachers focusing on birds. The weeklong study will involve learning about what birds look like, what features they have, and what sounds they make through books, activities, discussions and outdoor exploration. Activities are planned for each morning and afternoon covering different areas of interest like art, music, outdoor exploration and more. The document also notes scheduling needs and ideas for parent involvement and future lessons.
July week 1
The teachers will be focusing on harvesting a garden over the course of the week of July 1-5. Each day will include activities related to gardening such as visiting a local park, harvesting vegetables from the school garden to use in salads, and a visit from Farmer Kyle to discuss life on a farm. The schedule outlines the daily activities, leaders, and focus groups. It also lists any special activities or field trips planned for the week and changes made to the interest areas to incorporate gardening and nature themes.
July newsletter 2019
The July newsletter from the Kendal Early Learning Center (KELC) provides information about upcoming events and activities for families. It announces walking trips planned for the month to local parks and nature areas. Families are reminded to notify staff of any vacation plans. The newsletter also advertises a sale of old t-shirts and bags, lists swimming and activity dates for July, and provides information on days the KELC will be closed for the month.
June week 4 spring
The teachers spent the week of June 24-28, 2019 focusing on the parts of a plant with the students. Each day, the teachers led morning and afternoon small group activities related to plants, including identifying plant parts, learning what it means for a plant to absorb, and participating in gardening activities. The teachers divided their time between various interest areas in the classroom to incorporate the plant theme, such as adding books and materials about gardening to the library and dramatic play areas.
June week 3, spring
This document summarizes a week-long study conducted by teachers Mary, Valerie, Karen, Emily, and Lynea from June 17-21, 2019. The focus of the study was on what plants need to survive. Each day, the class explored a different question related to this topic through activities led by various teachers in small focus groups during morning and afternoon meetings. Interest areas in the classroom were modified based on the study with additions like a sprout and grow window, books about gardens, and gardening materials in the sensory table and dramatic play area. The document outlines the daily schedule, activities, and teacher assignments for the week and reflects on what aspects of the study worked well and could be improved going forward.
June newsletter 2019 internet
The June newsletter from KELC provides information about upcoming events and activities at the daycare over the summer months. It includes details about exploring the campus outdoors, using sunscreen and bug spray, swimming lessons for different groups, and closed days in June, July, August and over holidays. Fundraising efforts through a bottle drive for the Imagination Library and t-shirt/bag sales are also mentioned. Upcoming dates in June include a nature club field trip and visits from the library and swimming lessons.
June week 1, 2 7 spring
This document outlines a week-long study from June 2-7, 2019 about gardens conducted by teachers Mary, Valerie, Karen, Emily, and Lynea. Each day focuses on a different question about gardens and includes activities led by different teachers in the morning and afternoon. Small group activities are conducted in the different interest areas based on the study. The document notes any changes made to the interest areas and schedules for the week, and asks teachers to reflect on what worked well, what didn't, and ideas for future studies.
May week 5 Spring
1) Teachers at a school were studying who visits ponds in the spring from May 27-31.
2) The students committed to using their inside voices inside and outside voices outside.
3) Activities focused on spring and ponds, including watching tadpoles and butterflies, finger painting lily pads, and pretending to be frogs.
May week 4 20 24 spring
This document outlines the weekly schedule and activities for a preschool class focusing on a spring investigation into who visits a pond, including daily questions, leaders for morning and afternoon meetings, small group activities in different interest areas related to pond life, and notes on intergenerational programs, field trips, and classroom rules and routines for the week.
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