The intended learning outcomes for this class are aligned with a range of Australian, US and UK curricula. They are also consistent with early years curricula for NZ, China, Korea, Singapore and most European countries. This class utilises the Michigan Essential Literacy Practices Framework. 
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INTENDED LEARNING OUTCOMES
1) I can understand that symbols are a powerful means of communication, and that ideas, thoughts and concepts can be represented through them
2) I can recognise the relationships between oral and written language.
3) I can recognise letter-sound patterns and the relationships and connections between them.

I am a Masters-qualified Early Childhood teacher (0-8 years), with specialisations in Inclusive Education. I also hold a Bachelor of Nursing, and have over 30 years of experience in designing and delivering therapeutic and educational early childhood programs, and I have received numerous awards for designing immersive early childhood development, learning and mental health programs and for excellence in practice. I am an experienced clinical/ and field supervisor (social workers, teachers, nurses). I have completed specialist training in Talk for Writing, Orton-Gillingham, LETRS, UFLI, Play Therapy, Sand Play Therapy, DIR-Floortime,  Neurosequential Development, and Hanan Speech interventions. Please note, however, that this class is *not* offered as a group or individual therapy intervention, and is not a substitute for a professional therapeutic assessment or program.

Homework Offered
Assessments Offered
I do not use tests or other standardised approaches to assessing children's progress. In this age group, testing it is not developmentally appropriate and in some cases may be psychologically and academically harmful. 

However, as a teacher, I do believe it is important for me to be accountable to both children and parents. I aim to deliver classes that are not just "busy work" or entertainment, but which actively contribute to each child's learning in meaningful and sustainable ways. 

To do this, I use continuous observation of children's activity and conversation. When I make these observations, I am specifically considering the child's development in relation to the learning outcomes of the class (see above). 

I then routinely provide feedback to children. This may consist of: 
~ positive affirmation (e.g. "I really liked the way you communicated your idea with that painting");
~ positive reflection (e.g. "I wonder how you came up with that idea?"); and/ or
~ positive stretching (e.g. "I wonder if you could show that idea in other ways?). 

This is a wholistic approach to assessment. The child's response to my feedback helps me understand of "how far" they have travelled in their learning, and then "what comes next" in their learning. 

I welcome questions and inquiries from parents about their child's learning progress. 
Grades Offered

In this class, I draw from my extensive training in a range of Science-of-Reading approaches. This includes:
- Orton-Gillingham
- Talk-For-Reading/ Talk-For-Writing
- LETRS
- UFLI
- Heggarty
- MaqLit

I also draw from my previous training in therapeutic play, and specialised play-based teaching, and Early Childhood Inclusive Education. 

This class incorporates a range of teaching pedagogies, including:
- Imaginative Pedagogy 
- Eight-Ways Pedagogy
- Self-Determination Theory
- Play-Based Pedagogy

The text used in this class is "The Alphabet Rainbow. Or, How The Animals Learned to Read" (Alice Campbell, 2023)