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. 

When taken as a supplement to the full-year reading and writing curriculum, this class contributes to the following learning outcomes: 

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INTENDED LEARNING OUTCOMES (Early Years Focus - ages 4-8)
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.
4) I can listen and respond to sounds and patterns in speech, stories and rhyme.
5) I can draw on my experiences to construct meaning using letter symbols.
6) I can use symbols in the form of letters to convey meaning, and understand the meaning of others.

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INTENDED LEARNING OUTCOMES (Standardised Curriculum Focus - K - Grade 1)
1) I can read decodable words or texts while practising phrasing and fluency, and make meaning from these texts using my emerging contextual, semantic, grammatical and phonic knowledge.
2) I can recognise and name all upper and lower case letters (graphemes) and know the most common sound that each letter represents   
3) I can use knowledge of letters and sounds, including onset and rime, to spell words. 
4) I can segment sentences into individual words and orally blend and segment onset and rime in single syllable spoken words, and isolate, blend and manipulate phonemes in single syllable words  
5) I can write consonant-vowel-consonant (CVC) words by representing some sounds with the appropriate letters, and blend sounds associated with letters when reading CVC words.

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
When taken alongside my full-year learn-to-read-and-write curriculum, there is no additional "out of class" work involved in this class.  
0 hours per week outside of class
Assessments Offered
I do not use tests or other standardised approaches to assessing children's progress, and there are no "grades" in this class. 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. Likewise, in order to adapt each class to the learning needs of each child, I need to understand their current skills and strengths. 

In addition to weekly feedback on progress, parents are welcome to message me with any specific questions during the week. I reply to these messages within one business day.      
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