The intended learning outcomes for this class are aligned with the Australian and UK early years curricula. They are also consistent with the preschool/ early years curricula for NZ, China, Korea and most European countries. This class utilises the Michigan Essential Literacy Practices Framework, and the Mathematics Learning Trajectories. 

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Ｉｎｔｅｎｄｅｄ　Ｌｅａｒｎｉｎｇ　Ｏｕｔｃｏｍｅｓ
1. I understand that symbols can be used to communicate ideas, things, thoughts, and concepts.
2. I can create and use symbols and shapes to communicate meaning, and to understand other people. 
3. I can create and use representations to organise, record and communicate ideas and concepts. 
4. I can begin to understand key literacy and numeracy concepts and processes, such as letter-sound relationships, concepts of print, and the ways that texts are structures. 
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Ｍａｔｈｅｍａｔｉｃｓ　Ｃｏｎｔｅｎｔ　ａｎｄ　Ｃｏｎｃｅｐｔｓ
~ Counting.
~ Subitising.
~ Comparing number.
~ Adding/ subtracting.
~ Composing numbers.
~ Patterns, structure and algebraic thinking.
~ 2D shapes.
~ Composing 2D shapes.
~ Disembedding shapes.
~ 3D shapes.
~ Composing 3D shapes.
~ Spatial visualisation and imagery.
~ Spatial orientation. 
~ Measurement (length).
~ Measurement (area).
 ~ Measurement (volume).
~ Measurement (angle and turn).
~ Classification and data analysis. 

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Ｖｏｃａｂｕｌａｒｙ　ａｎｄ　Ｓｐｅｅｃｈ
Throughout the 20 different sessions in this class we will explore vocabulary and many parts of speech relating to the content, concepts, and activities we are exploring. These words will include nouns, verbs, adjectives, adverbs, prepositions, conjunctions and interjections. 

​Vocabulary (or knowledge of words) includes understanding their structure (morphology), use (grammar) and meanings (semantics). It also includes understanding how one word links to other words (word/semantic relationships). Oral and aural vocabulary skills (or, for non-speaking children, visual vocabulary skills) are absolutely crucial to later development of literacy decoding and reading comprehension and fluency. 

Because this is such an important skill gained in early childhood, I use a strong evidence-based and developmentally appropriate approach to vocabulary and speech development. This includes: 

𝗘𝘅𝗽𝗹𝗶𝗰𝗶𝘁 𝗩𝗼𝗰𝗮𝗯𝘂𝗹𝗮𝗿𝘆 𝗗𝗶𝘀𝗰𝘂𝘀𝘀𝗶𝗼𝗻
Explicit vocabulary discussion means that, in this class we not only use words, but we also sometimes talk about them. We might discuss, for example:
~ what does this word mean?
~ what words would communicate what we want? 
~ what other words can we use for this?

While these discussions are explicit, they are not a discrete part of our classes or delivered as a "lesson". Instead, we weave these into our organic discussions while we play, create and tell stories. I do not choose or have a "list" of specific words that children "must" learn. My approach is to respond to children's interests by offering explicit vocabulary discussion that is purposeful, and which helps each child engage with their goals, interests and motivations. This means that children are developing their vocabulary (and self-awareness of it) in a meaningful, relevant and active way. 

𝗘𝘅𝘁𝗲𝗻𝘀𝗶𝘃𝗲 𝗖𝗼𝗻𝘃𝗲𝗿𝘀𝗮𝘁𝗶𝗼𝗻
While it may seem "efficient" to get children to memorise, or rote learn, words - this approach has been shown to have no real value in speech/ language development generally, including vocabulary development. Rather, evidence confirms that the critical requirement for strong vocabulary and speech development is for children to have many meaningful, two-way conversations that are interesting to them. 

To provide this for your child, I maintain very small class sizes and a child-led approach to learning. This ensures that each child has many opportunities to "chat" and "talk" with me and other learners throughout each session about the things that have captured their interest and which they are discovering. I focus on finding opportunities within these conversations to not only introduce new vocabulary, but to also extend and stretch each child's confidence in using and understanding vocabulary in speech. 
 

I hold a Bachelor’s degree in Nursing, and am also a qualified, registered Teacher with a Master’s Degree in Early Childhood Education. I am currently completing a Masters Degree in Play Therapy. Throughout my career, I have gained a range of specialised skills and certifications. In literacy development these include certifications/ licensing/ training in the Michigan Essential Literacy Practices, Multi-sensory literacy teaching (including Orton Gillingham), and MiniLit/ MacqLit. 

All materials used in my classes are 100% original and authored by me. Where I use books, I have obtained written permission from the publisher/ copyright holder. My classes are individualised to each child, and activities are flexible and open-ended. I do not use "purchased lessons" or photocopied worksheets.

This class is informed by the following approaches to literacy learning: 
🍏 Principles and Practices of High-Quality Phonics program (UK)
🍏 MacqLit (Aus)
🍏 The Michigan Essential Literacy Practices (Pre-K, K - 3) (US)

This class is based on the extensive research about the impact of early drawing and graphic representation, and later literacy skills, such as outlined by Steffani & Selvester (University of California): The Relationship of Drawing, Writing, Literacy and Math in
Kindergarten Children.