The Academic Enrichment Program operates under the BHP Pilbara Education Partnership. In 2016 the Partnership was renewed for a further five years, and to celebrate the Partnership we had a launch event in Newman. At this event, media was invited, and the story aired on Today Tonight. The video is below.
In 2017 it was decided to share the success of the Academic Enrichment Program, and the Department of Education commissioned a vingette. The vingette was shown as BHP's contribution at the 2017 WA Education Awards.
I first came across Yakman's STEAM model in 2016. For me, I like that she didn't simply accept and persist with a pedagogical model she didn't 100% believe in, so she made her own. From my beginnings in Early Childhood I appreciate that under the STEAM model learning is integrative and collaborative, and highlights the importance of becoming a life-long learner. I choose to adopt a STEAM framework into my upper primary classroom, and the passion my students show for their learning is exciting to see.
Participation in our school community
I am a firm believer in reading, and a way my upper primary students share their love of reading (and foster this love for books in younger children), is through buddy reading. Every Friday after lunch, My upper primary students meet with a Year 1/2 class. First the younger child reads a book at their level to their big buddy, then the big buddy reads a picture book to their little buddy. Students from both classes look forward to this experience, and their smiles are genuine.
Rosie's Walk - more than a book
My children are passionate about their learning. They know Kindy is hard work: it's full of play, sharing, talking and listening. Recently after reading the story Rosie's Walk by Pat Hutchins children were super keen to play at the 'small' world table. Reflecting on past experiences where there was a sensory tray on a smaller scale, I decided to utilise the 'big' table so as to allow space for more children to engage in the opportunity with a variety of peers.
Despite my intentions of providing a larger play space, children didn't want to leave the table, but didn't want their friends to miss out either. We worked through this 'problem' and decided it would be best to make extra farm props so more children could share in the experience. The morning was better than I could have ever planned, and the emergent and intentional learning opportunities were of more value than any scripted lesson I could have created (or following from an explicit program).
Our indoor learning environment
Each individual educator has a preference for the way the inside learning environment is set up and organised. Personally I love a colourful room with lots of children's work on display. The work itself is child created and not always about finished product: often the processes involved were more important than the final learning sample. In most instances, the work children produce are layered pieces, completed over 2-3 learning sessions. The work is unique to the child: why do I need to prove to parents/carers that I can cut on a line? or write my name? or colour within the lines? Setting the expectation that children complete the work ensures I am not only giving each and every child the opportunity to demonstrate their ability, I am tailoring the level of support to each and every child, ensuring each child progresses on their learning journey.
My Kindy group own a small space and for this reason the design must be both flexible and functional. Learning spaces are multi-purpose and to be honest there is often a lot of evidence of learning on the floor (read: mess). However, I do believe that if children have been playing with the sensory tray and sand has ended up on the floor then that's okay - I'll teach the child to use a dustpan and brush; if children have been engaged in building a block city and don't want to pack it away then that's okay - as a class we decide to keep block city set up so we can play with it after lunch or the following day; if children have been engaged in painting and it splodges over the table and floor then that's okay - I'll teach the children how to use soapy water and cloths to clean their mess. The fact is I do not see it as mess, I see it as evidence of children working hard and achieving success with their learning.
Our Kindy Day
I believe parents and children's families are vital to a child's educational success, and that children need to recognise I have a genuine interest and relationship with them and their family. Some ways I achieve this are by welcoming children and their families into the room each morning for a short activity, welcoming parent helpers at any time of the day, conversing with children and making personal connections with them ("you have a dog? I have a dog too!" or "I know your big brother would be so happy to see this fantastic work - shall we go and show him?").
Our day revolves around learning! We play! We investigate! We take informed risks! Every moment of every day is utilised as a teaching and learning opportunity: "let's count to 10 to make sure we wash the germs off our hands" or "let's sing and do the actions to the song incy wincy spider" or "wow that car went a long distance! do you think you can get it to reach the edge of the carpet?".
Being based in Western Australia, our program is based upon the Early Years Learning Framework and the Kindergarten Curriculum Guidelines. For those children who require the additional challenge they are extended to work towards the Foundation level Australian Curriculum.
We read lots of books (because reading is VITAL), count, and develop phonological awareness skills, but most importantly we spend valuable time sharing experiences, negotiating roles and participating in collaborative play. I too join in with this play, and often end up as messy and exhausted as the children by home time!