3.1 Establish challenging learning goals
AITSL Standard 3.1 Example 1
I set explicit, challenging and achievable learning goals for all students. My lesson plans relate teaching and learning goals to the curriculum, an example of this is how I identify leaning goals, share them with my students and reflect on them using 'We Are Learning To' (WALT), see photo below. At the beginning of the lesson I shared with the students WALT Count to 20, the students then participated in an activity in which we counted to 20 when completing Fundamental Movement Skills (FMS), E.g. count to 20 and hop 20 times, count to 20 and jump forward on 2 feet 20 times. For students who already knew how to count to 20, the learning objective was changed to counting to 30 and they completed each FMS when counting to 30. Once the student had completed the activity we reflected on the learning objective and the student rated themselves on whether they achieved the learning objective or needed some more practice.
Figure 1 - WALT - We are learning to learning goals
EYLF Outcomes: 4 & 5
NQS Quality Area: 1 & 5
Domains: Language & Cognitive
AITSL Standard 3.1 Example 2
I establish challenging learning goals by developing Individual Learning Plans (IEP) for students. The Individual Learning Plans include explicit, targeted and achievable learning goals, please see Student A's IEP in Figure 2. For Student A, I set two learning goals: Can recognise numbers 1-5 and Can identify the sound for ‘satpin’ lower case letters. Four activities were outlined for each learning goal for Student A to practice number and sound recognition. These activities were completed regularly over a month, then reviewed.
Figure 2 - Individual Education Plan for Student A
EYLF Outcomes: 4 & 5
NQS Quality Area: 1 & 5
Domains: Language & Cognitive
AITSL Standard 3.1 Example 3
Student work samples are linked to teaching and learning programs and lesson plans to demonstrate the link between goals set, assessment and student learning. Figure 4 is an example of a students work sample on patterning. For the activity the students were shown ABAB patterns using two colours and were asked to copy and create the two part colour pattern. They were then asked to create their own ABAB pattern. The students were assessed whether they could independently demonstrate the objectives or if they needed assistance to demonstrate the objectives. The two objectives that were assessed were: Can copy an ABAB pattern and Can create their own ABAB pattern. Figure 3 is the lesson plan for the activity and Figure 5 is the rubric for assessing the students.
Figure 3 - Lesson plan for ABAB patterning using colours
Figure 4 - Work sample of ABAB colour pattern
Figure 5 - Rubric for ABAB colour pattern
EYLF Outcomes: 4
NQS Quality Area: 1 & 5
Domains: Language, Creative, Physical & Cognitive