My name's Jane Taylor.
I've been at the school since the beginning of the year,
since February.
I work in the Year 3 room with two other fabulous teachers
and a group of 59 children and two integration aides.
The curriculum is the biggest difference for me.
And this is the reason that I came here -
because it is really child-centred.
It's a child-centred school.
Planning is incredibly important in this site.
Because we teach collaboratively and we roll one off the other,
we need to have a really good understanding
of where we would like the week to go or the day to go before it happens.
And that doesn't mean to say that that works out that way,
but in the planning we talk about the fabric of our week
and the way we need to fit in with everybody else,
but also the nature of the children and where their learning is.
So it gives us an opportunity
to discuss where children are, what difficulties they may have,
what their strengths are, something that they might be interested in.
It gives us that opportunity to cater for it within the timetable.
So for the maths,
what do you want the maths focus to be for that rotation?
Do you want it to be some of those games?
JANE: I think so, unless we want to do a money thing,
money or fractions, something out of the...
-Mm-hm. -OK.
To come back in.
It might be a good time to do...
Well, if we look at money,
then it's re-establishing the hundredths and the tenths
for those children that have done it before.
If we look at fractions, it's doing that as well,
but it's also looking at the groups of.
If we did fractions, are they making the gingerbread?
That could be kind of tying into Anessa's gingerbread house.
So the other thing to think of with the maths, then,
is to come back to where we've been this week
and we're looking at
who we need to work with as target teaching next week
and smaller groups or workshop groups through the LA time.
BOTH: Yep.
Pip, did you want to work on target teaching
just with a handful of four/five?
-Yep, yep. -With those.
I can do that.
The learning agreement sessions that we have
are probably considered by the school to be a signature.
It is something that we do at Wooranna Park
and we do very well
in tapping into where children are learning.
So we create within the timetable a large session
for children to begin a piece of work and progress with it.
Sometimes children are very autonomous
and able to do that themselves.
Other times it requires what we call a provocation
for them to create and start some thinking.
What is it that's sort of really about the 21st century
that maybe is a little bit different?
Would they know what that was in maybe 100 years, 200 years?
Maybe they would, maybe they wouldn't.
-BOY: They would. -BOY 2: Maybe. Maybe not.
GIRL: Maybe because they would have it.
Maybe because they'd have it.
BOY: Or maybe they would do voice con...
Technology would advance and use voice-controlled TVs.
Absolutely.
Have you see the Google Glasses where they blink and things happen?
JANE: At the moment we've been working on a Museum of Earth project
where children are able to tap into something that really interests them.
So the idea is that when the children put together an exhibit
they have information regarding their exhibit,
they create artefacts, they have a little panel of information.
So we're talking about what sort of texts they need
to go with their exhibit.
So if they're doing the racing track or they're doing a footy pitch,
"Well, what does that look like? When was it used?"
We're trying to establish it within a place and a time
and the nature of what they've already seen on museums -
of what things are made out of and where they came from, who used them.
So we're looking at that backstory idea as well.
We often write down some of the things the children say
because that's the real learning.
Sometimes we pick up on what someone has said
in the way of, "Oh, I did this and I did it this way,"
and you think, "Bingo! They've really explored something themselves,"
or, "They've got that."