1. Prep Teacher
1.1. Pedagogy (the 'how' of teaching)
1.1.1. Reciprocal teaching (Hovland, 2020, p. 405).
1.1.2. Inquiry based learning (Ashman, 2016).
1.1.3. Cooperative learning (Sapon-Shevin, 1992, p. 40).
1.1.4. Flexible grouping strategies (Loeser, 2015)
1.2. Curriculum, Assessment and Reporting
1.2.1. Australian Curriculum (AC)
1.2.1.1. Foundation curriculum areas/all subject areas
1.2.2. Curriculum into the Classroom (C2C)
1.2.2.1. C2C is a comprehensive set of whole-school and classroom planning materials for single level and multi-level classes (Department of Education, 2019).
1.2.2.1.1. C2C has been designed as a starting point for school curriculum planning and can be adopted or adapted to meet individual student learning needs and to suit local school contexts (Department of Education, 2019).
1.2.3. The 'Enacted' Curriculum vs the 'Intended' Curriculum
1.2.3.1. The intended curriculum above (the AC and C2C) is enacted differently from teacher to teacher and classroom to classroom (Blaise & Nuttall, 2011, p. 87).
1.2.3.1.1. This because the teacher has valuable knowledge about the students in their classroom.
1.3. Differentiation Strategies
1.3.1. Individualised Learning Programs (IEPs)
1.3.2. Homogeneous vs Heterogeneous Grouping
1.4. Classroom Organisation
1.4.1. Desk arrangement
1.4.2. Calm down corner
1.4.3. Carpet space/wet areas
2. Student Diversity
2.1. Gender
2.1.1. 18 students
2.1.1.1. 12 boys (67%)
2.1.1.2. 6 girls (33%)
2.2. Cultural Diveristy
2.2.1. Aboriginal
2.2.2. Torres Strait
2.2.3. Non-Indigenous
2.2.4. Filipino
2.2.5. New Zealand
2.2.6. South Pacific Islands (Cook Islands)
2.3. Learning abilities
2.3.1. According to the classroom teacher, 5 (28%) of the 18 students in the class attended a formal Kindergarten program last year.
3. Wider Community
3.1. WHAT IS Social Capital?
3.1.1. Where a group with similar identities and interests support each other (Edwards & Jones, 2016, p. 125).
3.1.2. Central features of a community should include a solid social capital (Azzopardi, 2011, p. 186)
3.1.2.1. Relationships that bind communities together and reshape them (Azzopardi, 2011, p. 186)
4. Policy
4.1. NATIONAL
4.1.1. Disability Standards for Education (2005)
4.1.2. National Safe Schools Framework
4.1.3. QLD (2012 Inclusive Education- Policy and Procedure Register)
4.2. INTERNATIONAL
4.2.1. Individuals with Disabilities Education Act 1997 (US)
4.2.2. 1994 UNESCO Salamanca Statement and Framework for Action on Special Needs Education
4.2.2.1. 2009 (UNESCO's Policy Guidelines on Inclusion in Education)
4.2.3. OCED 2012 report, Equity and Quality in Education: Supporting Disadvantaged Students and Schools
5. School Community
5.1. Principal/Deputy Principal
5.2. Support Personnel
5.2.1. Occupational Therapist
5.2.2. Physiotherapists
5.2.3. Speech Language Therapists
5.2.4. Teacher Aides
5.2.4.1. 1 x full time aide in the Prep classroom
5.2.4.1.1. Several roaming aides throughout day to assist with behaviour management
5.2.5. Guidance Officer
5.2.6. School Chaplain
5.3. Support Programs/Services
5.3.1. Special Education Program (SEP)
5.3.1.1. Students with disabilities can participate in regular classrooms with varying degrees of support (My School, n.d.).
5.3.2. Early Childhood Development Program (ECDP)
5.3.2.1. For pre-school aged children with identified learning and developmental differences, run in the school grounds (My School, n.d.).
6. Me as a Preservice Teacher
6.1. Teacher Identity/Teaching Philosophy
6.1.1. What is my emerging philosophy?
6.1.2. How do I view my role in the heterogeneous classroom?
6.1.3. ?PD on inclusive learning spaces
6.2. AITSL Graduate Standards
6.2.1. Australian Professional Standards for Teachers that outline 4 career stages and 3 domains of teaching (Australian Institute for Teaching and School Leadership [AITSL], 2017),
6.2.1.1. Specifically standards 1.3, 1.5, 1.6, 3.1, 3.3, 4.1, 4.3 & 4.4 (McInerney, 2015, p. 249)