Preschool pedagogical practices

The Early Years Learning Framework (EYLF) is part of the early years reform agenda of the Australian Council of Governments (COAG) and a key component of the National Quality Framework. The vision and title of The Early Years Learning Framework, Belonging, Being and Becoming, resonates with early childhood practitioners because it describes what they see as their core business: Creating spaces in which young children can feel attached, feel appreciated for what they are right now and feel supported in what they might become as effective citizens in a complex future world.

At Ainslie school,  there is joint ownership of space and reciprocal decision making where children can access materials, investigate how things work and explore puzzling questions - they are regarded as competent agents of their own learning. Relationships of mutual respect and trust are established where children and adults collaborate to solve problems. Children's ideas and opinions are valued and adults contribute knowledge from their own experience to provoke, enrich, challenge and extend children's learning.

photo of a boy in preschool building

Kindergarten to year 6 pedagogical practices 

Ainslie School uses high yield strategies that have been proven by research and practice to impact on learner outcomes. High yield strategies focus on instructional strategies in context by looking at the connection between how the teacher teaches (the instructional strategies they use), what they teach (the design of their curriculum), and the learning environment of their classroom (a positive, supportive, inclusive and connected classroom environment).

children sitting at their desks

School Level

  • Uninterrupted blocks of time for literacy instruction
  • Differentiated instruction occurs in all curriculum content areas
  • Assessment as, for and of learning
  • Comprehensive literacy approach/strategy
  • Cross curricular non fiction writing (for a range of purposes)
  • Early intervention for students that are struggling
  • Gradual release of responsibility used to scaffold learning
  • High expectations for all students
  • Students engaged in self assessment with the use of learning intentions, I can statements, exemplars, rubrics or anchors
  • Teacher questioning (to extend and provoke learning) and student activities that stimulate higher order thinking
  • Teacher moderation of student work
  • Visual tools used to track and monitor student achievement (e.g. data walls)
  • Time on task
  • Professional Learning Community model - collaborative inquiry regarding student learning and achievement data, reflection on practice, teacher moderation, learning from and with colleagues

school captains sitting on the ground having a conversation

Classroom Level

  • There is evidence of differentiated instruction
  • A comprehensive literacy approach/strategy is in place (selected strategically based on student needs – time for students to practise reading at level,  read aloud, modelled writing, shared reading and writing, guided reading and writing, independent reading and writing and language and word study)
  • Student learning is scaffolded through gradual release of responsibility
  • There is a focus on non fiction writing (description, analysis, persuasion with evidence) along with immediate specific feedback
  • Students are engaged in accountable talk
  • Students have opportunities for cooperative learning
  • Teachers use assessment for learning which incorporates:
    • Gathering data on student learning
    • Disaggregating data for a more detailed understanding
    • Developing action plans based on previous points
    • Being able to articulate and discuss performance with parents
  • A variety of consistent assessment techniques are in use
  • Students are engaged in self assessment with the use of learning intentions, I can statements, exemplars, rubrics or anchors
  • Feedback is specific, timely and focused on the curriculum expectations
  • Students are engaged in task requiring higher order & critical thinking skills
  • Students work is displayed on the walls for the purpose of instruction
  • Word walls are used to support instruction
  • A wide range of texts are available for students that reflect the diversity, abilities and interest of the students
  • Students are directly involved in real life experiences and authentic work

boys completing maths tasks

Student Level

  • Students work actively in flexible groupings
  • Students are involved in reviewing, clarifying, or perfecting their own work
  • Character development permeates the school
  • Effective links are created between school and other cultural contexts
  • Time on task is a priority

girls reading