Helping our children in ways that we would approve. It’s not just reading and writing, it’s so much that they are learning behaviour, attitude, respect, morals. And we are letting go so someone – else can teach them these things. That’s a big step for parents. You’re thinking of the child and what they are doing at school and how they’re learning so much. We’re actually learning to let go, letting go and letting them experience life good and bad. So, it’s – definitely a transition for all of us as well. We have to have high expectations of the school. Otherwise, we couldn’t let go. QA 6.3.2 Different names Children were asked about things that are different between preschool and school. schools are bigger than preschools there are more people in schools eating lunch is different you have more teachers at preschool sometimes you can sleep at preschool you play at preschool and you learn at school you call your teachers differently. Alice has recently started school and attends the before school programme on the school site. At the end of her first week of school, she was excited to tell her mother. I know a secret! Mrs Dawes was away today, so we had Miss Evans. But that’s not her real name! Her real name is Shona! You know, Shona from before school care? She was our teacher for today. She said that while she was our teacher we had to call her Miss Evans. But I know her real name is Shona, like in before school care. QA 5.1.1; 6.3.2 Recognising Aboriginal children’s assets as they school Leonie McIntosh, a Wiradjuri educator and researcher, shared some of her experiences and research results about children starting school. When we read the reports, it seems like Aboriginal children coming to school have a great many problems. Yet, when we look at the Aboriginal children making the transition to school, we see their strengths and the possibilities for them to grow and learn. As an Aboriginal educator, I want
Helping our children in ways that we would approve. It’s not just reading and writing, it’s so much that they are learning – behaviour, attitude, respect, morals. And we are letting go so someone else can teach them these things. That’s a big step for parents. You’re thinking of the child and what they are doing at school and how they’re learning so much. We’re actually learning to let go, letting go and letting them experience life – good and bad. So, it’s definitely a transition for all of us as well. We have to have high expectations of the school. Otherwise, we couldn’t let go. QA 6.3.2 Different names Children were asked about things that are different between preschool and school. schools are bigger than preschools there are more people in schools eating lunch is different you have more teachers at preschool sometimes you can sleep at preschool you play at preschool and you learn at school you call your teachers differently. Alice has recently started school and attends the before school programme on the school site. At the end of her first week of school, she was excited to tell her mother. I know a secret! Mrs Dawes was away today, so we had Miss Evans. But that’s not her real name! Her real name is Shona! You know, Shona from before school care? She was our teacher for today. She said that while she was our teacher we had to call her Miss Evans. But I know her real name is Shona, like in before school care. QA 5.1.1; 6.3.2 Recognising Aboriginal children’s assets as they school Leonie McIntosh, a Wiradjuri educator and researcher, shared some of her experiences and research results about children starting school. When we read the reports, it seems like Aboriginal children coming to school have a great many problems. Yet, when we look at the Aboriginal children making the transition to school, we see their strengths and the possibilities for them to grow and learn. As an Aboriginal educator, I want
Continuity-of-Learning-Word-accessible-.docx