Goal 1
Document and assess children’s
play, learning, dispositions and
relationships and use this
information to inform planning and
practice (ACECQA, 2; APST 1.1,
5.1 & 5.4).
On going evaluation
intention
So as to find a find a
practical way for me to
document children’s learning
on time.
Strategies: taking notes,
Time management
practice.
Set up a documenting system
that is effective for me.
For example:
 Using developmental
checklists for the area of
literacy, math as well as
physical development.
 Using note pad to write
draft during the day for
documenting the
observations
Goal 2 intention practice.
Ensuring documentation and Document  Using readings to support
interactions among colleagues are professionally. writing observations, planning
professionally. and evaluation.

 Starting to set up a literature

collection for guiding practice
on laptop (Books, on line
articles, the references I used
On going evaluation for assignments ).(21/09)

 Keep plans writing clear,

simple and linking to KLA.
(05, 10)

 Setting up programming
template to document daily
arrangement of grouping and
interacting with experience (email Jenny to get
children/colleagues-pro approved).(19.10)
fessional and seek
support for  Setting up evaluation of the
implementing day proforma to help
experiences and plans.. evaluating curriculum on a
daily basis.

 Communicating with staffs

about my inclusive plans and
action research. Seeking
support for implementing
changes on a daily basis to
create inclusive environment
(19.10)

 Asking about the usage of

printer, laminator and other
office supplies. (19.10)
Goal 3 intention practice.
Engage professionally with Building confidence in  Building confidence through
parents/carers. the new environment. interacting with parents at the
Conquering time they drop off the children
disturbance and pick up the children.

On going evaluation Collecting information  I have and conversations with

from parents using Chloe’s god mother, Nikayla’s
various ways. mom, Leon’s mother so far.
All of the families are very
supportive and happy to share the
information of children.(20/09)

 Have exchanged e-mails with

Nikayla’s and Leon’s mother
for sharing information.

 Having regular conversations

with all children’s parents.

 Talking through inclusive

plan with Leon’s mother, she
understands what I’m doing
with Leon and shared OT
reports with me verbally.
Goal 4
Apply the principles, practices
and learning outcomes of The
Early Years Learning
Framework and draw on their
own content knowledge in the
areas of science and technology,
human society, physical
education health and wellbeing,
creative arts and literacy to
engage in interactions with
children that extend their
learning (ACECQA, 3.4 ; APST
3.3 & 3.5).
intention practice.
 To reinforce the  Designing
capability of creating enthusiastic science
STEM curriculum for experiments that
children. combines art concept to
nurture children’s
 To design reasonable interest in science.
obstacle courses to
strengthen children’s  Using Pinterest and
muscle tone. reading through sun and
star room’s curriculum
 To integrate children’s portfolio to grasp a
love for art, color and general idea of students’
music into excitements I prior knowledge on
create, to boost science and form an
enthusiasm. understanding towards
this center’s practice
 Link plans to proect, towards STEM.
make sure it covers
every KLA’s and extend
on children’s strength  Using technology as well
and interest as environment to
support teaching.
Eg:
Music--speaker
Map--- Ipad, Google map
Using KLA’s ontent to
support plans’ learning
focuses
Goal 5
Promoting children’s
pro-social skills by helping
them identifying their own
emotions.
On going evaluation
intention
 Promoting children’s
pro-social skills and self
emotion regulation.
 Recognizing different
emotions and how to
deal with situations that
can involve other
people’s emotions.
Reinforcing the meaning
of “ sharing”.
 Modelling “sharing” and
“ comfort others’
emotions during small
group activities. Hleping
children to deal with
other people’s emotions
in social situations.
 Recognizing different
own emotions and what
facts in reality is linking
to those emotions.
 Read story “Zog” to help
children understand
being doctor can be as
cool as princess,
challenging their
thinking on identity.
practice.
 Learning about emotions
by reading book”
Feelings” and having
discussion.
 Reading “Rainbow
fish”and creating
rainbow fish friends
card.
 Making rainbow fish
play-dough
 Reading “Talking
about feelings” by
Jayneen Sanders
 Modelling “accepting
different identity” by
taking princess’ dress up
off and be happy,
positive about it.
Goal 6 intention practice.
 Promoting children;s  Encouraging jumping
Promoting children’s
physical well-being. activities.
Matching the family goals
gross motor /fine motor
and staff’s expectations for
the children.
skills by encouraging

them jumping, climbing,

 Modelling the “squeeze”  Washing toys with sponge
motion, so children can
running etc. and doing 
promote their fingers and
arms muscle strength.
obstacle courses. 
 Modelling the “hold”
 Making squishy sand
“squeeze” “pull”
bags/balloons
motion, so children can
promote their fingers and
arms muscle strength.
On going evaluation

 Modelling the “ sticking  Jump and Throw sand

knees together” “sticking bags.
feet together” motion, so
some children can
practice landing two feet
on the group.

 Modelling the  Making Bean bags

“pinch””pick” “squeeze”
motion, so children can
promote their fingers’
strength.
 Jumping and throwing:
 Modelling the “ sticking
knees together” “sticking Jumping from rocks.
feet together” motion, so
some children can Throwing bean bags.
practice landing two feet
on the group.
 Modelling “ swing arms”
“throwing” motions
which can assist jumping
the “jumping motion”

 Modelling “squat” jump  Frog jumps

up, jump off something.