Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
1
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication, Language and Literacy
• listened carefully and was sought clarification to complete directions without teacher
able to follow teacher set tasks support
directions to complete set • required teacher
tasks assurance when following
• listened and responded to instructions
language patterns in stories
and poems by joining in with
repeated parts of a story or by
echoing words and phrases
• listened appropriately with
others in the group
• respectfully took turns
when listening and speaking
2
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication, Language and Literacy
3
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication, Language and Literacy
4
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication, Language and Literacy
5
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication, Language and Literacy
6
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Mathematical
Communication, Development
Language and Literacy
we do it?’
__
• with support, could find
• counted objects to __ and how many there were in two
recognised and wrote the groups by combing and
corresponding numbers counting
accurately
• was able to order numbers
to __
• demonstrated an
understanding of numbers up
to __ by using and applying
them in practical contexts
• was able to find one more
or less in practical contexts
with everyday objects
• could find how many there
were in two groups by
combining and counting
• showed confidence in
responding to questions such
as ‘How shall we do it?
7
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Mathematical
Communication, Development
Language and Literacy
8
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Personal, Social andLanguage
Communication, Emotionaland
Development
Literacy
• began to engage in a
adult-directed activities broader range of activities
• selected tools and • started to show more
resources independently to attentiveness and
support or extend an idea or perseverance in completing
project activities
• continued to be interested /
motivated / excited to learn
• with encouragement,
followed expectations for
• engaged in a range of
hygiene in the classroom such
activities
as washing hands, using the
• displayed motivation to toilet and using a tissue
learn through attentiveness
and perseverance
• demonstrated high
involvement in a range of
activities
• followed expectations for
hygiene in the classroom such
as washing hands, using the
toilet and using a tissue
9
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication,
Personal, Language
Social and andDevelopment
Emotional Literacy
10
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication,
Personal, Language
Social and andDevelopment
Emotional Literacy
11
K. Honey
TEMIS Early Learning Centre
Report Comments 2009
Transition Report Comments
Communication,
Personal, Language
Social and andDevelopment
Emotional Literacy
12
K. Honey
TEMIS Early Learning Centre
Report Comments 2009