Final Practical Experience
The school that I was placed at for my final 10-week placement was the most wonderful and welcoming school that I have had the opportunity to work within so far. The sense of community and supportive attitude that all the staff showed towards me made my experience exceptionally positive and one that I will never forget.
The school that I completed my final experience at is a Christian school and is located in a lower-socioeconomic area in the south-metropolitan area of Perth, Western Australia. There is approximately 484 students spread throughout pre-kindy to Year 12. Many of these students are from local families that attend church and other social events together, giving this school an extremely strong sense of community and caring for each other.
The school I was placed at had a philosophy that aims to enable personal growth and inspire young hearts with Christian values, a community spirit and an understanding of collaboration. The school also aims to implement creative learning opportunities that equip students with life skills, an awareness of others and connects them with the wider world.
Throughout this practical experience I was placed in a pre-primary classroom with an amazing mentor and full time education assistant. Within my classroom there were 18 students, 11 of them being girls and 7 of them being boys. My classroom was one of two pre-primary classes at the school, with the other class having 18 students as well. The classroom was located within the Early Learning Centre of the school, which shared a staff preparation room and playground with the other pre-primary class, as well as the kindy and pre-kindy classrooms. The classrooms in the ELC were all very supportive of each other and would occasionally join together for experiences that would benefit all that were involved.
The students in my class came from a diverse range of cultural backgrounds with the majority of the students and their families coming from countries such as Africa, India and New Zealand. Within my classroom, 4 of these students were identified as students with English as a Second Language. This did not seem to have much of an effect on them and their learning within the class, and was continually supported by having specialised sessions with the literacy support teacher at the school. There were also 2 students within the class that had a range of physical and speech difficulties; these were supported through regular visits and discussions with a range of specialists.
Overall, I believe that these backgrounds did not have any detrimental effect on the students. All of the students, their families, their backgrounds and any challenges were accepted and embraced within the classroom and the school community, making it a wonderful place to learn.
The school that I completed my final experience at is a Christian school and is located in a lower-socioeconomic area in the south-metropolitan area of Perth, Western Australia. There is approximately 484 students spread throughout pre-kindy to Year 12. Many of these students are from local families that attend church and other social events together, giving this school an extremely strong sense of community and caring for each other.
The school I was placed at had a philosophy that aims to enable personal growth and inspire young hearts with Christian values, a community spirit and an understanding of collaboration. The school also aims to implement creative learning opportunities that equip students with life skills, an awareness of others and connects them with the wider world.
Throughout this practical experience I was placed in a pre-primary classroom with an amazing mentor and full time education assistant. Within my classroom there were 18 students, 11 of them being girls and 7 of them being boys. My classroom was one of two pre-primary classes at the school, with the other class having 18 students as well. The classroom was located within the Early Learning Centre of the school, which shared a staff preparation room and playground with the other pre-primary class, as well as the kindy and pre-kindy classrooms. The classrooms in the ELC were all very supportive of each other and would occasionally join together for experiences that would benefit all that were involved.
The students in my class came from a diverse range of cultural backgrounds with the majority of the students and their families coming from countries such as Africa, India and New Zealand. Within my classroom, 4 of these students were identified as students with English as a Second Language. This did not seem to have much of an effect on them and their learning within the class, and was continually supported by having specialised sessions with the literacy support teacher at the school. There were also 2 students within the class that had a range of physical and speech difficulties; these were supported through regular visits and discussions with a range of specialists.
Overall, I believe that these backgrounds did not have any detrimental effect on the students. All of the students, their families, their backgrounds and any challenges were accepted and embraced within the classroom and the school community, making it a wonderful place to learn.