Fatima Mohsin

Compassionate and dedicated Early Childhood Teacher, recently graduated with a Graduate Diploma in Early Childhood Education from Victoria University with High Distinction in all units. Equipped with extensive placement experience across diverse early learning settings and a solid foundation in EYLF, NQS, and child-centered pedagogies. Brings prior teaching experience with primary-aged children and strong intercultural competence. Committed to fostering inclusive, safe, and emotionally supportive environments where each child thrives.

First Aid, CPR, Anaphylaxis -Current

• Placement 1 – First Grammar, Epping (Nov 2024)
• Children aged 3–5 years | Long Day Care Setting – 15 Days
• Applied the Documentation of the Planning Cycle to design and implement inclusive curriculum aligned with VEYLDF and EYLF.
• Worked collaboratively with children, families, and educators to support children as capable and competent learners.
• Initiated small group learning experiences and supported children’s autonomy. Observed, documented, and critically reflected on children’s learning using formative assessment.
• Placement 2 – Rose Garden Epping Early Learning
• Children aged Birth–2 years | Infant & Toddler Setting – 15 Days
• Delivered responsive care and education in a nurturing environment.
• Built strong, reciprocal relationships with children, families, and colleagues.
• Applied the planning cycle to support early communication and emerging agency.
• Demonstrated confident handling of routines in accordance with safety and hygiene standards.
• Placement 3 – Epping Views Kindergarten
• Funded Kindergarten Program | Final Professional Experience – 25 Days
• Designed and implemented curriculum aligned with Australian Professional Standards for Teachers.
• Led learning experiences focused on literacy, numeracy, and emotional regulation.
• Advocated for social justice and inclusion in planning.
• Developed leadership capabilities and administrative insight.
• Created a professional portfolio aligned with Professional Knowledge, Practice, and Engagement.

• Boosted student literacy levels by 20% through implementation of phonics-based reading programs and guided reading sessions.
• Led a classroom project fair that involved over 50 students and received school-wide recognition for creativity and student engagement.
• Improved classroom behavior and focus by developing and consistently applying a positive reinforcement system.
• Developed and integrated cross-curricular lesson plans, enhancing students’ critical thinking across English, Science, and Social Studies.
• Raised parent engagement through monthly newsletters, parent-teacher meetings, and individualized learning reports.
• Introduced daily mindfulness routines, resulting in improved focus and reduced classroom disruptions.
• Organized an inter-grade storytelling competition, fostering confidence and communication skills among early-year students.