A series of 2 hour evening workshops will be delivered in NorthWest Auckland.
1: Refocusing on Te Whāriki
This workshop examines the big ideas in our early childhood curriculum, such as the principles, strands, goals and learning outcomes, and discusses what these mean for everyday teaching practice. It will also examine the fifteen specified responsibilities of kaiako.
This workshop has already been. If you are interested in having it hosted in your centre for your teaching team and perhaps other teachers in your community Get in Touch
2: Dispositions and working theories
“It is expected that Kaiako will prioritise the development of children’s dispositions and working theories because these enable learning across the whole curriculum.” Te Whariki (2017)
This workshop defines, explains the importance of and gives examples of learning dispositions and working theories in action. We will assist you to become more attuned to the deeper learning occurring in what you notice children doing. It will support you to make links between these two key combinations of knowledge, skills and attitudes and the twenty learning outcomes of Te Whāriki with a view to more effectively supporting children’s learning. Get in Touch
3: Effectively assessing for children’s learning
“ … assessment [with continuity in mind] is as an ongoing record of continuity and change in competence. Over time, a child’s competence in a range of areas becomes more secure, more widely applicable, and more complex.” Kei Tua o te Pae (2007. p. 6)
This session supports you to recognise children’s learning within the play-based context of ECE. It will help you to identify ‘learning in progress’ in relation to the learning outcomes of the curriculum and to assess children’s shifts in capability and competence. This will mean assessment can effectively inform design for learning and future teacher actions. It will also support you to document learning in ways that make visible learning over time and across contexts. Get in Touch
4: Weaving responsive curriculum
“intentional teaching means teachers act with specific outcomes … in mind for children’s development and learning” (p.1), with the aim of ensuring that “young children acquire the knowledge and skills [and dispositions] they need to succeed …” (p. 21). Epstein (2007)
This workshop will support you to respond meaningfully and thoughtfully to children’s learning. Using the ideas of intentional teaching you will be supported to identify actions you might take to deliberately support children’s progress along their learning trajectories. You will be encouraged to weave what you know about individual children, the priorities for their learning and effective pedagogy as the key components of your pedagogical decision-making. Get in Touch
5: Evaluation and reflective practice
Reflection involves “challenging assumptions of everyday practice and critically evaluating practitioners’ own responses to practice situations” Finlay (2008)
This workshop will address the often-misunderstood notion of evaluation of practice. It will cover evaluation on action (internal evaluation) and evaluation in action – the minute by minute judgements about the effectiveness of your practice. This workshop will also examine the art of reflective practice, sharing strategies to promote and document reflective thinking in order to strengthen practice and improve outcomes for children. Get in Touch