This is a self paced package: it provides an individualised way of exploring professional development with teams of edu

1. DECS Early Learning and Curriculum 2011

2. This is a self paced package: • it provides an individualised way of exploring professional development with teams of educators • it provides options to choose, mix and match sections as appropriate • it ideally should be worked on with a team or cluster over a period of time • The 4 sections of the package: • Select all White slides for general familiarisation with the Guide • Select all Green slides for going a bit deeper into the intent of the guide and making links with other documents • Select all Blue slides for using a section of ‘Educators Belonging, Being and Becoming’ as an example: Partnerships with family/community • Select all Yellow slides for a generic ‘formula’ to work through any section of ‘Educators Belonging, Being and Becoming’ DECS Early Learning and Curriculum 2011

3. Image: 'whippings' http://www.flickr.com/photos/57266896@N00/31935066 Image: 'Prepared' http://www.flickr.com/photos/50811886@N00/2921963289 Image: 'Noticings in the Guardian Guide' http://www.flickr.com/photos/89594685@N00/4102105737 Image: 'layout math' http://www.flickr.com/photos/72529712@N00/2228686395 Image: '1000 places to see before you die' http://www.flickr.com/photos/48600078653@N01/43983430 Image: 'Let's Get a Divorce' http://www.flickr.com/photos/65262341@N00/88054915 Image: 'Americans Survival Guide to Australia' http://www.flickr.com/photos/83271255@N00/2332743619 Image: 'Crikey!' http://www.flickr.com/photos/42921300@N00/1385265994 Image: 'Newyorking' http://www.flickr.com/photos/25876314@N05/4596873592 Image: 'The cover of my new book' http://www.flickr.com/photos/90919404@N00/37185593 Image: 'Alright, let's hit the road! (#baby #travel+#book)' http://www.flickr.com/photos/24257175@N00/4420327668 Image: 'Visual Guide to the Financial Crisis via+Mint.com' http://www.flickr.com/photos/25965014@N00/3029295673

4. The guide is designed to be used in interactive ways to promote in-depth conversations and thinking over a sustained period about the concepts which build the framework. Educator Guide, p4 DECS Early Learning and Curriculum 2011

5. A NEW VISION FOR AUSTRALIA The Early Years Learning Framework is an important and timely resource for early childhood. It embraces a vision for a new Australia: • a future that embraces all Australians • a future based on mutual respect, mutual resolve and mutual responsibility • a future where all Australians, whatever their origins, are truly equal partners, with equal opportunities and with an equal stake in shaping the next chapter in the history of Australia. Educator Guide, p3 DECS Early Learning and Curriculum 2011

6. A NEW VISION FOR EDUCATORS “There are several elements to education. One is the curriculum (what we want people to learn); then there’s teaching (how we help them to learn); and assessment (how we make judgements about how they are getting on). We focus on curriculum (usually maths, language, science), then assessment (usually standardised tests). Sir Ken Robinson, 2009: Educator Guide, p 4 DECS Early Learning and Curriculum 2011

7. A NEW VISION FOR EDUCATORS The bit we leave out… is the quality of teaching… Most reform systems are looking backwards; they’re looking back to the old system that was the result of the industrial revolution. We no longer want a better steam engine. We need to rethink. To get back to what drives people to learn and achieve... education is about kids and energising them Sir Ken Robinson, 2009: Educator Guide, p 4 DECS Early Learning and Curriculum 2011

8. EYLF Concepts explored in the Guide: • Belonging, being and becoming and their links to learning • Principles, practice and pedagogy, including play and partnerships with families, to support learning • Reflective practice • Curriculum decision making to foster children’s learning in areas identified by five broad Learning Outcomes • Facilitating children’s transitions in the early years • Developing cultural competence • Australian Aboriginal and Torres Strait Islander cultural competence • Using theoretical perspectives DECS Early Learning and Curriculum 2011

9. Structure of the Guide In each section: • Quote – link to BBB • Think about ….. • Talk and reflect about ….. • Try out ….. • Hear about ….. • Find more about …… DECS Early Learning and Curriculum 2011

10. Partnerships: working with families and community • Read the Quote on p 17 of the Guide that links this section to Belonging, Being and Becoming. • What do you know about the families who access your setting? DECS Early Learning and Curriculum 2011

11. THINK ABOUT: Partnerships Read the “Think About” section on pages 17 and 18. ? ? Your setting – Draw what this looks like DECS Early Learning and Curriculum 2011

12. TALK AND REFLECT ABOUT: Partnerships • Consider the questions provided on Page 18 of Educators Belonging, Being and Becoming. • Are there other questions that arise for you? • Which question has most relevance for your setting at this time? Spend some time discussing this • As a result of the discussion, is there some action you might take? DECS Early Learning and Curriculum 2011

13. Going Deeper: Partnerships • Consider the “Going deeper” scenario provided also on p 18. What generalisations or assumptions do you make about what families need to know? • Discuss the other questions raised in ‘Going deeper’: What are some things that need further investigation over time? • Make a note or plan about how you might address these. DECS Early Learning and Curriculum 2011

14. TRY OUT: Partnerships • Reflect on the suggested activities in the “Try Out ‘ section on page 18, and have a go at one or more . . . • Are there other strategies you want to use to provide insights into partnerships with families and community? DECS Early Learning and Curriculum 2011

15. HEAR ABOUT: Partnerships • Read the examples of practice on page 19, and with colleagues, reflect on any wonderings or insights they raise for you. • Consider the connections made between this practice and Belonging, Being and Becoming. What examples could you use from your setting? DECS Early Learning and Curriculum 2011

16. FIND MORE ABOUT: Partnerships • Which of the resources listed on page 20 will you target for further research and information? • Are there other places you can go to find out more? DECS Early Learning and Curriculum 2011

17. And now . . . Partnerships In your setting: • Are there practices relating to partnerships that you are happy with? • Are there practices relating to partnerships that you want to think more about? • Are there actions you want to take? DECS Early Learning and Curriculum 2011

18. A Generic way of Working with a section of the Guide • Read the Quote at the beginning of the section that links it to Belonging, Being and Becoming. • What do you already know about this aspect of your setting? DECS Early Learning and Curriculum 2011

19. THINK ABOUT: Read the “Think About” section Reflect on this in relation to your own context DECS Early Learning and Curriculum 2011

20. TALK AND REFLECT ABOUT: • Consider the questions provided • Are there other questions that arise for you? • Which question has most relevance for your setting at this time? Spend some time discussing this • As a result of the discussion, is there some action you might take? DECS Early Learning and Curriculum 2011

21. Going Deeper: • Consider the “Going Deeper” information provided. What generalisations or assumptions do you make about this topic? • Consider the questions raised in ‘Going deeper’: What are some things that need further investigation over time? • Make a note or plan about how you might address these. DECS Early Learning and Curriculum 2011

22. TRY OUT: • Reflect on the suggested activities in the “Try Out” section, and have a go at one or more . . . . • Are there other strategies you want to use in your setting to provide insights into this topic? DECS Early Learning and Curriculum 2011

23. HEAR ABOUT: • Read the example/s of practice provided, and with colleagues, reflect on any wonderings or insights raised for you. • Consider the connections made between this practice and Belonging, Being and Becoming. What examples could you use from your setting? DECS Early Learning and Curriculum 2011

24. FIND MORE ABOUT: • Which of the listed resources will you target for further research and information? • Are there other places you can go to find out more? DECS Early Learning and Curriculum 2011

25. And now . . . In your setting: • Are there practices relating to this topic that you are happy with? • Are there practices relating to this topic that you want to think more about? • Are there actions you want to take? DECS Early Learning and Curriculum 2011

26. The Framework in ActionEducators’ stories and models for practice Contains • Educators’ stories and models of their plans for, and outcomes of, children's learning • Questions to provoke thinking and generate discussion in relation to the EYLF • Demonstrations of the holistic nature of children’s learning and how educators have integrated the Principles, Practices and Learning Outcomes of the EYLF into their curriculum. DECS Early Learning and Curriculum 2011

27. The Framework in ActionEducators’ stories and models for practice The majority of stories in this booklet are in Learning Story format. “Learning Stories are qualitative snapshots, recorded as structured written narratives, often with accompanying photographs, that document and communicate the context and complexity of children’s learning.” Carr, 2001 DECS Early Learning and Curriculum 2011

28. The Framework in ActionEducators’ stories and models for practice Learning Stories include relationships, dispositions and an interpretation by someone who knows the child well. They are “structured observations in everyday or ‘authentic’ settings, designed to provide a cumulative series of snapshots” Carr & Claxton, 2002 DECS Early Learning and Curriculum 2011

29. The Framework in ActionEducators’ stories and models for practice • Learning stories acknowledge the multiple intelligences and holistic nature of young children’s learning, educators’ pedagogy, and the context in which the learning takes place. • Educators use their analysis and evaluation of the learning story to plan for future, ongoing learning. This forms the basis of assessment for leaning for individuals and groups of children. DECS Early Learning and Curriculum 2011

30. The Framework in ActionEducators’ stories and models for practice Read the learning stories: • “Using Non-standard Units of Measurement” (page 16) • “Aboriginal Cultural Studies in Kindergarten” (page 19) • “Piper moves to the groove” (page 33) Compare and contrast these different styles of documentation: what are the similarities and differences? What are the common elements contained in these examples of documentation? DECS Early Learning and Curriculum 2011

31. The Framework in ActionEducators’ stories and models for practice • Compare these forms of documentation with your current practices for documenting children's learning. • Are there aspects of your current practices that you would like to review? • The new National Quality Standard says: Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluating children's learning (NQS 1.2.3) How will you provide evidence of this? DECS Early Learning and Curriculum 2011

32. The CD • And don’t forget to look at the Resources CD! • References are made to this section throughout the Guide, but it is worth investigating what is available to support your work and understandings. DECS Early Learning and Curriculum 2011