KU Professional Learning Tailored Professional Learning Booklet 2018_Final - Page 3

PEDAGOGY AND PRACTICE UNDERSTANDING THE EARLY YEARS LEARNING FRAMEWORK This session offers participants the opportunity to explore the Early Years Learning Framework through looking closely at the Practices and Principles and considering what this looks like in the everyday curriculum. This session will include points of reflection on values and beliefs, learning environments and planning cycles in light of the Framework. 5.5 hours NQS Areas: 1, 5 and 6 Completing Understanding the Early Years Learning Framework will contribute 5 hours of NESA registered PD addressing 7.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW. INFANT AND TODDLER PEDAGOGY Drawing on the latest research on attachment and infant development, this two-part series challenges participants to move beyond meeting basic human needs, towards improving the time and experience of infants and toddlers in our care. Through a process of reflection and analysis of daily practice, participants will be asked to challenge their current thinking and image of the child, and work towards positioning infants and toddlers at the core of practice. Two-part series: 3 hours each NQS Areas: 1, 4 and 5 Infant and Toddler Pedagogy will contribute 5 hours of registered PD addressing 1.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW. CURRICULUM DESIGN AND DOCUMENTATION The National Quality Framework has contributed to a new culture of thinking, doing and assessing early childhood pedagogy and practice. This workshop will invite participants to: 3.5 hours NQS Area: 1 Examine beliefs and values embedded in early childhood education Construct curriculum that is relevant to the whole community and reliant upon the reflective lens of engaged educators ‘Unpack’ a cycle of planning Design learning environments that enable children to ‘be’ engaged, curious, connected, collaborative and immersed in learning and teaching Develop strategies to evidence a planning cycle inclusive of observation, reflection and questions, learning experiences, intentional encounters and analysis of teaching and learning Design ways to record and document reflections, questions, actions and outcomes Explore ways to create opportunities for professional dialogue to promote a culture of inquiry and teacher research Completing Curriculum Design and Documentation will contribute 3 hours of registered PD addressing 3.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW. www.ku.com.au Page 3