EC Newsletter Term 3

Early Childhood


Newsletter




Photo: Methodist Ladies’ College
2018 Term 3 | Issue 3

Welcome to Term 3








Photo: Boulder Journey School, USA



Contents Welcome back for Term 3!
Page 2 Welcome Back It’s hard to believe we are half way through the year already,
Page 3 Who We Are but there is much to look forward to in Semester Two. This
Page 4 NQS Update newsletter provides a deeper insight into some key early
Page 5 ECA Reconciliation Symposium childhood principles and practices and highlights some
Page 6 Quality Early Years Project exciting upcoming professional learning. We always love to
Page 7 Journeys of Inquiry come and visit to support you in school whenever we can.
Page 8 HASS Week 2018 Please feel very welcome to contact us!
Page 9 Play-based Learning
Page 12 Reflecting on Learning Environments We also love staying in touch via our AISWA Early Childhood
Page 14 On Our Bookshelves Facebook group, so if you are yet to join we would love ‘see’
Page 16 Reflections on Recent Professional Learning you there. Filled with great links, notification of upcoming PL
Page 17 Upcoming Professional Learning events and opportunities for networking, the group is only
open to educators in member schools.

We wish you a fantastic Term 3!





Competition Time!
This is an easy one - all you need to do is send Janelle [email protected] an email, stating your favourite page
number from this edition of our early childhood newsletter, to be entered in a random draw for one of five copies of
our latest publication, Journeys of Inquiry. Anyone working in an AISWA member school is invited to enter - one entry
per person, please. Entries close Thursday August 9, with winners announced the following day.










2017 Term 3 | Issue 3 Page 2

Who We Are





Wendy Gorman - [email protected]
My partner Ron and I have two great sons who are now very grown-up. We also are delighted to be
grandparents to Leo. Leo enchants with his zest for life, his determination to do new things and his
love of books.

Samantha Wynne - [email protected]
Sam lives in Fremantle with her partner Michael and her daughter Anais and their dogs Bunny and
Mr Murphy. The boys Dylan, Sam and Will are across the road next door to Sam’s Mum with the
other dog Buddy. It really is a village with many coming and goings, too many cars to park, big
family dinners with the extra friends and love interests and needless to say – never a dull moment!

Rebecca Duncan - [email protected]
Many of you have witnessed my family grow over the time I’ve worked at AISWA. During this time,
my husband Paul and I have been fortunate to welcome three gorgeous children: Zac (now in Year
1), Evie (in Pre Primary) and Lily (21 months). Seeing them grow far too quickly reminds me that
childhood is precious – and fleeting. I often wish for a ‘pause button’ that would enable me to
savior these precious days of giggles, play, wonder, morning cuddles, and story times together for
much longer!

Deb Martin - [email protected]
I married my childhood sweetheart, Andrew in 2010 and am now the mother of three beautiful
daughters, Ellie (4.5 years), Emma (2) and Sadie (2). My husband, Andrew is a Music Specialist and
is a very talented musician who plays piano, guitar and sings. Our eldest daughter, Ellie has
inherited his musical talents and loves performing whether it’s singing, dancing or telling her
favourite story. Ellie also loves animals and enjoys imaginative play with her horses. Emma makes
us laugh every day with her zest for life and smile. She is a busy little girl but always has time for
cuddles. Sadie’s cheeky smile brings us so much joy. She’s our little pocket rocket, but don’t let her
littleness fool you, she is strong and mighty. It is so amazing watching the bond all our three girls all
have but in particular the uniqueness of the twin bond. How blessed we are.

Barbara Bosich - [email protected]
Life changes as does our family roles. Daughters become carers of their mothers, mothers become
supporters of their sons, daughters and their partners, and joy of all joys, mothers become
grandmothers. With the eyes of a mother and an early childhood educator, I treasure the snatches
of time spent with our two year old grandson. There is much pride in acknowledging the gentle
approach of our daughter and her partner as they traverse the unknown world of parenting. And
much fun as we share the play, the laughter, the books and the wonder of the early years.

Maree Whiteley - [email protected]
The circle of life and love is an unpredictable roller-coaster at times, but ultimately provides a gift
that keeps on giving. My husband Darryl and I were blessed with two beautiful daughters, Alison
and Emma, who have both flown from the family nest and continue to make their own unique
pathways into adulthood. We are now blessed with a daily dose of cuddles and questions that only
a three year old (our grandson Xavier) can provide. Added to this, my warm welcome into the
AISWA Early Childhood Team, midway through 2017, has further enhanced my love for the precious
moments of early years learning, so I count my blessings every day.

Janelle Dickinson - [email protected]
When I am not home with my fur baby, I am the glue that holds the AISWA Early Childhood family
together.





2017 Term 3 | Issue 3 Page 3

National Quality Standards Update




Relationships with Children Quality Area 5
5.1 - Relationships between educators and children: respectful and equitable relationships are maintained with each
child.

Research shows relationships are central to children developing acceptance, self-esteem and higher functioning thinking
skills that contribute to positive learning and life outcomes.
Kidsmatter Early Childhood

Building positive relationships with young children is an essential task and a foundational component of good teaching.
All children grow and thrive in the context of close and dependable relationships that provide love and nurturance,
security, and responsive interactions.

A positive adult-child relationship built on trust, understanding, and caring will foster children’s cooperation and
motivation and increase their positive outcomes at school.

As part of our QIP we need to consider how we intentionally build positive relationships. ACEQA have produced a great
resource with supporting information and prompts that can be used when you are reflecting on QA5.















https://www.acecqa.gov.au/sites/default/files/2018-04/QA5_RelationshipsWithChildren.pdf

Compliance – Does your school keep a record of who is responsible for teaching your Pre-Kindergarten and Kindergarten
class at all times? This is required as part of the Registration Standards and Other Requirements for Non-Government
Schools. That means a record of specialist staff and relief staff and any other educators who are responsible for the class
(including duty teachers). (Standard 4.2 [d])

For QIP or Principal Audit support visit the AISWA website or contact:
Sam Wynne - [email protected]


The 2018 Principal Audit for the Revised National Quality Standards is now available on the AISWA website. There
is also a Fact Sheet to support Principals in the use of the new audit tool.
Visit the members section of the AISWA website to download:
https://www.ais.wa.edu.au/national-quality-standards









2017 Term 3 | Issue 3 Page 4

ECA Reconciliation Symposium










The AISWA Early Childhood team were delighted to be Early Childhood educators the opportunity to attend the ECA
involved in the Early Childhood Australia Reconciliation Reconciliation Symposium with free registration and we
Symposium in May. This significant event brought educators thank all those who put in their expression of interest to join
from around Australia to Fremantle for two days of inspiring us over the two days.
keynote speakers and facilitated some very thought-
provoking table discussions for all of us. Fostering relationships was a constant thread throughout
the symposium, as we heard many, many stories, listening is
the key to this important process. Having a shared
philosophy: a pedagogy of listening, a pedagogy of place and
a pedagogy of strength. The ability to step back and allow
children to speak and act in their own time. A pedagogy of
place is so important in creating that third space of
understanding culture and respect.
We hope our work with AISWA Early Childhood educators
will continue to foster such relationships and leadership as
we walk together on this journey towards cultural
competence and meaningful, active reconciliation.

As part of AISWA’s ongoing commitment to reconciliation Further Information :
through cultural competence, we were able to offer AISWA Maree Whiteley - [email protected]


Support Resources
There are several amazing resources to assist you and your school to make this happen. The best place to start is the
Narragunnawali collection of very practical resources, videos and ideas for school-based professional (and personal)
learning found within the Reconciliation Australia website: https://www.narragunnawali.org.au/








2017 Term 3 | Issue 3 Page 5

Quality Early Years Project: Reflections


































Photo: Kulkarriya Community School




AISWA Early Childhood is funded through the Indigenous Advancement Strategy to deliver the Quality Early Years project to
remote Independent Indigenous Schools in the Kimberley. The project supports teachers and Aboriginal Education Officers
embed play-based learning into their early years program. The project is now in its third year and is guided by the Walker
Learning Approach and supported by Walker Learning Approach (WLA) consultants. The project has included Study tours to
Darwin, Professional Learning in Broome, Skype sessions and school visits.

This year we ran our first study tour to visit one of the project schools, Kulkarriya Community School. It was an exciting
event as we witnessed Sarah Ryan and Delores Skinner share their learning environment with the participants of the study
tour. Karen McKay from WLA modelled the aspects of Investigations much to the delight and amusement of the class as
they encountered a new teacher modelling a routine familiar to them.
















In our monthly Skype sessions we delve deeper into the elements of Investigations and trouble shoot issues. We are always
keen to have guest presenters for our Skype sessions where classroom practitioners share their stories with play-based
learning. Please let me know if you would like to share your classroom via Skype with this keen bunch of educators working
in our most remote schools.

Further information:
Wendy Gorman - [email protected]




2017 Term 3 | Issue 3 Page 6

Journeys of Inquiry

































Photo: Child Side School




We are thrilled to announce every member school has now been sent a copy of our
latest publication, Journeys of Inquiry. A celebration was held recently at Paperbird
Children’s Bookstore in Fremantle to recognise the generous contributions made by
each of the participating schools and educators and to officially launch the book.
Journeys of Inquiry features fifteen case studies from educators and school leaders at
various stages of their own journeys of inquiry, presenting a powerful glimpse into what
is possible when we honour the capabilities of young children. These stories illustrate
contextualised representations of the essential elements of high quality inquiry
pedagogies, which are described in the opening chapter. We trust these stories will
provide affirmation, inspiration and provocation to a wide audience of early childhood
educators, wherever they may be on their own journeys of inquiry.

Additional copies of Journeys of Inquiry are now available from the AISWA Bookstore.
Please ensure you log in to access member prices - http://store.ais.wa.edu.au

Further Information
Rebecca Duncan - [email protected]


To further support your own inquiry journey
There are a number of fantastic PL opportunities coming up:
 Tailored in-school PL and support are available, and should be discussed with Rebecca.
 A Glimpse into Inquiry Classrooms is described further on page 17 of this newsletter and offers participants an
opportunity to tour and learn more about the inquiry practices of four diverse schools.
 Given the success of our metro Delving Deeper into Inquiry Professional Network, we are developing a similar
network for the South West region. This PL is designed for those who have some experience with inquiry and are
keen to extend their practice. Regular after school sessions will be held around Bunbury/Busselton, with
participants completing pre-readings and reflective practice tasks before coming together to engage in activities
that promote professional dialogue, networking and sharing. Registrations will be open soon on the AISWA website,
but interested educators are encouraged to send their details to Rebecca ASAP to be kept in the loop as
arrangements progress.








2017 Term 3 | Issue 3 Page 7

HASS Week 2018








Shout out for Early Childhood Educators to support HASS Week WA!

A cross-sectoral initiative, proudly supported by the State Library of Western Australia (SLWA), the WA HASS Associations,
and the University of Western Australia to showcase innovative teaching and learning in the Humanities and Social Sciences
Learning Area.

When? Saturday 28 July – Friday 3 Aug 2018
The main event for primary teachers is Friday 2 August at the State Library WA.
In the morning, educators, including the SLWA Better Beginnings Team and Rebecca Duncan from AISWA, will be part of
concurrent sessions and hands-on workshops for teachers.
In the afternoon, student presentations will fill the SLWA theatre for two hours, showcasing innovative teaching and
learning from their classrooms and beyond.
HASS in the Media 1/08 - click here
Secondary 02/08 - click here
Primary 03/08 - click here

Further Information
Maree Whiteley - [email protected]























2017 Term 3 | Issue 3 Page 8

Play-based Learning







Photo: Al Hidayah School


Quality Play Pedagogies: Part 1

High quality, intentional play pedagogies provide young children with valuable opportunities to develop the foundation
skills needed for future learning. Play is deeply, instinctively embedded in the human spirit. It is a place where children can
take risks and become creative and critical thinkers. Part 1 of our focus on quality play pedagogies focuses on the benefits
of play and several essential elements of quality play pedagogies planning, programming and assessing young children’s
play. In Term 4’s newsletter, Part 2 will explore further key elements including learning environments, educators’ roles
during play, and documenting and assessing children’s learning through play.

The links to Neuroscience, the NQS and EYLF
Both the Early Years Learning Framework (EYLF) and National Quality Standard (NQS) provide educators with clear,
supportive, research-based advocacy for the importance of high quality play pedagogies in early childhood. A growing
body of research and studies of brain development emphasise the importance of play to promote positive outcomes for
children. (Mitchell Report, 2016; Starting Strong OECD, 2017; Education at a Glance, 2017; E4Kids study, 2016; Fostering
Effective Early Learning Study, 2017; The Effective Provision of Pre-school Education, 2004).

Early Childhood Play Matters (Bass & Walker, 2015) suggests recent neuroscience should be informing evidence-based
pedagogical practice. This text explores many key areas including brain development, executive function, social and
emotional skills, open-ended play experiences, relationships, oral language, and agency, making connections to classroom
practice. Neuroscience confirms what theorists have been saying for years in regards to play. Humans are born with an
innate desire to explore, be curious and to ask questions, to learn through a series of self-corrected ideas and failures, to
make and test predictions and then formulate the next question to test. As twenty-first century learners, children must be
equipped as creative, critical thinkers who can problem-solve and take responsibility for their own learning. Quality play
pedagogies are rich with opportunities to develop these crucial skills and dispositions.










2017 Term 3 | Issue 3 Page 9

Striking the Balance between Child-initiated Play and Teacher-directed Play
The Researching Effective Pedagogy in the Early Years study (2002) suggested the most effective early childhood settings
achieve a balance between teacher-initiated group work and child initiated exploratory or investigative play times. These
approaches to play are encapsulated in the central highlighted areas of Figure 1:




















Figure 1: Pedagogical Continuum
Adapted from: Walker, K. (2011) Play Matters and Miller, E. & Eamon, J. (2009) Crisis in the Kindergarten.

Essentially, a classroom rich in child-initiated play affords children freedom to explore a learning environment that has been
purposefully designed using open-ended spaces and materials, with the active presence of an intentional educator. This is
balanced with playful classroom experiences that emphasise focused learning. These hands-on experiences are purposeful
and teacher-directed, allowing for the intentional and explicit teaching of specific skills in playful ways.

Planning and Programming for Play
To truly value play we must ensure we clearly plan and program for it. This is valuable in informing others how young children
achieve knowledge and offers a window into your children’s learning and how it is linked to the Western Australia Curriculum.
The example (Figure 2) of a ‘Statement of Intent’, is one which has come from my experience with the Walker Learning
Approach (Walker, 2007). I begin by setting my Developmental Intentions, then clearly highlight my specific Learning
Intentions and link these to the Western Australian Curriculum and EYLF outcomes. Next, I identify (and ask parents to
contribute to) the child’s and community’s interests and finally, I plan for the Learning Environment (specific learning spaces,
provocations and activities which are directly linked to my specific learning intentions. This process is quite unique to other
planning processes. Instead of starting with either activities or curriculum outcomes, it begins with the child. To always keep
the child at the centre of everything you do; what do you know about the child and then what are you going to do with this
knowledge.































Figure 2: Example Statement of Intent (Deb Martin, St Mark’s Anglican Community School)




2017 Term 3 | Issue 3 Page 10

Focused, Playful Learning Times – The Explicit Teaching of Skills
Explicit teaching takes many different forms across a typical day. Explicit teaching times could include the whole class during mat
sessions, tuning in, reflection or discussion times. They could involve small groups or one-on-one during play and inquiry times,
teaching a specific skill needed at that particular time in play, or possibly needed in the future for an inquiry project. They could
simply be during class transitions and daily routines. Or it could be what most educators think when they hear explicit teaching;
during focused Literacy and Numeracy Times. When thinking about these Literacy and/or Numeracy Focussed, Playful Learning
times, an educator carefully decides the specific structure and grouping style which will suit the particular skill they are teaching.
For example, phonological awareness, phonics and handwriting could be brief rotations in their ability groups as these require
short, sharp, hands-on activities which need to be focused on the differing needs of the learner. Whereas, a creative writing
lesson could be a whole class or small group lesson with children in mixed groups, but will need a longer amount of time to
complete in order for children to plan, imagine and think creatively. In order for children to carry their knowledge and APPLY it
to real life situations they need to see that learning is not separate from life itself. With this in mind, it’s important that the
explicit teaching of Literacy and Numeracy skills is as meaningful and purposeful to the lives of children as possible.

Conclusion
In order to implement a high quality play pedagogy, early childhood educators need to know the different types of play, why it is
important to provide a balanced pedagogical approach, how to set up intentional, open ended learning spaces, how to
implement and assess a play-based program and their role in it. Ongoing professional development can assist in a deeper
understanding of play and ensure continuous improvement in educators’ practice with the aim of supporting the best possible
outcomes for children.



























Photos: St Mark’s Anglican Community School

Further Information
Deb Martin can support educators with high quality play pedagogies in-school, on staff professional development days and/or
after-school staff meetings. Examples of balanced timetables and ideas for planning approaches are available.
[email protected]

References
Bass, S & Walker, K. (2015). Early Childhood Play Matters. Victoria: ACER Press.
Mitchell report (2016) Quality Early Education for All www.shorturl.at/pHSY1
OECD. (2017). Education at a Glance 2017: OECD Indicators. https://doi.org/10.1787/eag-2017-en.
OECD. (2017). Starting Strong 2017 www.shorturl.at/hvDMU
Siraj-Blatchford et al. (2002). Researching Effective Pedagogy in the Early Years. http://www.327matters.org/docs/rr356.pdf
Siraj et al. (2017). Fostering Effective Early Learning Study. www.shorturl.at/chn56
Sylva et al. (2004). The Effective Provision of Preschool Education (EPPE) Project: www.shorturl.at/fnoOZ
Tayler, C. (2016). The E4Kids Study: Assessing the effectiveness of Australian early childhood education and care programs. www.shorturl.at/aBLZ9









2017 Term 3 | Issue 3 Page 11

Reflecting on Learning Environments







Photo: Peter Moyes Anglican Community School Photo: Wesley College


As outlined on page 4, learning occurs within the context of relationships. These relationships include not only those
between children, families, and educators, but also in the context of children’s relationship with the learning
environment. As stated by Loris Malaguzzi, the environment is ‘the third teacher’. Hare and Dillon (2016) explain that
while aesthetics are certainly a consideration, educators do not merely decorate learning spaces – they intentionally and
meticulously design them to amplify learning. Paddy Beels (2015) suggests that early childhood spaces should offer
children an intriguing ‘laboratory of possibilities’ for intellectual challenge and learning.

Indoor and outdoor environments support all aspects of children’s learning and invite conversations between
children, early childhood educators, families and the broader community. They promote opportunities for
sustained shared thinking and collaborative learning.
(EYLF, 2009, p.16)

How well does your own learning environment reflect these statements? In the Early Years Learning Framework: In Action
(2010), AISWA published an environment assessment, designed to support early childhood educators in reflecting on their
learning environment and in making plans for continual improvement. This has proven useful for many educators, and we
therefore share it again with you now.

Further Information
Rebecca Duncan - [email protected]


















2017 Term 3 | Issue 3 Page 12

2017 Term 3 | Issue 3 Page 13

On Our Bookshelves: Resource Reviews




Teacher Resource Book:
Learning Through Play: Creating a play-based approach within early

childhood contexts
C. Robinson, T. Treasure, D. O’Connor, G. Neylon, C. Harrison, S. Wynne. Published by
Oxford University Press (2018).
Reviewed by Barbara Bosich

The structure of the book makes it an extremely valuable resource as it translates theories
of play into practice, whilst integrating the Australian Curriculum, government policy and current trends. It aims to
create a shared understanding of play and play-based pedagogies that positively influence the everyday practices of
educators and improve the learning experiences of children.

Learning through Play is structured to complement the Early Years Learning Framework and early childhood education
studies. It begins by drawing on theories to discuss the centrality of play to children’s development and learning, then
delves into the practicalities and challenges of implementing these play-based approaches and finally discusses the
future of play in early childhood contexts.

This comprehensive text is clearly written for the Australian experience with discrete sections on constructing and
integrating a play-based approach in both indoor and outdoor environments. Additionally it explores cultural diversity,
technology and international perspectives on play-based approaches. Photographs, examples and recommended
readings are provided to support each topic. It is well suited to shaping discussions across your early years team with an
excellent set of activities and questions to guide deliberations.

Those schools and teachers who have worked with Samantha Wynne from AISWA will be excited to learn that she writes
a chapter on documentation within play-based approaches. A highly recommended book.







































2017 Term 3 | Issue 3 Page 14

Photo: Opal School, USA



Blog: Opal School Online throughout their posts, supporting personal goal setting,
https://opalschool.org and would be worthy stimuli for dialogue with colleagues
Reviewed by Rebecca Duncan or in team meetings.

Opal School, located in Portland, Oregon and attached to For a taste of Opal School’s approach, I encourage you to
the Portland Children’s Museum, is a renowned early explore Opal School Online (https://opalschool.org) and
childhood program and public elementary school. As you might also like to have a look at the following YouTube
stated on their website, they believe in ‘environments videos:
where creativity, curiosity and the wonder of learning Opal School Children on Play and Learning
thrive’. This is a school that exudes a culture of inquiry, play Story Workshop: Story Preparation
and relationships. Core practices and principles include Opal School classroom for 5-7 year olds
‘Playful Inquiry’ and ‘Story Workshop’.

Opal School develops professional learning programs which
are highly regarded and often deemed ‘transformational’
by educators. For those who cannot visit Opal School in
person, regular blog posts share insights into their inspiring
practice and stimulate reflective thinking amongst an
extensive international audience. The Opal School blog
contains many free posts, but there is also a more
extensive suite of professional learning available to
members. An annual membership currently costs US$75,
and in my opinion this is well worth considering, with
members having access to additional articles, PL courses
and discussion boards. Reflective questions are provided











2017 Term 3 | Issue 3 Page 15

Reflections on Recent Professional Learning
























Photo: Methodist Ladies’ College



Term 2 Network Meeting: When to Worry…
At our recent Network Meeting at Methodist Ladies College, Chelsea Evans, Speech Pathologist, provided over 40
participants with an outstanding presentation on K-2 speech and language milestones and outlined ‘when to worry’.
Chelsea gave reassurance and ‘red flags’ about those children in our classes that give cause for concern. We chatted (the
networking bit) over a delicious afternoon tea, listened to a most informative session and followed this with a walk through
MLC’s beautiful new early learning centre.

Further information:
Barbara Bosich - [email protected]


Our Term 3 Network Meeting
Our next ‘When to Worry’ will be held at St Mark’s Anglican Community School on Tuesday 21 August, when Kate Beilby,
from Telethon Speech and Hearing will speak from an Occupational Therapy perspective on fine and gross motor
development, together with sensory regulation issues. As is usual, come as quickly as you can for afternoon tea and a chat,
and stay for a look around at the lovely spaces at St Mark’s after Kate’s presentation.
Registration is essential 21/08: click here























2017 Term 3 | Issue 3 Page 16

Upcoming Professional Learning




























Photo: Peter Moyes Anglican Community School



A Glimpse into Inquiry Classrooms Term 3 Reggio Study Tour Network
This series of after school sessions provides a glimpse into Meeting: Ongoing Conversations from
four diverse inquiry-based settings, particularly focussing on
Reggio Emilia
the early childhood years. While each setting varies, typically
classrooms from Pre-Kindergarten to Year 2 will be open, This termly after school network meeting aims to support
with some settings opening classrooms up to Year 3 or 4. This ongoing reflection, professional learning, and dialogue about
is a unique opportunity to tour these spaces to see practical the educational project of Reggio Emilia - for those who have
illustrations of the essential elements of quality inquiry previously been on a study tour to Reggio Emilia. A pre-
pedagogies first hand. Pre-reading tasks, classroom tours, reading will be distributed prior to the meeting, which will
reflective practice experiences and professional dialogue help focus our discussions and reflective practice.
combine to support educators and leaders at various stages Meetings will be conducted termly. Participants must register
of their own journeys of inquiry to plan for continual for each of these network meetings separately.
improvement.

Further information:
23/08 - Click here
Rebecca Duncan - [email protected]






Further information:
16/08 - Click here
Rebecca Duncan - [email protected]





2017 Term 3 | Issue 3 Page 17

Upcoming Professional Learning





Photo:
Photo: Great Southern Grammar


Little Scientists: Human Body
Learn about the fascinating functions of our bodies and organs, muscles, skeleton and joints. Discover how to use different
prototypes and models, and learn about the development of our sense of self.

This workshop topic continues to build on your knowledge from previous learning, deepening your insights into the
concepts of inquiry-based learning, metacognition, and co-construction.

Little Scientists: Mathematics

Mathematics is hidden everywhere in shapes and spaces around us!

In this workshop you will explore shapes and space, symmetry, solids, surfaces and symbols. You will experience how the
magic of mathematics is hidden in everyday life and learn about, and how to encourage the development of abstract
thought processes.

Educators need to complete Module 1 - Water before attending further Little Scientists Workshops.

Further information
Human Body 14/09 - Click here
Mathematics 16/10 - Click here
Wendy Gorman - [email protected]
















2017 Term 3 | Issue 3 Page 18

Writing - From Mark - Making to Mastery Moderating Writing - Semester Two
Being confident to ‘have a go’ in a range of contexts, from Moderating writing might sound dry BUT our Semester One
your dramatic play space to recording observations of change moderation workshop proved a fabulous session. Those lucky
in your science collections; early writing opportunities where to be present had some real ah-ha moments as we debated
explicit and authentic opportunities combine to create the finer points of pieces of writing from young writers. Ron
engaged young children to write for a purpose for a range of Gorman worked through a comprehensive rubric modified
audiences. After lunch, we will split into two groups, K-PP from that used by NAPLAN markers, which together with
and 1-2, to provide differentiated, practical examples of how other proformas gave us a secure base from which to make
to support early writers in your classroom setting. judgements.

We look forward to seeing you at the next Writing
Further Information
Moderation evening in Term 4 just before reporting time.
27/08 - Click here

Deb Martin - [email protected]
Further Information
Barb Bosich - [email protected]
10/09 - Click here

Deb Martin - [email protected]
Barb Bosich - [email protected]



















2017 Term 3 | Issue 3 Page 19

Suite 3/41 Walters Drive
Osborne Park WA 6017
+61 (08) 9441 1600
[email protected]
www.ais.wa.edu.au


Photo: Evergreen Preschool, USA