EC Newsletter Term 1 2019 (1)

Early Childhood








Photo: Peter Moyes Anglican Community School
2019 Term 1 | Issue 1 2019 Term 1 | Issue 1 Page 1

Photo: Niccola Drake - Telethon Speech and Hearing Centre




2019 Term 1 | Issue 1 2019 Term 1 | Issue 1 Page 2 Page 2

Welcome Back for Term 1






Photo: Evergreen Preschool USA


We hope you are returning to school after a wonderful Contents:
holiday break in which you’ve had plenty of opportunities to
P3 - Welcome Back
relax and recharge. As you begin preparations for the 2019
school year, whether this is your first year of teaching or P4 - Who Are We
you’ve experienced too many to count, we have a
P6 - Regional Support
newsletter filled with ideas to support you in getting started
this term. There are details of our plans for world-class P7 - AEDC
professional learning opportunities to peruse and consider,
P8 - EC Philosophy
reviews of great resources, and an insight into forthcoming
P9 - NQS
interstate study tours to perhaps whet your appetite!
P10 - Getting off to a Great Start
We always love an opportunity to support you or to visit
P14 - On Entry
your school, so please get in touch. The contact details for
each member of our Early Childhood team can be found in P16 - On Our Bookshelves
the ‘Who We Are’ section of this newsletter.
P19 - Study Tour Opportunities

Wishing you a brilliant start to 2019! We look forward to P20 - Upcoming Professional Learning
working with you.


AISWA Early Childhood Facebook group

We love staying in touch via our AISWA Early Childhood Facebook group, so if you are yet to join we would love ‘see’ you
there. Filled with great links, notification of upcoming PL events and opportunities for networking, the group is only open
to educators in member schools. Please also pass on this link to any new members of your school’s Early Childhood team.
AISWA Early Childhood Education









2019 Term 1 | Issue 1 Page 3

Who We Are: On the holidays...






Wendy Gorman – [email protected]
Hi, I’m Wendy and this year was the first Christmas that we
celebrated with our Grandson. It was lovely having the next
generation joining us at Christmas lunch. Leo is now 15 months old
and so this summer has been very special as we have watched him
engage with the river, the garden, and parks with curiosity and
adventurous spirit.








Samantha Wynne – [email protected]
I had a wonderful holiday which included time spent with her family
and friends enjoying a lovely Christmas at home (after a frantic end of
year) and then the slower pace of the New Year. Holidays were
rounded up with a trip to Melbourne to celebrate a birthday, with
plenty of opportunities to enjoy all of the culinary and cultural delights
on offer.






Deb Martin – [email protected]
My husband home for the school holidays meant getting to
spend lots of quality family time together with our girls.
From mornings at the beach, BBQs with friends, a trip down
south, evening walks, many swims in friends’ pools,
th
celebrating Christmas and our eldest Ellie’s 5 birthday with
family and friends, and Emma and Sadie enjoying their first
day at 3 year old Kindy, so many lifelong memories were
made together. As a Mum and wife, Christmas is my
favourite time of the year. A time for giving and
remembering what we are truly thankful for, family and
loved ones, both past and present. I feel rejuvenated and
excited for the year ahead and the many opportunities we
will be presenting here at AISWA.













2019 Term 1 | Issue 1 Page 4

Rebecca Duncan – [email protected]
We enjoyed a wonderful Christmas by the river picnicing with our
extended family, which was supremely relaxing – the best yet!
Overall, it was a fun, hectic and memorable holiday break with a
th
local getaway in celebration of our 10 wedding anniversary,
some redecorating at home, treasured catch-ups, countless BBQs
and swims in the pool, and an incredible holiday to Sydney and
cruise to New Caledonia with my husband, children and mother-in
-law… Phew! Very much an atypically luxurious school holiday
break for our family! I’m returning to AISWA feeling really excited
about the year ahead and the wonderful projects we have
planned.




Barbara Bosich – [email protected]
I spend my holidays lazily I’m afraid to say – a few books, stretches by the
pool, catch-ups with colleagues and friends, cooking classes and best of all,
grandmothering. It takes me a while to wind-down, though each year I
instruct myself to get into holiday mode quickly! Friends gave me a
voucher for a bit of pampering which did the trick this January and I slipped
into a daily routine of papers and tea in bed, housework in 30 minutes (or
mostly less) and then the special treat of the day, which often involved
food! My most engaging book for a laugh was The Girl who saved the King
of Sweden by Jonas Jonasson – almost slapstick in a book, and the serious
and riveting Mawson and the Ice Men of the Heroic Age by Peter
FitzSimons. Nameless days slipped by and there were times I felt guilty
about not using them more fruitfully – but that’s what holidays are about –
losing yourself in time and indulgence.



Maree Whiteley – [email protected]
My Christmas and New Year was spent on the east coast of Australia with
the Whiteley branch of my family tree. From a few days on a farm in rural
NSW near Goulburn, to the bustling sights and sounds of Sydney, every day
was an adventure but we were glad to be back home by the beach for the
remainder of our holidays.

















2019 Term 1 | Issue 1 Page 5

Regional Support







The AISWA Early Childhood team are committed to supporting regional and remote schools. Our support is available
through school visits, through provision of regional PL, through Skype sessions and through (limited) sponsorship to
attend Perth-based PL.

Each Early Childhood consultant has responsibility for supporting a regional area. These consultants are your first
point of call to arrange a school visit, to request a regional based PL or to apply for a travel subsidy.

Kimberley and Pilbara – Wendy Gorman
Great Southern – Deb Martin
South West – Rebecca Duncan
Geraldton – Rebecca Duncan
Carnarvon – Barb Bosich
Goldfields – Samantha Wynne

Travel Subsidies
We have allocated a small amount of money to assist regional teachers to travel to Perth to attend Perth based PL.
Early Childhood Coordinators/ Principals are encouraged to apply for funding once they have prioritised their PL choice
for the appropriate staff member.

Regional Workshops

Early Childhood Coordinator Skype sessions: Dates and further details
Once a term, a Skype meeting will be held for available soon
All Regions Regional Early Childhood Coordinators to join
together to discuss issues and be updated with
early childhood information
Little Scientist Optics Workshop Saturday 23 March CN 12086
Monday 25 March (Breakfast
Albany Early Childhood Coordinators Network
meeting)
Meeting
Registrations open soon
Term 2
Getting Started with Inquiry (K-2) Further information on page 26
Registrations open soon
Busselton
Term 2
Delving Deeper into Inquiry: South West
Further information on page 26
Network
Registrations open soon
Term 3
Geraldton Getting Started with Inquiry (K-2) Further information on page 26
Registrations open soon

















2019 Term 1 | Issue 1 Page 6

Australian Early Development Census


































Photo: Methodist Ladies’ College



AEDC school profiles were released on 29 November 2018. Quality Standard and Australian Professional
The profiles allow you to interrogate the data to understand Standards for Teachers; and
the strengths and vulnerabilities of your cohort. It will also  Links to video stories showing how the AEDC is being
allow you to track data over the past four collection periods. used by Western Australian schools and the early
This information is valuable to measure the success of childhood education and care sector to improve
strategic plans and also useful as you revise your QIP. Are outcomes for children.
you addressing areas of vulnerability as shown in the data or
perhaps over-focussing on areas that are already strengths? The resources will be accompanied by four 15-minute online
Login details to access your profiles were sent to Principals in learning modules that Principals and teachers can access for
November. Further assistance is available from the ADEC professional learning on the AEDC. The modules are
helpdesk. expected to be complete by March 2019, in line with the
release of the AEDC community results.
To support your use of the AEDC in planning, programming
and quality improvement, a resource pack will shortly be Further information: and
arriving in your school. support:
Barbara Bosich -
The AEDC School and Early Childhood Education and Care [email protected]
Engagement Resource Pack includes:
 Value of the AEDC for education leaders;
 Value of the AEDC for educators;
 Domain guides for each of the five AEDC
developmental domains;
 Connections to key education frameworks; Photo: Lance Holt School
 A poster linking the AEDC, Early Years Learning

Framework, Western Australian Curriculum, National Useful Links: www.aedc.gov.au








2019 Term 1 | Issue 1 Page 7

Early Childhood Philosophy:


A Shared Vision For Learning































Photo: New Horizons Preschool (TAS)



Our beliefs about how children learn, their rights, and what Further Information
early education can do to support a child’s development are Barbara Bosich, an experienced early educator with many
the cornerstone of quality early years practice. These are years of working with teachers and young children, is
developed and continue to develop over many years. Some available to assist your school review its early years
beliefs are held more tightly than others and help steer our philosophy. Get in touch to see when she can come to your
pedagogical choices daily. Others are negotiated dependent next staff meeting to start the ball rolling.
on our school setting, the year level we teach and the [email protected]
colleagues with whom we work.

However, as our mix of philosophical ideas emerge it is
critical to continuously reflect on their validity. Sometimes
our beliefs are challenged daily in the face of new directives
from leadership or each other - we may need to be an
advocate for children’s agency, or support another staff
member in their practice when change looms.

Critically, our set of ‘eyes’ or viewpoint on children’s learning
steers us in the evolution of our own teaching and how this
emerges for the children in our care. Though as a staff we
may come from different perspectives or indeed totally
different philosophies, the goal for us all is a shared vision;
one that presents to the children as seamless. We need not
be clones, indeed, it is much better if we are not, but - and it
is an important ‘but’ – our views should align in the teaching
and learning of the children in our care.








2019 Term 1 | Issue 1 Page 8

Spotlight on the National Quality Standard





Last year was a big year for Quality Improvement Plan (QIP) development with the introduction of the Revised
National Quality Standard. AISWA schools were required to re-audit and revise our QIPs ready for the Principal Audit in
Semester 2.

So What Now?

All schools are expected to be meeting the National Quality Standard and to be engaged in an ongoing process of
improving quality in the early years of schooling. Leaders who are responsible for the QIP need to decide on the
focuses for review in 2019, as well as reviewing the current QIP goals and updating the progress notes. Leaders need
to plan for new staff to the school or in the early years so they are familiar with the QIP and understand the goals of
the Early Years team. Leaders need to identify the focus for Professional Learning for their staff and review the needs
of their Early Childhood team.

Our advice to member schools is to take a deep dive into one or two Quality Areas per year and to unpack the
concepts from a Quality Area. This will promote the development of shared understandings and an opportunity for you
to review how this is being interpreted and implemented by your staff across Early Childhood.


How would you do this?

For example – 1.2.2 Responsive teaching and scaffolding – Educators respond to children’s ideas and play and extend
children’s learning through open ended questions, interactions and feedback.

 What do educators currently do?
 How does this look in Pre-K, K, PP, Year 1 and 2?
 Is there time in the day to do this or are educators always occupied at tables or with whole class or small group
teaching?
 Do educators know how to scaffold? Do they understand the Zone Of Proximal Development and how to use it
to support individual children’s learning?
 How is play extended currently?
 Do educators know how to ask questions of children to facilitate their deep thinking about processes rather
than simple content questions such as ‘how many are there?’ or ‘what colour is that?’
 How do educators perceive their role in play?

You can use the AISWA NQS Guide to help you plan your review questions.

AISWA Early Childhood consultants can help teams who are working on specific goals or who want to go deeper and
use their QIP for embedded pedagogical change.

There are great project offerings from AISWA ECE for Leaders and for educators to work over time to transform their
practice, many of which are outlined in this newsletter. Happy planning!

Further Information:
For NQS and QIP support contact Sam Wynne – [email protected]










2019 Term 1 | Issue 1 Page 9

Getting off to a Great Start


































Photo: Westbourne Grammar (VIC)



As you prepare to meet your students for the coming school year, this is likely to be a time of anticipation, excitement and
uncertainty… for educators, children and families alike! It is a crucial time for establishing the culture and climate of your
classroom, which will provide the foundation for a successful, enriching year for all. Here are some tips for building a
culture of relationships, partnerships, dialogue and thinking to help get Term 1 off to a great start, which have been
informed by the writings of Kath Murdoch as well as AISWA’s Early Years Learning Framework: In Action and Continuity of
Learning:

Relationships
How will we get to know our children?
How will we support them in getting to know each other?
How will we help them get to know us?
A few ideas:
 Rather than over-planning tasks/activities that facilitate community-building, perhaps invite the children to generate
what THEY want to know about each other (and about you!) Inspired by Kath Murdoch, some of the following
questions might be useful:
- How can we build a great community in this classroom?
- What do we need to find out about each other in order to start to build a great community?
- How might we design this learning space to help us do the best learning possible?
- What do you need/want to know about me as your teacher?
- What would you love to learn this year? How might we make that happen?
- What should I learn about you?
- What are you most curious about when you think of the year ahead?
- How might we find out?
- How best to support the children to design these investigations?










2019 Term 1 | Issue 1 Page 10

 Use early meetings with families to find out what you can about each child and his/her interests.
 Tell stories about yourself as a person, your family, pets or anecdotes about your home life to help form a
strong connection with children.
 Shared reading of rich literature, circle activities, singing together, laughing, having fun and playing
collaborative games are just a few great ways to build connections, both at the beginning of the year and
throughout.
































Photo: Opal School USA


Partnerships
How will we connect with families?
How will we share stories of learning with families?
In what ways might the interests and expertise of families enrich the classroom program this year?
A few ideas:
 Gather data about families’ areas of interest and expertise.
 Provide families with an overview of the most essential information for your class, such as a class timetable,
home-school communication methods, class procedures.
 Snippets of learning, particularly those that include photos, provide families with a way to connect with their
child about his/her day at school and communicate much about the type of learning and experiences valued by
you and your school. Ensuring that these learning stories are more informative than “We had fun playing with
the blocks” will support families’ understanding of the learning inherent in your program, particularly those that
emphasises play and playful approaches. Perhaps accompany photos with a parent-friendly, specific
explanation of your learning intentions for a particular experience or a short vignette detailing the way that two
children worked collaboratively to solve a problem in the construction area (for example) and how that
connects to specific learning intentions for your class at the moment.




















2019 Term 1 | Issue 1 Page 11

Photo: New Horizons Preschool (TAS)



Dialogue
How will we promote an understanding that children’s voices are valued in our classroom?
How will we invite the children to share their questions from Day 1?
How might we shift the balance of purposeful talk in the classroom so that children are talking more, and teachers are
talking less?
A few ideas:
 Hold a regular circle time every day in which the group comes together in a circle (enabling every member to make
eye contact with each other), with everyone (including educators) seated at the same level. I.E. if the children are
seated on the floor then so are you. If this is tricky, consider everyone being seated on chairs. This doesn’t need to
be the way every mat session works, but certainly such an arrangement communicates powerful messages about
equality and social conventions of communication whenever conversation and discussion amongst the group are the
intended focus. Over time, children learn to self-manage these discussions with minimal teacher intervention.
 Encourage discussion with ‘talking partners’ more than whole group sessions in which only a few children (and
usually the same vocal ones!) share their ideas. Think, Pair, Share is a useful strategy that is often used in early
childhood classrooms.
 No hands up! The following article explains why raising hands can be problematic and provides some great
alternatives: http://www.sgischools.com/cms/images/PDF/conference2015/kath-murdoch-thoughtful-
questioning.pdf
 Consult with the children and document their ideas in ways that make their thinking visible. Referring to this

documentation and being responsive to their ideas communicates to children that we value their contributions.
TM
Talking and Thinking Floorbooks are but one way to make this happen and AISWA can support you with these.
Get in touch with Sam Wynne ([email protected]) if you are keen to learn more.













2019 Term 1 | Issue 1 Page 12

 Curate the learning environment in ways that provoke curiosity. Include items that children can’t help but
wonder about.
 Friday meetings run by the children to reflect on the week and make suggestions for the following week. What’s
working in our classroom? What isn’t? What might we do about that?
 Consider how you will encourage, display and USE children’s questions. Could a wonder wall house these?


Thinking
How will we ensure that the children are doing the ‘cognitive heavy lifting’ in our classroom?
What routines might we establish that ensure time for reflection is embedded into the day/the week?
A few ideas:
 Build moments of peace, stillness and mindfulness into each day.
 Investigate the thinking routines published by Harvard University’s Project Zero, ‘Making Thinking Visible’.
These are outstanding tools that support the learning process and children’s thinking. http://
www.visiblethinkingpz.org
 Perhaps the group, and individual children, might set goals that are reflected on each week.
 Evaluate learning experiences according to whether they allow children to do the ‘cognitive heavy
lifting’ (Murdoch, 2015) and empower them as researchers and inquirers. At the beginning of the year, instead
of planning all the activities that help children get to know their school, perhaps make it an inquiry: “How can
we learn about our school?” Invite the children to suggest what THEY want to know about the school, and how
they can find out.
 Everyday problems hold significant potential for giving children a voice and facilitating powerful, authentic
Photo: New Horizons Preschool (TAS)
learning. For example, if mice invade the classroom, rather than immediately calling the pest control company,
invite the children to hypothesise and research what we could do about it. If we are going on an excursion, how
might the children be involved in planning this? Perhaps they might consider any benefit/risk assessments, get
quotes from bus companies and call the venue to enquire about potential activities?
 Be mindful of your questioning techniques. Ensure sufficient ‘wait time’ after a question is asked and focus
primarily on open-ended questions that encourage children to think in higher-order ways. Audio recording
yourself teaching is an insightful way to gauge your questioning and it’s impact on children’s contributions and
learning.

Further information or support:
Rebecca Duncan - [email protected]


References and Useful Resources

Early Years Learning Framework: In Action (2010, AISWA). The sections on Relationships with
Children, Partnerships, and Continuity and Transitions will be particularly relevant.

The Power of Inquiry (2015, Kath Murdoch)

Continuity of Learning: A resource to support effective transition to school and school age care. Available to
download: https://docs.education.gov.au/system/files/doc/other/pdf_with_bookmarking_-_continuity_of_learning-
_30_october_2014_1_0.pdf















2019 Term 1 | Issue 1 Page 13

On Entry Assessment News




Welcome back! From all of us at AISWA, we hope you had a lovely and restful break. Here are some On-Entry Assessment
reminders for the start of 2019:

1. Prior to the school year, please make sure you have your P number, password and have logged in to the website to
check you have access. Here are the 2 websites you will need to log on to, to administer and access site information.
- For all general information, task instructions, record sheets and report information
http://det.wa.edu.au/educationalmeasurement/detcms/navigation/on-entry/
- To manage staff and students, conducts assessment and generate reports
https://apps.det.wa.edu.au/oeaps/index.jsp

2. The Term 1, 2019 assessment period is Monday 18 February - Friday 15 March 2019. The system will stay open
until Friday 29 March 2019 for teachers to upload, check and finalise data. Access to reports will be available
throughout the year.

3. Changes to the Writing Assessment – As you are all aware, in 2018 there was a new marking rubric for assessing
student’s writing in On-entry to be used for all years from Pre-primary to Year 2 and all modules from 1-4. This change
was made due to insufficient discrimination of performance at the Pre-primary level and in Years 1 and 2, with
judgements based on the combination of discrete criteria. With the new rubric, criterion based marking enables
teachers to monitor and cater for students’ skills and understandings in the different aspects of writing at different
times. The criteria are: Purpose and Audience, Print Organisation, Text Structure, Vocabulary, Sentence Structure,
Sentence Punctuation, Other Punctuation and Spelling. Due to the 2018 change, only the Class Report and the Parent
Summary were available in 2018. Any report that required the conversion of a raw score to a scaled score could not be
generated. You will be happy to hear that as of 2019, you will be able to access your new scaled score from both 2018
and 2019.

4. Module 4 – Module 4 has become available for Year 2 students. This is an alternative module for Year 2 and is intended
only for those students in the top range of Year 2 whose current skill level would not be adequately assessed by
Module 3. Teachers could also use Module 4 with selected Year 2 students in Term 4 depending on their progress.
Module 4 assesses LITERACY ONLY, there is no Numeracy component. It is expected that teachers will select the
appropriate Module for the student - either Module 3 or Module 4. Regardless of the assessment module chosen, the
charge of $6.60 per student will apply. Should you wish to reassess at the end of Year 2 with Module 4 there will be no
additional charge for that school year. Please contact Janelle Dickinson ([email protected]) as soon as possible
if you would like to register for Module 4. Janelle will then order an assessment pack for your school. Please indicate in
your email if you are able to pick up the assessment pack form AISWA or would like this posted to your school.

5. Before you begin the assessment:
- Read the General information for principals, administrators and teachers and Guide to Module - Literacy and
Numeracy
- Familiarise yourself with the assessment tasks and the processes for administering them (practise before the ‘big
day’)
- Please make sure your packs are organised and ready to go prior to the assessment period. Tip: Print out all Literacy
and Numeracy task instructions and record sheets and place with each individual task in a zip lock bag/document
wallet (labelled clearly with Module, Task and Question eg. Module 1 Task 4 Q1-8)
- Set a ROUGH timetable for testing days – what tasks you will ATTEMPT to complete on which day (to ensure you
complete the assessment on time).







2019 Term 1 | Issue 1 Page 14

- Ensure tasks are delivered in the same way to each child in the class and in the school eg. Each task is being
completed within the same time frame and with the same teacher – writing task on Monday in the morning
with the whole class, phonics check on Tuesday with Learning Support teacher with the whole class.
- Some items need to be completed 1:1 with each child; some can be completed during in-class time or outdoor
play.
- Make sure relief is booked.
- Send out the parent information letters before you commence (found on the website).

6. Uploading student data – This is pre-populated from the census data. The alternative is to upload the csv file.
Students will also need to be assigned to their new classes by simply clicking on the drop down box and choosing
their class teacher eg. 1A or 1B. This task is to be performed by those who have been given Admin rights to the
assessment at your school (usually Principal or Head of Early Learning). To upload new students/classes and to
transfer your student’s data from one year to the next:

New students/class – Students new to the school or class new to assessment.


















Existing students - If you have previously participated in the assessment and simply need to ‘roll’ children over to
new class and year level.
Step 1 – change ‘Year Group’ column (K), eg PPR, Y01 (highlighted above)
Step 2 – change ‘Class’ column (M), this is your school’s reference, eg Blue Koala (highlighted above)

7. What’s Next? On-Entry Assessment PL
Held at AISWA on Monday 1 April from 9am – 12pm with the opportunity to stay in the afternoon to look at your
individual school/class’ data and begin to plan targeted, individualised programs. During the morning session you
will learn more about how to use your On-Entry data to effectively to plan and deliver differentiated learning
programs. School leaders are also encouraged to attend this PL to assist them in using their school's data to inform
whole-school planning and review, reflect on the effectiveness of current programs, priorities or initiatives by
looking at trends over time and identify priorities and inform the implementation of new programs.

For further information and to register or contact Deb Martin - [email protected]
For registration, request for additional packs or P number queries: Janelle Dickinson - [email protected]



















2019 Term 1 | Issue 1 Page 15

On Our Bookshelves






Photo: Lance Holt School



Teacher Resource Book: Magic Places
Pennie Brownlee (2016). Published by Good Egg Books, NZ
Reviewed by Sam Wynne
I recently discovered this little gem of a book when I saw Pennie Brownlee’s quote:
“Even with the best of intentions, any time an adult draws or makes for a child it is
theft. The adult unwittingly robs the child of the creative process and there are
unintended results.” Pennie suggests that when we do this for children the
consequences include:
 Loss of confidence in their abilities
 Less practice at developing their own skills which delays or stops mastery
 Stays with safe/fake creative activities
 Adopts the ‘I can’t’ story
I ordered the book immediately and have loved reading it, often aloud, to my AISWA
office mate Deb Martin. Pennie is a New Zealand educator who writes beautifully
about nurturing young children’s artistic creativity. She reminds us why young children need rich, real experiences to
build their ‘packages of perception’ that they later draw on; how young children develop their ability to symbolically
represent and how they process their world in the developing brain stage.
This book is both a strong support for why, and a great guide for how, educators of young children can support the
natural unfolding of each child’s creativity.





You can purchase Penny’s book directly from her website Good Egg books: www.goodeggbooks.co.nz









2019 Term 1 | Issue 1 Page 16

Photo: Kath Murdoch



Blog: Kath Murdoch’s ‘Just Wondering’
https://www.kathmurdoch.com.au/blog/
Reviewed by Rebecca Duncan
Kath Murdoch’s writings are always timely and never fail to prompt my professional
reflection around inquiry pedagogies, and around learning itself. No matter whether
you are new to inquiry or if you have been blessed with the opportunity to engage
with Kath’s presentations or resources over the years, you will find something
pertinent in her blog. A gifted author, Kath generously shares her vast knowledge and
professional insights in posts that are filled with practical examples, reflective
questions and ideas to support you in your own inquiry journey. A free subscription is
highly recommended.

A snapshot of recent notable posts – but to be honest, it is too hard to choose any
favourites as I typically love them all:
 Getting the Mix Right: Teacher guidance and inquiry learning:
https://www.kathmurdoch.com.au/blog/2018/9/26/getting-the-mix-right-teacher-guidance-and-inquiry-learning
 Looking Back to Look Forward: Reflections on learning about ‘agency’:
https://www.kathmurdoch.com.au/blog/2018/5/21/70ldquh0fvoodywsn1ictknqzc5td6

 12 Lesson ‘Hacks’ to Nurture Inquiry:
https://www.kathmurdoch.com.au/blog/2018/3/25/12-lesson-hacks-to-nurture-inquiry















2019 Term 1 | Issue 1 Page 17

Journeys of Inquiry






Photo: John Septimus Roe Anglican Community School





Since delivery of our latest publication, Journeys of Inquiry, to every member
school we have been thrilled to see and hear about its influence and impact. If
you are yet to see your school’s copy, please ask your Principal. 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]




















2019 Term 1 | Issue 1 Page 18

Study Tour Opportunities



Upcoming AISWA Early Childhood National Study Tours

In response to feedback on the value of previous AISWA study tour experiences for leaders and
educators, we are thrilled to announce two upcoming opportunities for you to engage in rich
professional learning and visit inspiring early childhood centres in Adelaide and Melbourne in 2019.
Further details and expressions of interest will be made available soon as plans are finalised, but
here is a brief insight into our intentions:

Melbourne – Cultures of Thinking Study Tour
Mid-August 2019
This tour, facilitated by Rebecca Duncan and Barbara Bosich, prompts us to interrogate the kind of intellectual environment
and culture afforded to children in our classrooms and schools. We will discover why and how schools must be places where
thinking is valued, visible and actively promoted. Participation in this Study Tour will include attendance at the acclaimed ‘Re
th
-define Re-Imagine Education: 7 Cultures of Thinking Conference’, which provides an opportunity to work with and learn
from some of the world’s leading educational thinkers. To further support connections with classroom practice, will also
spend time touring Bialik College’s internationally renowned early childhood centre. Since 2005, Bialik College has been a
chief research site for Harvard University Project Zero’s Cultures of Thinking project, which focuses on developing a school-
wide culture of thinking that enriches student engagement, deep thinking and the development of habits of mind and
dispositions needed for a changing world. This project has resulted in various initiatives and publications with which many
educators and leaders will be familiar, including Making Thinking Visible and visible thinking routines. The incorporation of
an additional school tour alongside various facilitated opportunities for dialogue and networking will support educators and
leaders to harness the possibilities for applying this inspiring professional learning to their own context.

Adelaide – Re-imagining Childhood Study Tour
Early November 2019
Following a visit to Reggio Emilia, Italy in 2011, South Australia’s Premier Jay Weatherill made a bold and innovative move to
engage Professor Carla Rinaldi as Adelaide’s Thinker in Residence, to discover the possibilities of the implementing the
principles of Reggio Emilia in the South Australian context.
“The Reggio Approach in other parts of the world outside Reggio Emilia only makes sense if we are capable of re-inventing it,
if we are capable of understanding the context we work in, the values in which each culture believes, and then compare these
with what Reggio has been capable of creating in its own specific context, and with its own resources.”
(Howard Gardner, 2012)
The project led to a re-imagining of the possibilities of childhood and early childhood education and care, which continues to
evolve and deepen in schools and centres today. Join Samantha Wynne, Deb Martin and Janelle Dickinson on this study tour
as we learn from the inspiring Re-imagining Childhood Project and how it has assisted in transforming pedagogy and
practice, for the benefit of young children’s learning and development. This tour is likely to encompass site visits to 3 or 4
centres, a workshop to further your professional understanding of the principles of the educational project of Reggio Emilia
and a facilitated discussion to reflect on and contextualise the learning for you and your classroom/school.























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2019 Term 1 | Issue 1

Upcoming Professional Learning































Photo: St Marks’ Anglican Community School



Term 1 Early Childhood Network Meeting Early Childhood Coordinator’s Network

Our first Network Meeting is to be held in Week 4 at AISWA. During 2019 we are inviting Early Childhood Coordinators to
Michelle Bishop, formerly of AISWA and now a consultant a series of network meetings designed to strengthen their
with Growing Up Greatness, will speak to us on the topic of practice in the guidance of an early years team within their
Guiding Young Children’s Behaviour: Strategies to support school. The commitment will be for 8 sessions, two per
self regulation. This is a great topic for the beginning of the term in Weeks 2 and 7 of each term. These meetings will be
year when many of us grapple with finding ways to help half day sessions, commencing with lunch. Topics range
children adjust to their new settings. from a discussion on your role as coordinator, appropriate
pedagogies, the Australian Early Development Census, the
There will be an opportunity to share your ideas on the issue
QIP, guiding behaviours, difficult conversations (with staff
and catch up with colleagues.
and parents), documentation/reporting/moderation and
Registrations and Further Information: cultural competencies.
Click here
We are planning for a consistent group of coordinators, with
input from a range of experts in the above areas. The

Save the date for our Term 2 Early Childhood Network remainder of the afternoon will be sharing and discussion of
Meeting on Tuesday 21 May at Christ Church Grammar a series of provocations organised under ten themes
School’s (CCGS) new Early Learning Centre. CCGS staff including children’s agency and identity; children’s behavior
will speak about talking with parents about their child and learning; curriculum components; documenting and
followed by a tour of the classrooms. assessing; relationships with families; pedagogy; planning
and being a critically reflective educator.

We believe this series to be an important process for

emerging leaders in the early years phase of schooling

enabling connections between educators and schools.

Registrations and Further Information:

Click here




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Upcoming Professional Learning






























Photo: Wesley College


Investigating Mathematics K-2 Children as Authors - Professional Learning

Teams
If you have worked alongside Andrea Hillbrick in 2018 you
will know that this professional learning session will be ‘jam-
The primary purpose of Professional Learning Teams is to
packed’ with quality teaching ideas. Be prepared to view,
support teachers in improving student learning by changing
discuss, create, think, participate, collaborate, record and
their instruction.
reflect!
Andrea has been supporting and empowering PLT across
Registrations and Further Information:
many different school settings. This ongoing project will
Click here
involve working with Andrea as a Professional Learning Team
to implement a purposeful inquiry with the focus of teaching
writers.
Teaching Mathematics 3-6
Registrations and Further Information:
Similar to the above session, though there will be a clear Click here
focus on the implementation of Mathematician’s Notebooks

in this session! A current project Andrea is extremely excited
about!
Registrations and Further Information:
Click here













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Photo: Reggio Children



Young Mathematicians: Maths Across the STE(A)Ming into History – What does a

Pre-Kindy and Kindergarten Day memory look like?

Registrations open soon! When Historical Inquiry meets Digital Literacy magical
learning happens. Join us for an Early Childhood (P-3 focus)
A two-day interactive and practical workshop, this PL offers
hands-on professional learning day using HASS skills and
Pre-Kindergarten and Kindergarten educators an
STEM capabilities. We will explore and create while
opportunity to:
investigating the significance of time, place and people
 EXPLORE the big ideas and concepts within early connected to a significant local site. Participants are asked to
mathematics. BYOD iPad or smartphone as you will be introduced to a
 CONNECT with neuroscience and research that range of Apps and digital games in preparation for a full
should underpin and inform our ways of supporting 3 afternoon of creating your digital resource, designed for
- to 5-year-old children’s learning. your students in your classroom and beyond. The curriculum
 EXAMINE key pedagogical practices for early focus will be past and present family life and technology
childhood math, linking these to the National Quality over time.
Standard, Early Years Learning Framework and WA Numbers are strictly limited due to the hands-on nature of
Kindergarten Curriculum Guidelines. this workshop, so please register your interest as soon as
 AMPLIFY children’s mathematical thinking and possible.
learning across the Pre-Kindergarten and
Registration and Further Information:
Kindergarten day in intentional, meaningful and
Click here
responsive ways.

This PL, facilitated by Rebecca Duncan, will be spaced over
two days in Terms 2 and 3, with an opportunity to try out
ideas and reflect on their impact between sessions.





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Upcoming Professional Learning































Photo: Westbourne Grammar (VIC)



Nature Pedagogy – Skills to Support The 100 Languages – The Language of Art –

Engagement Stay Tuned

Across the year we are offering a series of workshops to The child has a hundred languages, a hundred hands, a
support educators to develop the skills to engage more hundred thoughts, a hundred ways of thinking of playing, of
deeply in nature play and nature pedagogy with students. speaking. A hundred, always a hundred ways of listening, of
The sessions will be run by educators and nature pedagogues marveling, of loving, a hundred joys for singing and
who have a recognised expertise in nature play and nature understanding a hundred worlds to discover a hundred
pedagogy. The workshops will be on Friday afternoons from worlds to invent a hundred worlds to dream. Except from
12.30-3.30pm and are hands-on and practical, so come ‘The Hundred Languages of Children’ Loris Malaguzzi
dressed for the occasion. Numbers are limited.
In order to support educators to provide multiple ways for
children to represent their ideas through The Arts, AISWA
Early Childhood are offering educators a series of after school
Further Information and Registration
workshops in Term 2 and 3 to develop their capacity and
Friday 15 March - Fire and Fire Lighting capability to engage with materials. These are hands-on
Presented by Katrina Harris – All Saints’ College – Outdoor workshops where educators will engage with talented artists
Education Click here and educators to support them to develop the skills
necessary to introduce these materials to their students.
Friday 17 May - Building structures and rope work
Presented by Educated By Nature Click here Registrations are essential and will open soon.
Friday 16 August - Risk and Rituals in Nature
Maria Marsh – Moerlina School Bush School Facilitator Click
here
Friday 20 September - Messy Maths
Debra Salahudeen – Lance Holt School Bush School Facilitator
Click here



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Photos: Little Scientists Human Body




Little Scientists Program - Inquiry -based

Learning in STEM

Little Scientist’s STEM professional development program
offers affordable, face-to-face workshops for early childhood (Albany)
educators and teachers.

The program is designed to promote confidence in
facilitating STEM learning and empower those working with
children aged 3-6 years to implement playful, inquiry-based
experiences in educational programs.

Our engaging play-based workshops are designed with you,
the teacher, in mind and previous STEM knowledge is not
required.
The workshops will provide you with a solid understanding
and confidence in planning and implementing STEM learning
across the early years of schooling.
The new modules for 2019 are Computer Science
(Computing -un-plugged) and Chemical Reactions.

Please click the icon links for 2019 training.
Please note these workshops can now be completed in any
order.






2019 Term 1 | Issue 1 Page 24

Upcoming Professional Learning



Early Childhood Leadership Project 2019: Getting to Know the Early Years Learning

Expressions of Interest close soon Framework

In 2018, AISWA Early Childhood ran a very successful Early Registrations open soon!
Childhood Leadership Project with Notre Dame University. An interactive and practical workshop, this PL is designed to
We will be repeating this project in 2019 and are seeking support PK to Year 2 educators who have not have
expressions of interest from Early Childhood Leaders to participated in any professional learning on the Early Years
participate in the project. Learning Framework (EYLF) to date. Connections will be made
with the revised NQS. This two-day PL will be offered in late-
Overview of the project: The aim of the project is to develop
June to educators across all sectors. So please feel welcome
the pedagogical leadership capacity of Early Childhood
to let your colleagues in non-AISWA schools know.
Leaders in AISWA schools. During the project, leaders will use
evidence-based research to identity a pedagogical goal and Working Together - Developing Shared
use the National Quality Standard to plan, implement and
Understandings Between Teachers and
review pedagogical change in their schools.
Education Assistants
My first ‘aha’ moment was the very first session when we
went back to the neuroscience and child development 101!!
This is an exciting, collaborative one-day PL which will be
We know it – we forget it along the journey and in our busy
held twice in 2019 on dates schools typically allocate as staff
days. Now this drives my practice and my thinking and we
professional learning to enable teachers and education
refer back to it always. This has kick-started my ‘non-
assistants to attend together, if possible.
negotiable changes’ that must be made in K-2.
This PL endorses the important role Education Assistants
2018 Participants Feedback (EAs) play in classrooms alongside teacher. It will highlight
ways to work together in collaborative, respectful
The project is open to Early Childhood Leaders who have the
professional partnership to best support children’s learning in
responsibility for the development and implementation of the
ways that connect with the EYLF and NQS. Participants will
Quality Improvement Plan and the desire to develop their
engage in professional dialogue and develop shared
leadership skills in order to facilitate pedagogical change
understandings through practical activities which focus on
(educators do not need to hold a formal leadership position in
several aspects of the EYLF and NQS, including:
the school).
 Underpinning beliefs of the EYLF, including a strong
Associate Professor Dee O’Connor and Dr Christine Robinson ‘image’ of children with links to neuroscience, recent
join AISWA Early Childhood and Leadership consultant Sam research and the NQS.
Wynne to present the project and support the Leaders  Building and maintaining relationships with children,
throughout the year. with a particular focus on behaviour guidance.
 How to assist teachers in creating open ended learning
Applications and Further Information:
spaces for children to explore and discover through
If you would like to find out more about the project and how
play.
to apply please email Janelle Dickinson:  How do children learn through play? Including
[email protected]
educators’ roles in play.
Applications close on 15 February 2019  Intentional teaching strategies, including sustained
shared thinking - one of the hallmarks of ‘excellent’

early childhood settings (Researching Effective
Pedagogy in the Early Years study, 2002)
 How to support teachers in documenting children’s

learning during play.


Registration and Further Information:
Click here


Photo: Explorers Early Learning


2019 Term 1 | Issue 1 Page 25

Upcoming Professional Learning






























Photo: St Stephens’ School



Journeys of Inquiry: Getting Started with Resources to support educators in getting started will be
shared. Each participant will receive a copy of AISWA's latest
Inquiry in Early Childhood
publication, 'Journeys of Inquiry'.

Registrations opening soon!
A repeat from 2018, this highly successful PL is designed for Delving Deeper into Inquiry
K-2 educators as an introduction to inquiry, unpacking some
Registrations opening soon!
of the 'essential elements' of quality inquiry pedagogies
through reflective practice activities, practical examples and This is a repeat of our 2018 PL. Designed for those who have
some experience with inquiry and are keen to extend their
stories from real classrooms. It will suit those who are new
practice, this PL is structured as a Professional Learning
to inquiry-based learning, and those who have perhaps
Community, facilitated by Rebecca Duncan. Commencing in
dabbled with inquiry but wish to extend their understanding
Term 2, it involves attendance at five after school
and implementation. Spaced over 2 days (Terms 2 & 3) with
meetings spread over the course of 2019 for dialogue,
reflective practice activities to undertake between sessions,
reflection and networking. Pre-reading, similar to a Book
this PL is designed to support participants to explore the
Club approach, will be required before each session.
following:
Participants receive a copy of AISWA’s ‘Journeys of Inquiry’
 Why inquiry? The benefits of inquiry pedagogies.
publication and will need to bring along their own copy of
 What does a quality inquiry approach look like? - at Kath Murdoch’s ‘The Power of Inquiry’.
both the lesson level, as well as across a longer-term There will also be a ‘Delving Deeper into Inquiry’ network for
'unit of work'. the South West, meeting termly after school around the
 How can learning environments support a classroom Busselton area, starting in Term 2. Registrations open soon.
culture of inquiry?
 What strategies and tools might promote or enhance
inquiry-based learning?
 How can young children's research be supported -
beyond non-fiction books and the internet?
 How might I plan for inquiry in a responsive way that
balances children's interests, ideas and questions
with teacher inputs and curriculum expectations?



2019 Term 1 | Issue 1 Page 26

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Photo: Presbyterian Ladies College



Getting Started with Inquiry: Regional Glimpse into Inquiry Classrooms – 2019

workshops (Busselton in Term 2 and
Registrations opening soon!
Geraldton in Term 3) As feedback on our 2018 offering of this PL, one participant
stated:
Registrations opening soon! “It really taught me how to create a deep and meaningful
Designed to support regional K-2 educators who are getting inquiry… the strategies I’ve discovered are very powerful. The
started with inquiry pedagogies, this cross-sectoral 1 day PL whole learning experience for me has been transformative.”
introduces the 'essential elements' of quality inquiry We have therefore decided to offer this PL again in 2019,
pedagogies through reflective practice activities, practical with four new host schools, meeting four times after school
examples and stories from real classrooms. This interactive, spaced over Semester 2. Once again, each session will involve
practical PL is designed to support participants to explore the a pre-reading, tour and workshop. Dialogue, reflective
fundamentals of inquiry including: learning environments practice, networking, and a chance to converse with
that support a classroom culture of inquiry; strategies and educators at the host schools are key features of this PL. This
tools that enhance inquiry learning; and approaches to PL suits K-2 educators who are either new to inquiry or
planning a journey of inquiry that balances children's perhaps have dabbled with inquiry and want to hone their
interests, ideas and questions with teacher inputs and understanding and practice. Each participant will receive a
curriculum expectations. Resources to support educators' copy of AISWA's latest publication, 'Journeys of Inquiry'.
ongoing professional learning and classroom practice will be
shared. Each participant will also receive a copy of AISWA's
latest publication, 'Journeys of Inquiry'















2019 Term 1 | Issue 1 Page 27

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



Photo: New Horizons Preschool TAS