KU Professional Learning Tailored Professional Learning Booklet 2017 | 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, 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 hours
NQS Areas: 1, 5
& 6
Understanding the Early Years Learning Framework will contribute 5 hours of 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 workshop
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, across this two-part series 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: 2.5
hours each
NQS Areas: 1, 4
& 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 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, 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.
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