An ELP workshop series

                                                                  

Don Rowlands Events Centre, Mighty River Domain, Lake Karapiro, Cambridge

"Ko te ahurei o te tamaiti arahia o tatou mahi
Let the uniqueness of the child guide our work” 

 

This series of workshops will support teachers to unpack Te Whāriki 2017.  We have broken the series down into four Saturday mornings where you have the opportunity to attend two workshops on each date.  Over the year we will be covering many of the new ideas within Te Whāriki, one small bite size at a time.  


EACH EVENT WILL FOLLOW THE SAME FORMAT, HELD ON FOUR SATURDAYS THROUGHOUT THE YEAR

PROGRAMME:

Session one: 9:00am-10:45am
Break
Session two: 11:15am-1:00pm

Cost: $90.00 per event or register for all four events and save!


PART ONE:

Workshop 1: Te Tiriti o Waitangi and Te Whāriki
Presented by Tania Bullick

Te Whāriki, as the first bicultural curriculum statement developed in Aotearoa, New Zealand recognised the guarantees of self-determination and protection that were granted to Māori in the 1840 Tiriti o Waitangi.  Jenny Richie writes “Bicultural development is generated by a commitment to social justice and the Treaty of Waitangi.  The term ‘development' implies an ongoing process of social change toward an equitable bicultural society”  In this workshop, we will discuss the history of both Te Tiriti o Waitangi and Te Whāriki. Drawing on the principles, strands and goals of the 2017 Te Whāriki, we will inquire into our tiriti-based practices which respond to our curriculum currently and we will explore the ongoing process of bicultural development into the future including conversations around placed based education ideas and how this builds a local curriculum around what matters in your setting. You will leave this workshop with increased confidence about your own and your teams ability to work with Te Whāriki 2017 as a commitment to honouring te Tiriti o Waitangi. 

Workshop 2: Using traditional wisdom in a modern world
Presented by Lynn Rupe

Learning stories are a moment in time when past, present and future come together in a way that will support the child to know who they are as a learner. Traditional wisdom, "clothed within a whakatauki” can be used in a modern world to add another lens  to the learning that is taking place for tamariki.

This workshop will look at the weaving of traditional knowledge inside Learning Stories. The new Te Whāriki uses whakatauki as a way to highlight and acknowledge the bicultural aspect of our curriculum. The writers have drawn on traditional wisdom for a modern world. Teachers writing Learning Stories can do the same. Let’s discuss how!

 


PART TWO:

Workshop 1: Being a learner in the 21st Century: A closer look at Building Learning Power and Dispositions
Presented by Wendy Lee

Learning Stories are New Zealand’s unique assessment practice. This idea emerged out of the first research carried out specifically to consider what might assessment look like now we have Te Whāriki. Te Whāriki (2017) states “Narrative forms of assessment, such as Learning Stories, may make use of a formative assessment sequence of noticing, recognising and responding recording and revisiting valued learning”.

Learning dispositions are critical for encouraging valued learning in the 21st century and this view has been strengthened in Te Whāriki (2017). In this workshop we will be focusing on how we as kaiako can support children’s view of themselves as confident and capable learners through the documentation of Learning Stories. We will take a closer look at dispositions and consider what learning is going on in children’s learning episodes, with a view to deepening the learning analysis of the Learning Story. We will also look at what Guy Claxton calls a split screen in relation to analysing our Learning Stories. There will also be opportunities for people to raise questions and discuss issues.
 

Workshop 2: Children's working theories: Do you let me fly?
Presented by Lorraine Sands

Can my ideas be the focus of my play? Can I choose the time and space for this to happen? Can I be with the people that are important to me?

Children’s learning identities flourish when they can pursue their working theories because Children who are ‘up for challenge’ realise that anything worth doing takes time, effort, patient exploration and a willingness to explore possibilities. This doesn’t mean that learning happens easily. In the process, children build an understanding of themselves as learners who don’t give up; as learners who like to trial new approaches and as learners who enjoy the stimulation of tricky challenging goals with and alongside their friends. 
 
Children’s curiosity to explore and understand their world is strengthened when they can do this in a richly resourced environment with teachers who are finely tuned in to their interests, energies and passions.
 

PART THREE:

Workshop 1: Meaningful Evaluation through Inquiry Reseach
Presented by Tania Bullick

Te Whariki writes “The purpose of evaluation is to enable systematic improvement in the ECE setting.” Educational Leadership Project encourages teams of teachers to carry out evaluation that is meaningful and useful through inquiry that weaves together assessment, planning and individual teacher inquiry that starts and ends with children and their learning. Lorraine Sands writes " It seems to me that Internal Evaluation is what thinking teachers do every day. In effect it is ʻthe road weʼre travellingʼ as we focus on aspects of our practice that we want to understand and grow. A process, in fact, that enables us to clarify our thoughts and articulate our learning and teaching; not as teachers working alone but as a cohesive teaching and learning team, able to unpack what our vision means in practice and articulate our ‘local curriculum’ This workshop offers examples of how teams of teachers have worked with inquiry research as internal evaluation to work smarter, not harder while providing meaningful vehicle for change and improvement. 
 

Workshop 2: Te Whāriki: Designing our Curriculum
Presented by Michelle Flower

Building complexity and continuity using learning stories, planning stories and evaluation - In this workshop we will be looking at planning for individual children as well as for groups of children. We will look at Planning Stories or Stories of Interest that draw together Learning Stories, teacher reflection and intentions, community involvement, child, parent and whānau voice. They enable us to break through the chains of the old ways of planning and build a community of learners.


PART FOUR

Workshop 1: Pathways to school
Presented by Carol Marks

Te manu e kai ana i te miro, nōna te ngahere;
te manu e kai ana i te mātauranga nōna te ao.

The bird who partakes of the miro berry owns the forest; the bird who partakes of education owns the world. As we weave our local curriculum based on strands and principles we also include the nurturing of relationships between the schooling sector so children can expect to experience joined-up transitions between settings. Unpacking the connections between Te Whāriki, The New Zealand School Curriculum and Te Marautanga.

Workshop 2: The expert weaver
Presented by Lynn Rupe

Te Whāriki 2017 says, “the expert weaver will examine the foundations for planning and technique. If these are sound, the quality will be seen on the face-up side.” During this workshop we will delve into Te Whāriki 2017 and consider what you would weave into your local curriculum to create an whāriki worthy of an expert weaver. What does Te Whāriki 2017 inspire you to weave?

During the workshop you will have the opportunity to think about your local curriculum and decide was is valuable for children’s learning. Also you will ask yourself the question what makes an expert weaver? At the end of the workshop you will have a woven whāriki representing the foundations of learning for children - foundations that will support children for lifelong learning