An assessment for learning ensures that educational programs and practices are inspiring and engaging to enhance children’s learning and development.

You may rethink how you plan for children’s learning, and identify that in fact children’s current knowledge, ideas, culture, abilities and interests form your foundation to extend on children’s learning.

As an educator, this session will assist you to measure children’s learning.

Learning Outcomes

• To understand the importance of accurately assessing children's learning
• To be able to focus on documenting children's learning.

Designed for: All Qualified educators. All service types

Quality Area: 1

EYLF Outcome: 4

Take a look at what culture is and ways we can define this, appropriate interactions and customs we must use , practicing patience, using humor, looking at differences from alternative perceptions, being prepared to make mistakes, learning to be an ally, getting to know individuals, listening to others stories, asking questions, making an overall effort and being sincere.

Via identifying the needs of our culturally diverse co-workers and families, we can plan, ahead and gain an understanding of the importance of cultural consultation and support networks.

Learning Outcomes

• To recognise various cultures in your team
• To explore methods of utilising culture as a strength within your team
• To develop strategies to be culturally safe and inclusive for all team members

Designed for: All educators. All service types

Quality Area: 1, 4 & 7

EYLF Practices and Principles

Discover the common foundations built around conflict situations, why we can and do argue, difficulties we face when dealing with conflict and how we can personally adapt and accommodate this within our job role and responsibilities.

Learn strategies and the utilisation of specific steps we can undertake when we are dealing with conflict and important elements we should and shouldn’t implement to ensure best possible outcomes and relationships within the workplace. Learning Outcomes

• To identify the key elements in conflict in the workplace
• To explore conflict resolution techniques and when to use them
• To recognise the leaders role in conflict resolution in the workplace

Designed for: All educators. All service types

Quality Area: 4 & 7

EYLF Practices and Principles

Are you finding that our extreme unpredictable weather is affecting the way you plan for your children? The Australian environment is known for its changeable weather and at times extreme circumstances. During this time, much of program planning is bought into the indoor environment to avoid the outdoor extremities.

Join this interactive session to discover the wonder of bringing the outdoors in! We will look at inviting and natural ways to enhance indoor play when outside conditions limit outdoor play.

Learning Outcomes

• To identify weather conditions that affect planning opportunities for children.
• To use weather conditions as examples of environment and science to help children understand.
• To discover exciting ways to plan exciting experiences regardless of weather limitations.

Designed for: All educators. All service types

Quality Area: 1

EYLF Outcome: 2, 4

If the word “learning stories” has been used around your service and you have been thinking “what is all the fuss about?”, then we invite you to attend this session to gain an understanding of this flexible documentation tool.

Learning stories allow educators to plan experiences that are focused on the child, that come from the child’s lead and are based on children’s observed interests.

Join this session to gain knowledge about using learning stories in your program. Have the opportunity to discuss any questions you may have in learning more about learning stories.

Learning Outcomes

• To gain an understanding of learning stories.
• To gain knowledge about using learning stories in your program.

Designed for: All educators. All service types

Quality Area:1

EYLF Outcome: 1,3,4 & 5

When we thoughtfully and purposefully choose individual resources to construct rich learning environments the result is a place where children thrive as they play, learn and discover. Careful planning of the aesthetic environment will promote positivity about the environment and will consider the use of colour, light, design and space; a reflection of cultural heritage; and uncluttered space. Open-ended experiences including natural materials such as sand, water and mud as well as artefacts and tools that enable children to explore, investigate, problem solve and represent their understanding will feature in the engaging learning environment. Join us to explore how you can make your learning environments engaging too!

Learning Outcomes

• To be able to set up experiences in a way that is open ended, attractive, and stimulating.
• To be able to use your own creativity, imagination and resourcefulness, to enhance children’s play
• To engage children in their play

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome: 4 & 5

Learning Outcomes

• To explore the fundamental practices of an emergent curriculum.
• To identify the benefits to children in developing an emergent curriculum.

Designed for: All Qualified educators. All service types

Quality Area: 1

EYLF Outcome: 2, 4 &5

Creating art is a fine way for children to make choices and solve problems. Every step involves deciding what colour to use, how to make a line, what size to make something. With every choice the object becomes more and more their own.

Join this session to learn about the importance of creative arts and how to expose children to a variety of materials so that they can create art.

Learning Outcomes

• To find out about a range of creative mediums and how to use them in your curriculum.
• To explore the educators role in supporting children creative efforts

Designed for: All educators. All service types

Quality Area: 1

EYLF Outcome: 4 & 5

Ideal for: ALL Child Care Workers

Quality Area: 1

EYLF Outcome: 4,5

Together we will explore a range of approaches to curriculum and to documenting children’s learning that incorporate contemporary images of children as strong and competent learners. Contemporary planning must foster collaborative partnerships between educators, children and families. These approaches acknowledge the expertise and interests of children and families and encourage their input in decision making. Our focus in this session, is to discuss an approach to programming that is specific to contexts and a program that is continually evaluated and modified. We will focus on the process of reflection, evaluation and ongoing improvement.

• To explore current approaches to curriculum and documenting children’s learning
• To explore the educators role in contributing to the curriculum
• To explore the children and families role in contributing to the curroculem

Designed for: All Qualified educators. All service types

Quality Area: 1

EYLF Outcome: 1,4 &5

This online workshop aims to highlight the intrinsic value of outdoor play whilst exploring a range of stimulating discussion topics.

So if you're looking for some new ideas, and/or some help with a specific problem you're experiencing relating to the great outdoors, then get ready to 'get down and get dirty'! Come and join us explore the outdoor environment.

Learning Outcomes

• To discover the value of outdoor play
• To gain some creative ideas in providing creative outdoor experiences.

Designed for: All educators. All service types

Quality Area: 3

EYLF Outcome: 4 & 5

Ideal for: ALL Child Care Workers

Quality Area: 2

EYLF Outcome: 4,5

Children over three are a lot of fun! They often spend a lot of time watching and exploring everything around them and enjoy hands on experiences.
At this age children also want to take on responsibility and please you and do things “right.” A diverse range of personalities, abilities and interests can sometimes be challenging, when catering for such an active age group who strive for independence.

Come and join in this workshop to gain some useful ideas for promoting children’s responsibility, developing positive behaviour and planning fun and exciting experiences that will keep them motivated to learn and development as individuals!

Ideal for:Trained Child Care Workers

Quality Area:1

EYLF Outcome: 1,3

Early childhood is a precious time in life. We have the joy of watching children discover and learn about the world around them. Under the age of three is a very busy time of increasing independence and curiosity. They learn through interactions with people, active exploration and movement. Through these they quickly develop confidence, skills and knowledge.

It’s important to develop trusting and positive relationships with children so they can feel safe and secure on their journey through childhood. Positive guidance, communication and interactions are an important part of this process. Come and join in the voyage for some practical solutions and idea’s to working with children under three.

Ideal for:Trained Child Care Workers

Quality Area: 1

EYLF Outcome: 1,3

Building relationships and learning about friendships is an important part of the early childhood experience for young children.

As we acknowledge the importance of the social context on children’s healthy development, we can begin to appreciate the importance of planning and facilitating a wide range of experiences that encourage children’s interactions and connections to each other.

What skills does the child need? How can we support a healthy view of friendship? This interactive workshop will explore how early childhood professionals can enhance and support children as they navigate their way through the friendship terrain.

Ideal for:Trained Child Care Workers

Quality Area: 2

EYLF Outcome: 1,2

Ideal for: Qualified Child Care Workers

Quality Area: 1

EYLF Outcome: 4,5

Learning Outcomes

• To understand the value of planning group time experiences
• To develop an awareness of what determines a successful group time experience .

Designed for: All educators. All service types

Quality Area: 1

EYLF Outcome: 1, 4, 5

Intentional teaching is deliberate, purposeful and thoughtful! It cannot be confused with a theme based programming approach. Intentionality utilizes professional knowledge and strategies that reflect contemporary theories and research concerning children’s play, leisure and learning.

Learn how to make use of spontaneous teachable moments which extend children’s learning!

Learn how to comment on children’s displays of learning dispositions, by providing encouragement and additional ideas and support to children!

Learning Outcomes

• To recognise purposeful teaching moments.
• To identify the importance of spontaneous teachable moments.
• To understand the significance of encouragement.

Designed for: All Qualified educators. All service types

Quality area: 1

EYLF Outcome: 4

One of the challenges that early childhood educators face is developing and implementing challenging and innovative programs that enhance children's curiosity and desire for learning. As many of the children we care for have been part of our services for much of their lives, it becomes increasingly necessary to find ways to extend and challenge their skills and abilities with a balance of familiar and new experiences.

To do this, we need to consider children as capable of directing their own learning and work in real collaboration with them. By collaborating with children we are able to provide authentic learning experiences that will be both challenging and enriching. Samples of some approaches may be Reggio Emilia, Steiner, and the Project approach as well as many other models available for consideration.

We are inviting you to join this interactive workshop where we will discuss the range of options we have for keeping children challenged through a collaborative approach as well as explore a range of early childhood programs that will enable us to take an eclectic approach to our programming taking in the best aspects of a wide range of options and integrating these with our own service requirements.

Learning Outcomes

• To enhance children’s curiosity and desire for further learning.
• To identify the importance of listening to children and collaborating to enhance learning opportunities.
• To explore a range of approaches to assist in the development of thought-provoking experiences for children.

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome 4 & 5

You may believe that you are not musical; you may have been told that you cannot sing in tune, or that you have no sense of the beat; yet music is a part of the essence of all of us.

This session will explore the importance of introducing literature to children through song in an enjoyable age/stage appropriate way.

Come and sing your favourite song!

Ideal for: ALL Child Care Workers

Quality Area: 1

EYLF Outcome: 4,5

Documenting children's learning is more than just collecting samples of work, photographs and learning stories. These documents need to be analysed for meaning.

Learn about analysing observations by posing questions such as: What meaning the piece of work has for the child? How the documentation demonstrates learning across developmental domains? What strategies did the child use in the observation, such as problem solving?

Join us to help you make more meaningful and purposeful observations to support children's learning.

Learning Outcomes

• To identify opportunities which are meaningful to each individual child.
• To discover how documentation links across a range of developmental domains.

Designed for: All Qualified educators. All service types

Quality Area: 1

EYLF Outcome: 2 & 4

Ideal for: ALL Child Care Workers

Quality Area: 1

EYLF Outcome: 4,5

In constructing environments with children, the use of natural materials and play spaces, allows each child to participate and engage in their own unique way. This engagement enhances children's relationship with their environment and supports their growing curiosity and exploration which leads to many learning opportunities.

As much evidence suggests children need more time in their natural world to develop strong connections, and a sense of place and harmony. This is recognized by the National Early Years Framework, which supports educators in connecting children to their world and developing a healthy respect for preserving the rights of this world.

This interactive session will provide educators with an opportunity to consider how to incorporate natural play spaces not only in the outdoor environment but throughout the whole service.

Learning Outcomes

• To discover how the use of natural materials and play spaces engages children’s play.
• To identify how the natural environment influences learning opportunities.
• To incorporate natural play spaces into your daily program.

Designed for: All educators. All service types

Quality Area: 2

EYLF Outcome: 1

Children are born with the need to explore. They investigate their world through play.

As facilitators of children’s play, educators must ensure that learning environments are designed and implemented to collaborate and engage children in meaningful play and exploration.

Open your mind to creativity, imagination and resourcefulness; create aesthetically pleasing engaging environments for children of all ages.

Learning Outcomes

• To be able to set up experiences in a way that is open ended, attractive, and stimulating.
• To be able to use your own creativity, imagination and resourcefulness, to enhance children’s play.
• To extend play experiences by engaging children in their play.

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome: 4 & 5

This session will explore the value of open ended experiences, and what a positive impact this will make when developing a program for children. It will include many visual photographs of open ended experiences.

Learning Outcomes

• To recognise the importance of open ended play opportunities for children of all ages
• To gain an understanding of how effective open play experiences affect your day to day routine

Designed for: All educators. All service types

Quality Area: 1

EYLF Outcome: 4 & 5

Join the discussion in this session about the importance of planning and implementing an anti-bias curriculum.

Learning Outcomes

• To identify the importance as an educator to promote positive attitudes towards diversity.
• To include an anti-bias approach within program planning experiences.

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome: 1, 3 & 6

First impressions on your service are often based on aesthetics. Visual, creative environments should have thoughtful use of colour, light, design and space; a reflection of cultural heritage; and uncluttered space.
Careful planning of the aesthetic environment will provoke positive messages about the carers , learning and care within this environment.
Join this session and have the following questions answered:

• When you look around your room, do you see your children and their families’ interests reflected in the environment?
• Are your resources and the children’s work thoughtfully and carefully displayed?
• Do the adults or the children dominate the environment?

Ideal for: ALL Child Care Workers

Quality Area: 3

EYLF Outcome: 4,5

STEM – science, technology, engineering and maths – are a part of everyday life for today’s children. Children’s play is filled with opportunities to hone in on their STEM skills. You might see this incidentally when they measure an ingredient for a sandpit cake or in an intentional teaching moment when they get excited as the vinegar reacts with the bi carb in the volcano.

When children are presented with the right opportunities to investigate and manipulate a wide range of resources and materials they can develop and consolidate the concepts and skills that set them up as a competent STEM learner.

Join us as we explore the value of Stem learning for children, planned and spontaneous experiences that facilitate STEM based learning as well as the educator’s role in supporting this.

Learning Outcomes

• To identify the value of STEM learning in Early Childhood setting
• To explore planned and spontaneous STEM experiences for children
• To recognise the educator role in supporting STEM learning

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome: 4 & 5

Every child has the right to feel safe, secure and supported in their Early Childhood setting. By catering for individual children’s needs and by treating each child with respect, you are setting an example of inclusion. It is important that you have a strong understanding of each child’s interest, strengths and needs, so that you can provide a responsive curriculum and identify any areas requiring extra support and attention.

This session is aimed to support the actions and attitudes that may be faced with situations of children with additional needs

Learning Outcomes

• To be able to support with individual children and their families to meet their inclusion needs
• To explore the educators role in providing an inclusive environment

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome: 1,2,3 &4

The principles and experiences of the Abecedarian approach may help you discover the four elements that produce positive, long lasting changes in children’s development.

If you haven’t heard of the Abecedarian approach, but are interested in the four elements the approach has to offer: Learning games; Conversational reading; Language priority and Enriched care giving… then this session will help you experience the relationship between the Abecedarian approach and the Early Years Learning Framework.

Learning Outcomes

• To explore the principles and experiences of the Abecedarian approach.
• To identify the four principles associated with the Abecedarian approach.
• To discover the relationship between the Abecedarian approach and the Early Years Learning Framework.

Designed for: All Qualified educators. All service types

Quality Area: 1

EYLF Outcome: 4

Every child has the right to feel safe, secure and supported in their Early Childhood setting. By catering for individual children’s needs and by treating each child with respect, you are setting an example of inclusion. It is important that you have a strong understanding of each child’s interest, strengths and needs, so that you can provide a responsive curriculum and identify any areas requiring extra support and attention.

This session is aimed to support the actions and attitudes that may be faced with situations of children with additional needs

Learning Outcomes

• To be able to support with individual children and their families to meet their inclusion needs
• To explore the educators role in providing an inclusive environment

Designed for: All educators. All service types

Quality Area: 1 & 3

EYLF Outcome: 1,2,3 &4

Learning Outcomes

• To understand the importance of play for children’s development
• To explore the educator role in supporting children’s play.

Ideal for: All Educators

Quality Area: 1

EYLF Outcome: 4,5

“It takes two to work together, but it also takes two to fight. And often, it only takes one to begin the first step towards a peaceful solution. (Scholes & Ingpen, 1989)

Ideal for: ALL Child Care Workers

Quality Area: 4 & 7

EYLF Outcome: 1,3,4

In constructing environments with children, the use of natural materials and play spaces, allows each child to participate and engage in their own unique way. This engagement enhances children's relationship with their environment and supports their growing curiosity and exploration which leads to many learning opportunities.