2-001 course

Assessing and Planning for Learning

This three part programme will support you to recognise children’s learning at a deep and complex level. This course will strengthen your ability to recognise and effectively respond to individual children’s learning in line with the 20 learning outcomes of Te Whāriki.

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$225 per person *Included in Educator Club

This three part programme will support you to recognise children’s learning at a deep and complex level.

Through the three modules you will strengthen your ability to recognise and effectively respond to individual children’s learning in line with the 20 learning outcomes of Te Whāriki.

The content is situated firmly in the context of Te Whāriki, in particular picking up on the notion of children’s learning trajectories as a mechanism for recognising and responding to children’s learning.

The three modules are designed to progressively build on your ability to intelligently observe and analyse what children are doing to identify the learning taking place.

The Notice, Recognise, Respond model is used throughout the course.

With a focus on intentionally connecting teacher actions and interactions with assessment information to improve outcomes for learners. There will also be a focus of keeping the process and documentation manageable, child centred and mana enhancing.

About the presenter

Bridgit Williams

MProfStud(Ed); BA (Ed); DipTchgECE; PGDip Montessori

Bridgit has been a professional learning facilitator and mentor since 2008, previously with EC Professional Support at the University of Auckland. She believes effective leadership and ongoing professional learning are key to improving quality in early childhood education.

Bridgit completed her Masters degree in early 2015, looking specifically at the induction and mentoring of ECE teachers. Her professional interests include effective leadership and communication, inclusive teaching practice, intentional teaching and implementing authentic curriculum.

Very helpful course, it made understanding inquiry for PGC so much clearer and knowing what is needed as evidence, the documentation and how to finish it.

— Avril

Was a lot of in depth breakdown, making it clear of as teachers what we can do for inquiry becoming or capturing it in our everyday practice and having it more authentic.

— Donna

I gained a better knowledge of how to deepen my thinking of my injury goal for my PGC and for my team, how to guide them through theirs too. How has my practice helped guide children and my colleagues.

— Lisa

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Assessing and Planning for Learning