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Reimagine how you can develop an educational program and begin to think outside the boxes. What drives the inquiry and provocations in your environments? Who is setting the agenda? The children’s use of their agency towards the learning, or the established routines? Sometimes we forget that many of the processes and procedures that we engage in every day are set by us. They are our routines, our templates, and our (sometimes limited) expectations. 

In the workshop we will look closer at the reasons for our programming, and how we can use our planning to support and expand the learning, and not simply record it. We will question how much is too much – how many educational records do you need, and do they lead to better outcomes for children? 

On completion of this session, you will be able to:

  • Explain the purpose, rationale and benefits of documentation and how this informs what we document and how
  • Describe the link between documentation, the educational program, the National Quality Standard (NQS) and the Early Years Learning Framework (EYLF/VEYLDF)
  • Use individualised approaches to developing the educational programs, appropriate to your setting, drawing on personal strengths and expertise and recognising there is no one way to plan for learning. 
  • Involve everyone in the team in the process of developing the educational program, recognising that this might look different according to their role, responsibilities and qualifications
  • Apply key elements of documentation processes such as data collection, analysis and reflection, incorporating multiple perspectives, producing and displaying documentation, and so on

This workshop will also provide a reflective space for participants to discuss, unpack, share feedback and reconsider the ways in which documentation can support educators, rather than leading to greater levels of anxiety.

The Australian Professional Teaching Standards

NSW: Completing this course – Reviewing the educational program and documentation processes will contribute 6 hours of NESA Registered PD addressing: APTS 6.2.2, 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Other States: Completing this course – Documenting Children’s Learning (6 hours) may be used as Teacher Identified Professional Development/Learning addressing: APTS 6.2.2, 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation.

  • APTS 6.2.2: Participate in learning to update knowledge and practice targeted to professional needs and school and/or system priorities
  • APTS 6.3.2: Contribute to collegial discussions and apply constructive feedback from colleagues to improve professional knowledge and practice

The National Quality Standard

This course aligns with: 

  QA 1: Educational Program and Practice