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Early Years

TEACHING MONEY IN THE DIGITAL AGE

COORDINATORS, CLASSROOM TEACHERS AND SCHOOL ASSISTANTS IN KINDERGARTEN, JUNIOR PRIMARY, AND EARLY CHILDHOOD STAFF

PRESENTED BY LISA-JANE O'CONNOR, PRESIDENT OF THE PRIMARY MATHEMATICS ASSOCIATION

This workshop is intended for all school staff working with students or involved in planning or program development who would like to know how to approach the teaching of money skills in the digital age. The Australian Consumer and Financial Literacy Framework is a key aspect of the Australian Curriculum and provides all educators working with children from 4 years to junior secondary with information about the knowledge, skills and understandings that all children need to be powerful consumer and financial citizens in the digital age.

Learning outcomes for this workshop include:

  • Developing an understanding of the consumer and financial literacy framework and how it impacts on the learning children are entitled to encounter about money and budget planning
  • Raising awareness of the range of resources that exist both nationally and in this State to support educators to develop learning environments which challenge children to develop strong understandings about “how money works”
  • Challenging participants to explore how they need to “tweak” and “stretch” the learning experiences they provide for children in this area to ensure they are competent financial operators in the digital age
  • Opportunity to play and trial some of the powerful resources and learning experiences which support learner development in this area

FLIER 

Event Date 20/02/2019 4:00 pm
Event End Date 20/02/2019 6:00 pm
Register by 15/02/2019 5:00 pm
Individual Price $80.00
$80.00

MAKING SENSE OF THE SEVEN SENSES: SENSORY PROCESSING DISORDERS AND THEIR IMPACT WITHIN THE EDUCATION SETTING

CLASSROOM TEACHERS AND SCHOOL ASSISTANTS IN KINDERGARTEN, JUNIOR PRIMARY, AND PRIMARY

PRESENTED BY SARA KING, OCCUPATIONAL THERAPIST

This workshop is suitable for all staff working with kindergarten and primary students in all settings. It explores how to enrich learning experiences for all children including those who have evident sensory processing difficulties. Sensory Processing difficulties are often associated with a range of disabilities, including, but not limited to, Autism Spectrum Disorder, Developmental Delay and ADHD. It can also stand alone as an area of difficulty. A workshop on sensory processing was recently held for School Assistants, this upcoming workshop is specifically geared toward classroom teachers. It is interactive with a practical focus and will include the following:

  • What is sensory processing?
  • What do sensory processing disorders look like?
  • What does it feel like to have a sensory processing disorder?
  • How does having a SPD impact a student’s ability to engage and learn within the classroom environment?
  • How are sensory processing disorders assessed?
  • How is information about these provided to school staff?
  • Practical strategies to support students experiencing these challenges
  • Case studies

FLIER

Event Date 22/02/2019 9:00 am
Event End Date 22/02/2019 3:30 pm
Register by 18/02/2019 5:00 pm
Individual Price $150.00
$150.00

SUPPORTING LEARNING AND WELLBEING AMONGST STUDENTS FROM IMMIGRANT AND REFUGEE BACKGROUNDS

ALL STAFF IN EARLY YEARS, PRIMARY, MIDDLE, AND SECONDARY SCHOOL INCLUDING LEADERSHIP, WELLBEING COORDINATORS, COUNSELLORS, CLASSROOM TEACHERS, AND SUPPORT STAFF

PRESENTED BY DR JULIE ROBINSON, ADJUNCT STAFF, COLLEGE OF EDUCATION, PSYCHOLOGY & SOCIAL WORK, FLINDERS UNIVERSITY

This workshop is intended for all school staff working with students or involved in planning, program or policy development for students from migrant or refugee backgrounds. It is ideal for a team to attend in order to promote site-wide strategies that support outcomes for students. The workshop will:

  • Provide an orientation to the changing landscape of refugee resettlement and voluntary immigration to Australia, common past experiences among students from these backgrounds, and the implications these have for students’ engagement, learning, wellbeing and behaviour at school
  • Engage participants in an experiential learning activity to promote understanding of “the refugee journey”
  • Introduce a tool that provides a framework for strategies to support engagement, learning and wellbeing among students from immigrant and refugee backgrounds
  • Guide school staff in using the tool to conduct an audit of the extent to which their school currently addresses each of the elements in this framework
  • Facilitate discussion about the other student groups that would benefit from policies and practices that addressed elements in the framework

Learning outcomes for this workshop include increased capacity to support participation by linguistically and culturally diverse students through:

  • An increased appreciation of the ways in which the past experiences of refugee and immigrant children and their families can affect their current school participation
  • A tool that facilitates reflection on the extent to which current school policies and practices are responsive to the strengths and needs of students from refugee and immigrant backgrounds
  • A self-assessment of each school‘s accomplishments and areas for possible improvement in recognising these strengths and meeting these needs

FLIER

Event Date 06/05/2019 9:00 am
Event End Date 06/05/2019 3:30 pm
Register by 01/05/2019 5:00 pm
Individual Price $150.00
$150.00

BEING MINDFUL OF MINDFULNESS

EARLY YEARS, PRIMARY AND SECONDARY SCHOOL STAFF - including classroom teachers, special education coordinators, counsellors, wellbeing coordinators and school leaders and assistants


PRESENTED BY DR LEIGH BURROWS, SENIOR LECTURER COLLEGE OF EDUCATION, PSYCHOLOGY AND SOCIAL WORK

This experiential workshop will provide information about holistic and inclusive approaches to mindfulness that will enable you to select developmentally appropriate relational activities for all your students including those with sensitivities and vulnerabilities such as those with a trauma, mental health or disability background. It will also include a focus on the benefits of teachers’ own practice of mindfulness and how this can indirectly assist our students.

Learning outcomes for this workshop include:

  • Awareness of the need to safeguard mindfulness for vulnerable students
  • Knowledge of a range of holistic and inclusive mindfulness activities
  • Greater understanding of how different mindfulness activities can affect different people
  • Information about how to know and what to do if mindfulness activities are too intense for some students
  • Information about how to differentiate mindfulness activities for different students
  • Experience of mindful storytelling
  • Personal experience of mindfulness activities
  • Increased awareness of how our own practice of mindfulness can indirectly assist our students
  • Links to practical and accessible mindfulness research

FLIER

Event Date 17/05/2019 9:00 am
Event End Date 17/05/2019 3:30 pm
Register by 13/05/2019 5:00 pm
Individual Price $150.00
$150.00

RELATIONAL PRACTICES IN THE EARLY YEARS: ANCHORING FOR 'BEING WITH'

ALL STAFF IN EARLY LEARNING ENVIRONMENTS INCLUDING CHILD CARE, EARLY LEARNING CENTRES, KINDERGARTEN AND PRESCHOOL

PRESENTED BY DR JESSIE JOVANOVIC, SENIOR LECTURER & PROGRAM COORDINATOR (EARLY CHILDHOOD) FLINDERS UNIVERSITY

How can we apply attachment theory and ‘secure base’ thinking to our relational practices with young children and families? Bringing our work back to ‘being with’ is difficult in busy early learning environments; our minds and bodies are always ruminating on the 'next thing’. But what if we were to rethink our roles as educators, to go beyond practices like primary-caregiving or ‘key educator’ approaches to engage in true relational practices?

Learning outcomes for this workshop include:

  • Developing a deeper understanding of the principles of attachment theory and ‘secure base’ behaviour
  • Identifying what relational practices are and how to recognise them in our educational practices
  • Critically analysing the outcomes and effects of primary-caregiving and key educator approaches
  • Finding ways to improve our ‘being with’ work with young children and families that reflect the realities of our early learning environments

FLIER

Event Date 14/06/2019 9:00 am
Event End Date 14/06/2019 3:30 pm
Register by 12/06/2019 5:00 pm
Individual Price $150.00
$150.00


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