1. National Quality Standard Revised Guide
Department of Education
Early Childhood Branch
2018

2. Learning Intentions You will:
Know about key changes to the National Quality Standard
Know that the revised NQS Guide incorporates school-specific examples
Consider:
your school’s early childhood philosophy statement (K – 2)
your role as a leader in the early years (K - 2)
the integration of play-based and explicit teaching approaches
Some of you may or may not have attended NQS training previously. This professional learning takes into consideration that schools have been actively engaged in the NQS audit and reflection process since 2014/15.
Schools should by now, be familiar with the National Quality Standard, and the process/es required for teams to reflect on and make determinations against each element, leading to decisions about whether the school is ‘meeting’ or ‘working towards’ each standard, and in turn against each quality area. This is recorded in the school audit by the principal or deputy principal and uploaded to the NQSS.
This workshop looks at the changes that have been made on a national scale to the NQS, and the emphasis on a school-specific focus through the examples of practice presented in the Guide. Rather than examining each element, as we did with the original training, our aim is to look at how the NQS informs and is incorporated into whole of school planning; as well as setting NQS goals once you return to your schools.

3. National Quality Standard
The journey towards the development of the National Quality Standard.
Background information:
2008
The Melbourne Declaration acknowledged major changes in the world that placed new demands on Australian education. Improving educational outcomes for all young Australians is central to the nation’s social and economic prosperity and will position young people to live fulfilling, productive and responsible lives.
Goal 1: Australian schooling promotes equity and excellence
Goal 2: All young Australians become: – successful learners – confident and creative individuals – active and informed citizens
2008 Development of EYLF – first national framework for the education and care sector for children from birth to 5 years
National Quality Standard developed and implemented in care sector across Australia
Dilemma for WA re: preschool in schools – leading to decision to require all schools to implement the NQS K-2
Implementation of NQS in schools in WA began in 2015 following Statewide training 2014 – 2015
Today’s training focuses on some of the changes and how to use the NQS to support whole school direction and planning,
And as a consequence, ensure quality assurance in the early years that is based on contemporary research.
Improving education and care experiences and outcomes for children

4. Quality matters… but we are not on our own
Parents’ education and social class important predictors of intellectual and social development
The quality of the home learning environment (activities with children e.g. songs, nursery rhymes etc.)is more influential
Access to pre-school is not enough – the higher the quality of the program the greater the positive impact
Key messages:
We don’t have any influence over parents’ education/ social class and home learning environment.
Overall, however, it doesn’t matter what your background is (who you are or where you come from) it’s what you do that matters.
We do have influence (or control) over the quality of the pre-school. High quality service/ program is directly related to better intellectual and social /behavioural development in children and these continue to approximately 7 years of age.
NQS emphasises the importance of collaborative partnerships with families throughout the document.
Source: The Effective Provision of Pre-school Education (EPPE) Project

5. Research – The importance of ‘belonging’
Children have a fundamental need to belong, when this is interrupted, healthy functioning decreases. (Alfred Adler)
Key messages:
Humans are social beings - The need to “belong” (and connect) lasts throughout one’s lifetime.
Research: Telethon Kids Institute 2016

6. Best predictors of long-term wellbeing
Sense of personal achievement and autonomy
“I have people around me who can help”
Social competence
“I am a person who people can like”
Resilience
“I can find ways to solve problems that I face”
Key messages:
“I have people around me who can help” - opportunities for safe risk taking
“I am a person people can like (or love)” – friendship groups
“I can find ways to solve the problems that I face”
Think about your personal child do your hopes resonate with emphasis on the social emotional domain?
Research: Telethon Kids Institute 2016

7. EYLF: Belonging, Being, Becoming – THE BIG IDEAS
What do these words mean to you?
What do these words mean to children?
Key messages:
BELONGING: is the basis for living a fulfilling life. Children feel they belong because of the relationships they have with their family, community, culture and place.
BEING: is about living here and now. Childhood is a special time in life and children need time just to “BE” time to play, try new things and have fun.
BECOMING: is about the development and learning that young children experience. Children start to form their sense of identity from an early age, which shapes the type of person they will become.
If every child can experience a genuine sense of belonging; if they can have time and space to be themselves; and if they are supported in who they are becoming, then we are providing high quality education and care.

8. Secure, respectful and reciprocal relationships
Principles and Practices – Early Years Learning Framework and School Curriculum and Standards Authority
EYLF Principles
SCSA Teaching and Learning Principles
Secure, respectful and reciprocal relationships
Partnerships
High expectations and equity
Respect for diversity
Ongoing learning and reflective practices
Opportunity to learn
Connection and challenge
Action and reflection
Motivation and purpose
Inclusivity and difference
Independence and collaboration
Supportive environment
… plus Assessment principles
EYLF: Early Years Learning Framework
SCSA: School Curriculum and Standards Authority
Background information
SCSA’s Principles of Teaching (and) Learning (and Assessment) focus on the provision of a school and class environment that is intellectually, socially and physically supportive of learning. The principles assist whole-school planning and individual classroom practice. It is essential, therefore, to ensure that there is a shared understanding of them within particular school communities and a collaborative effort to implement these principles in ways appropriate to individual schools.
Opportunities: Learning experiences should enable students to observe and practise the actual processes, products, skills and values that are expected of them. Students are more likely to understand and make sense of ideas if the information and experiences they engage with are inherently meaningful.
Connection: Learning experiences should connect with students' existing knowledge, skills and values while extending and challenging their current ways of thinking and acting.
Action: Learning is likely to be enhanced when students engage actively with the task at hand.  This means that learning experiences should be meaningful and involve students in both doing and reflecting. Schools should provide an environment in which knowledge, skills and values are seen as an integrated whole, and their development as a lifelong endeavour.
Motivation: Students should be provided with purposeful and relevant activities that stimulate thought, inquiry and enjoyment.
Inclusivity: Students have a variety of past experiences shaped by their language, culture, health, location, values, abilities and disabilities, and previous education. Thus, teaching must be highly adaptive, acknowledging, respecting and accommodating the diverse background experiences students bring to the classroom.
Independence: Teachers should plan learning experiences that enable students, whether working individually or in groups, to become increasingly autonomous. Students should be assisted to reflect on their own learning, thinking about how they learn and the conditions that help them to learn. Classroom processes should give students some flexibility in choosing ways of working and encourage them to take responsibility for their own learning.
Environment: The school and classroom setting should be safe and conducive to effective learning. They should support the development of a confident approach to learning and a desire to achieve well. Students should feel challenged and able to take sensible risks in their learning in the knowledge that the errors that may result will be regarded as a necessary, acceptable and often a helpful part of learning. There should be a cooperative atmosphere, free from harassment such as teasing, sarcasm or remarks that stereotype or denigrate students or their efforts. Difference and diversity should be respected and sensitivity shown to matters of gender, cultural difference, social class, ability and disability, family circumstance and individual difference.

9. EYLF Practices Holistic approaches Responsiveness to children
Learning through play
Intentional teaching
Learning environments
Cultural competence
Continuity of learning and transitions
Assessment for learning
EYLF Practices

10. Revised National Quality Standard
What hasn’t changed:
Conceptually the same
Sets a high quality benchmark for continuous improvement
7 Quality Areas
What has changed:
Removed duplication across elements/standards
Reduced number of standards (18 to 15)
Reduced number of elements (58 to 40)
Quality Area 7 title change to Governance and leadership
Colours for each Quality Area
Summary table includes ‘concept’
These changes apply across all Early Childhood Education and Care services across Australia
“Concept” is an ‘organiser’ and is essentially the ‘big idea’ for the element

11. The revised NQS Guide for WA Public Schools
What hasn’t changed:
Based on the national NQS guide for education and care services
Same format: observe – discuss – sight
Same process: K-2 teams reflect – principal audit – findings on NQSS by the end of Term 3
Determinations used to inform school plans
Regulations and policies determined by Department of Education (WA)
What has changed
Increased emphasis on school context
Removed ‘service’ and substituted with ‘school’
Cross-referencing to Department policies is now explicit
Apply to WA public schools only (plus we have given it to non-government schools to use)
NQSS: National Quality Standard System

12. An extra standard The number of standards has increased from 2 to 3.
Previously concepts relating to assessment and planning were referenced across multiple areas. Now grouped together in new standard 1.3.

13. QUALITY AREA 2 Children’s health and safety
Condensed from 3 standards to 2
QA2
Children’s health and safety
Standard 2.1
Health
Each child’s health and physical activity is supported and promoted.
2.1.1
Wellbeing and comfort
Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for rest and relaxation.
2.1.2
Health practices and procedures
Effective illness and injury management and hygiene practices are promoted and implemented.
2.1.3
Healthy lifestyle
Healthy eating and physical activity are promoted and appropriate for each child.
Standard 2.2
Safety
Each child is protected.
2.2.1
Supervision
At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
2.2.2
Incident and emergency management
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
2.2.3
Child protection
School administrators, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.
New name for the ‘Health’ standard
10 elements reduced to 6
Reduced from 3 standards and 10 elements to 2 standards and 6 elements
New ‘health’ standard includes healthy lifestyle and wellbeing
New ‘safety’ standard incorporates protection and supervision 13

14. QUALITY AREA 3 Physical environment
QA3
Physical environment
Standard 3.1
Design
The design of the facilities is appropriate for the operation of a school.
3.1.1
Fit for purpose
Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
3.1.2
Upkeep
Premises, furniture and equipment are safe, clean and well maintained.
Standard 3.2
Use
The school environment is inclusive, promotes competence and supports exploration and play- based learning.
3.2.1
Inclusive environment
Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
3.2.2
Resources support play- based learning
Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
3.2.3
Environmentally responsible
The school cares for the environment and supports children to become environmentally responsible.
Reduced number of standards
(3 → 2) and elements
(7 → 5)
Reduction 3 standards to 2 and 7 elements to 5
Focus is on design and use of the environment with increased environmental responsibility on children’s experiences (Element 3.2.3) 14

15. QUALITY AREA 4 Staffing arrangements
No changes to number of standards and elements
QA4
Staffing arrangements
Standard 4.1
Staffing arrangements enhance children's learning and development.
4.1.1
Organisation of educators
The organisation of educators across the school supports children's learning and development.
4.1.2
Continuity of staff
Every effort is made for children to experience continuity of educators at the school.
Standard 4.2
Professionalism
School administrators, educators and staff are collaborative, respectful and ethical.
4.2.1
Professional collaboration
School administrators, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.
4.2.2
Professional standards
Professional standards guide practice, interactions and relationships.
Staffing arrangements and staffing continuity now grouped together here
No changes to the number of standards or elements
Staffing arrangements and staffing continuity (previously in QA7) now grouped together here
Ratios and qualifications are in the National Law. While the Law does not apply to WA schools, these requirements apply in accordance with the Minister’s directive. 15

16. QUALITY AREA 5 Relationships with children
QA5
Relationships with children
Standard 5.1
Relationships between educators and children
Respectful and equitable relationships are maintained with each child.
5.1.1
Positive educator to child interactions
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
5.1.2
Dignity and rights of the child
The dignity and rights of every child are maintained.
Standard 5.2
Relationships between children
Each child is supported to build and maintain sensitive and responsive relationships.
5.2.1
Collaborative learning
Children are supported to collaborate, learn from and help each other.
5.2.2
Self-regulation
Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Similar elements combined – so reduced from 6 to 4
Number of elements reduced from 6 to 4.
Similar elements have been combined to remove overlap
Strong, authentic and respectful relationships with children are the foundations of deliberate, purposeful and thoughtful teaching and learning.
Review of Educational Practice in Kindergarten, pre-primary and Year 1 Provision in Western Australia (2010)
Collette Tayler - Research project commissioned by Dept. of Education to introduce systemic strategies for improving educational outcomes for children.
Children who experienced high levels of instructional interactions that were sensitive and responsive to them and encouraged communication and reasoning constructed an atmosphere of respect, encouragement and enthusiasm for learning. {The National Centre for Early Development and Learning (NCEDL) & the Statewide Early Education Programs Study (SWEEP)}
Supportive relationships with educators enable children to grow in confidence, including the ability to express themselves, work through differences, engage in new experiences and take calculated risks. 16

17. QUALITY AREA 6 Collaborative partnerships with families and communities
Standards reduced from 3 to 2
QA6
Collaborative partnerships with families and communities
Standard 6.1
Supportive relationships with families
Respectful relationships with families are developed and maintained and families are supported in their parenting role.
6.1.1
Engagement with the school
Families are supported from enrolment to be involved in the school and contribute to school decisions.
6.1.2
Parent views are respected
The expertise, culture, values and beliefs of families are respected and families share in decision- making about their child’s learning and wellbeing.
6.1.3
Families are supported
Current information is available to families about the school and relevant community services and resources to support parenting and family wellbeing.
Standard 6.2
Collaborative partnerships
Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
6.2.1
Transitions
Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
6.2.2
Access and participation
Effective partnerships support children's access, inclusion and participation in the program.
6.2.3
Community engagement
The school builds relationships and engages with its community.
Similar elements combined
Standards reduced from 3 to 2
Elements reduced from 9 to 6
Similar elements combined
Elements reduced from 9 to 6 17

18. QUALITY AREA 7 Governance and leadership
Quality Area renamed
QA7
Governance and leadership
Standard 7.1
Governance
Governance supports the operation of a quality school.
7.1.1
School philosophy and purpose
A statement of philosophy guides all aspects of the school’s operations.
7.1.2
Management systems
Systems are in place to manage risk and enable the effective management and operation of a quality school.
7.1.3
Roles and responsibilities
Roles and responsibilities are clearly defined, and understood, and support effective decision making and operation of the school.
Standard 7.2
Leadership
Effective leadership builds and promotes a positive organisational culture and professional learning community.
7.2.1
Continuous improvement
There is an effective self-assessment and quality improvement process in place.
7.2.2
Educational leadership
The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
7.2.3
Development of professionals
Educators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.
Standards reduced from 3 to 2
Elements reduced from 13 to 6
Duplications removed and similar elements combined
Quality Area renamed from Service Management and Leadership to Governance and Leadership
Standards reduced from 3 to 2
Elements from 13 to 6 – (six duplicates relating to national regulations removed) these replaced with a broader element.
Most of the content of QA 7 is covered through compliance with existing legislation, policy and school review requirements but there will be some elements that are new or add to current practices and processes.
Research demonstrates a strong link between leadership and improved learning outcomes for children.
Effective leaders are clear about the school’s core values, vision and unique context and have the skills to effectively communicate shared goals and Department expectations for high performance and high care.
Effective leaders ensure all children access and participate in quality learning, and demonstrate ongoing commitment to inclusion, equity and respect for diversity in all aspects of the school.
There is alignment between the NQS and the AITSL Professional Standards for Principals and Teachers.
Use of the NQS will inform performance management of staff.

19. QA7 Governance and leadership
Effective leadership = successful schools
Effective leaders build a positive, professional organisational culture
A shared, evidence-based philosophy underpins decisions about best practice in the early years
School leaders:
How do you create a culture of continuous learning amongst K-2 staff?
In what ways do you encourage staff to constantly be looking for ways to improve their practice to benefit ALL children?
Key messages:
The most successful schools have effective leaders
A leadership model where people are able to work and build on their strengths and have opportunities to be leaders provides the best outcomes
The evidence increasingly points towards a positive relationship between distributed leadership, organisational improvement and student achievement (Hallinger & Heck, 2009; Leithwood & Mascall, 2008).
Administrators and K-2 educators should be advocates for children and age-appropriate pedagogies:
Everyone has an obligation to keep up-to-date with what this entails (e.g. evidence-based practice/ current research/ understanding about how children learn/ knowledge of children’s development and wellbeing)
Some traditional practices may need to be ‘unlearned’
TASK:
Spend a few minutes discussing the two questions (speech bubble)

20. Standard 7.1 Governance supports the operation of a quality school
Element School philosophy and purpose (p.73)
In school groups:
Summarise your school’s early childhood (K – 2) philosophy (whether it is already stated or not)
What factors are important for your context? (6 – 8 points)
Why?
What do they look like?
Share with another group/school
Whole group discussion and sharing of ideas
Effective governance requires an articulation of core values (philosophy or similar), efficient management systems and clearly delineated roles and responsibilities to support the effective operation of a quality school
What were the important factors in your school context? (e.g. children, families, teaching and learning, environment, safety, relationships etc.)
Draw correlations between the factors schools have included and make relevant links to each of the 7 quality areas.
How is your philosophy for the early years (K-2) articulated and enacted in your school?
What ‘everyday practices’ support this?
Are the practices consistent with your philosophy?
What could be improved?

21. Quality Areas 7 and 4
In school groups, discuss the questions to guide reflection on practice for:
Standard 7.1 (p. 72)
Standard 7.2 (p. 78)
Standard 4.1 (p. 48)
Standard 4.2 (p. 51)
Key messages:
Quality Area 7 and 4 sit hand in hand with each other.
It is not about us and them it is about a synergy that we create together. It is about being solution focussed. It is about working together to problem solve to provide the best pedagogy and practice for the children in your school. It is about mutual respect and professionalism it is symbiotic.
Make links to QA4 and the interrelationship with QA7.
Leadership is fundamentally about influence. When we confine this to ‘positions of authority’ we are ignoring the leadership talent and capability of many others. This is particularly true of the early years where specific training, knowledge and expertise often goes unrecognised and/or is not acknowledged.
Distributed leadership is about the practice of leadership, rather than specific leadership roles or responsibilities. This equates with shared, collective and extended leadership practice that builds capacity for change and improvement.
Distributed leadership mobilises leadership expertise at all levels in the school. The emphasis is on interdependent interaction and practice rather than independent actions associated with those formal leadership roles or responsibilities.
It is leadership by expertise, rather than leadership by role or years of experience.
Genuine distributed leadership requires high levels of trust, transparency and mutual respect.
The implication for those in formal leadership roles is that they should create opportunities for others to lead.
QA4
Focuses on the professionalism of educators. A collaborative and ethical culture where professional standards guide all aspects of practice.
Professional and collaborative relationships between educators, other staff and administrators support continuous improvement.
Considered deployment of staff ‘best fit for purpose’
Professional standards set high benchmarks and guide practice and interactions.
“What makes our school a positive place to work?”
What opportunities do we provide for professional conversations to further develop skills and understandings – and remain up-to-date with current views on best practice.

22. QA1 Educational program and practice Director-General’s Statement on the Early Years of Schooling
Summarise both excerpts (3-4 points each)
Our expectations of students in the early years
Guidance about pedagogies
Find links/ supporting evidence to these in Quality Area 1 (record element/ page number etc.)
What are the common messages?
Each table has laminated excerpts (Expectations & Pedagogies) taken from DG’s Statement on the Early Years of Schooling.
Summarise each into 3-4 dot points (main ideas/ take away messages)
Find links/ similar information in NQS Guide (record element/ page number)
What are the similarities? What are the contradictions?
Key Messages:
The NQS does not exist in isolation from other Departmental documents and guidelines. Consistent messages feature in all publications and these should always form the basis for decision-making in schools.

23. Kindergarten - Year 1 Review (2010) Dimensions of Pedagogy
Emotional
Engagement, connection and challenge
Opportunity to learn
Action and reflection
Organisational
Transitions and continuity
Reflective practice and professional learning
Supportive environments
Instructional
Equity, diversity and inclusivity
Sensitive engagement and respectful relationships
Differentiated curriculum
 Key messages:
Based on the KP1 Review in WA led by Collette Tayler in Findings show that early years teachers were good at the ‘emotional’ and ‘organisational’ dimensions but lacked consistency and effectiveness in the “instructional” dimension.
What will you see?
All dimensions- instructional, emotional and organisational should be evident.
Educators with a deep knowledge of the concepts to be learnt and have clarity of purpose for activities
Educators who are responsive and sensitive to students’ needs
Intentional teaching- educators building upon what children can already do and setting the bar a little higher
Educators interacting with the children, extending their thinking
Balance between child-initiated learning experiences and adult directed learning experiences with explicit teaching
Evidence of formative assessment
Environments are engaging, purposeful and support shared sustained thinking. The key recommendations about pedagogy reflect upon all 3 dimensions of pedagogy. They are interdependent and complementary. All three dimensions are required for effective pedagogy. Each dimension is clearly represented in the EYLF and articulated within the Curriculum Framework.
An elaboration of each of the dimension draws on the early childhood pedagogy from the EYLF and the learning, teaching and assessment principles outlined in the Curriculum Framework. All of which are grounded in proven, effective teaching practices.
Emotional dimension includes - Positive and Negative Climate; Teacher Sensitivity
Regard for Child Perspectives; quality relationships; cultural competence
Instructional dimension includes: how new concepts are introduced and developed; the quality of feedback from adults in the classroom; Language Modelling and the literacy and mathematics focus
Organisational dimension includes: the Behaviour Management organisation; Productivity and Instructional
Learning Formats. 1 23

24. Teaching and learning productive zone
Balancing the learning environment
Laissez-faire
Loosely structured classroom
Classroom rich in child-initiated play
Playful classroom with focused learning
Didactic
Highly structured classroom
Exploring a purposeful, engaging learning environment through play with the active presence of educators
Rich experiential teacher directed learning
Scaffolded, holistic learning
Ample free play without adult support
Teacher led instruction with little or no exploration or play
Timing 5 mins
Resource:
Key messages
If all children are to succeed, teachers need to create an effective balance between learning that is child initiated and learning that is guided by adults (Hyson, 2000).
We acknowledge that children learn through child-guided and adult-guided experiences and that teachers are most effective when they choose among and apply any of a range of teaching approaches without going to the extreme of either type of experience.
These divisions are imprecise – but they are useful when teachers are considering when and how to support children’s own discovery and construction of knowledge; and when and how to convey content in teacher-guided activities and instruction.
An effective early childhood program combines both approaches – as the terms do not refer to extremes.
Adults play intentional roles in child-guided experiences
Children have significant, active roles in adult-guided experiences
Each type of experience takes advantage of planned as well as spontaneous, unexpected learning opportunities.
Teachers always play a vital educational role by creating supportive environments and using instructional strategies to help advance children’s thinking to the next level.
Intentional teachers choose what works best for any given subject, situation or child.
Miller & Almon (2009) Walker (2011)

25. Integrated teaching and learning approaches
Victorian Early Years Learning and Development Framework, p. 15
Key messages
Effective teaching is a combination (integration) of these approaches
Integrated teaching and learning approaches combine guided play and learning, adult-led learning, and child-directed play and learning.
Integrated teaching and learning involves the adult intentionally engaging with the child.
In the most effective learning environments, all three things happen together.
The Department’s increased focus on STEM provides opportunities for teachers to integrate children’s learning in more purposeful, meaningful and intentional ways.
Adult-led learning: Adults introduce an experience/ idea/ concept/ topic for exploration and direct learning by taking charge, giving instructions, setting rules and parameters, asking questions and providing structure. Children have some control and input when adults lead the learning.
Child-directed play and learning: Children lead their learning through exploring, experimenting, investigating, being creative in ways they can initiate and control. The adult can use that information to plan for further learning.
Guided play and learning: Adults are involved in children’s play and learning, following children’s interests and responding to spontaneous learning opportunities as they arise.
Intentional teaching refers to professionals making decisions that are thoughtful, deliberate and purposeful as they broaden and deepen children’s knowledge, skills and experience to take them beyond what they already know, can do and understand.
In integrated teaching and learning approaches, teachers make many decisions about their contribution to and roles in children’s learning.
Through their involvement in guided play and learning, and adult-led learning, professionals make decisions about:
What concepts to introduce to children
What is important for them to know and understand
How to go about building on children’s existing knowledge
When teachers are intentional, they have well-thought-out learning and development outcomes in mind and are able to explain what they are doing and why.
All three approaches happen in unison
in the most effective learning environments

26. How does this differ across K-2?
In your school groups discuss how you ensure/ or how you can now ensure there is an effective combination of play-based approaches and explicit teaching in K-2 classrooms
How does this differ across K-2?
STOP
STAY
START
play-based approach
explicit teaching
Discuss what you will stop doing? What will stay because it is working well and fits well with the guide. What are you going to start doing? Remember if you start something you should stop something other wise you continue to grow your work. Work smarter not harder.

27. Today’s take-away What stuck with you today?
How will you use this back at your school – What’s your plan?
What will you do in 3 days?
What will you do in 3 weeks?
What will you do in 3 months?
How will you be accountable?