Identifying learning through play

The following video presents an excerpt of play by early year's students in a travel agency pretend play scenario. As you watch this video please identify the learning that the students are engaging in by making links to the Victorian Curriculum. 

 

Webinar 1

  • Professor Louise Paatsch, whose extensive experience and research has focused on play-based and inquiry learning, talks about the importance of play-based learning.

  • A principal, a classroom teacher and an academic share their stories, experiences and challenges in relation to integrating play in the classroom.   

 

Webinar 1 : Understanding play and play-based, inquiry learning approach

 

Progressing with the Differentiated/Play-based and inquiry learning program

You've now come to the conclusion of Module 1. 

You can access Module 2: Planning and implementing a play-based and inquiry approach, that explores the teacher's role in play-based and inquiry learning below.  
















Orientation

• Professional learning program orientation materials

Module 1

• Module1.1 - What is play-based and inquiry learning?

• Module1.2 - Differentiated through play-based and inquiry learning

• Module1.3 – Experiences and outcomes

• Module 1.4 - What does play look like?

• Module 1.5 - Play-based learning and general capabilities

Module 2

• Module 2.1 - Introduction to Module 2

• Module 2.2 - Linking High Impact Teaching Strategies to play-based and inquiry learning

• Module 2.3 - Planning and implementing play-based and inquiry learning

• Module 2.4 - Organising and resourcing play-based and inquiry learning experiences

• Module 2.5 - Upholding Victoria’s Vision for Learning

• Building community-discussion and webinar for module 2

Module 3

• Module 3: Assessing learning through play

• Module 3.2 Different types of assessment

• Module 3.3 Assessment models

• Module 3.4 Assessment of play

• Module 3.5 Assessing language and literacy

• Module 3.6 Assessing numeracy and mathematics

• Module 3.7 Assessing Personal and Social Capability

• Module 3.8 Building community – discussion and webinar

Module 4

• Module 4.1 Play- based and inquiry learning is differentiated and inclusive

• Module 4.2 Knowing students as players and learners

• Module 4.3 Differentiation as a teaching approach

• Module 4.4 Differentiation in practice-Goal setting

• Module 4.5 Supporting dispositions for learning through student agency

• Module 4.6 Building community–discussion and webinar

• Resource bank

• Webinar Resources