Module 2.2:Linking High Impact Teaching Strategies to play-based and inquiry learning Module 2.4:Organising and resourcing play-based and inquiry learning experiences 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 1.6 - Building community - discussion and webinar Module 2 • Module 2.1 - Introduction to Module 2 • Module 2.2 - Linking High Impact Teaching Strategies to play-based and inquiry learning • Module 2.4 - 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