Module 1.1 What is play-based and inquiry learning?

​Getting started in this module - play-based and inquiry learning

We acknowledge all Aboriginal and Torres Strait Islander peoples as the first sovereign people of this land. As a community of educators we recognise with deep respect their continuing connections to lands, waters, knowledges and cultures. In doing so we pay our respects to their Elders past, present and emerging. 

Objectives of the module

This online module will deepen teachers' understandings of play and inquiry and how they support children's learning, wellbeing and social skills. At the completion of this module, teachers will be able to observe children's play and inquiry activities and identify the learning that is occurring and how it can be linked to curricular outcomes.

Recognising your current expertise and practices 

Many of you may already be implementing a play-based   and inquiry approach. These modules will present further knowledge to support your understandings and practices.For some this will be confirmation of your practice. For others it provides a different way of viewing teaching and learning. We trust that you will see the benefits of play-based and inquiry learning in the early years of schooling. 

" The more that I look for opportunities to incorporate play-based learning the more confident I am becoming... I find that it is such an important aspect of the students learning and I love that through play I can differentiate and cater to the needs of my students." (2021 professional learning program participant)

Play-based learning uses children's natural motivation to play as a context for learning. During play, students inquire and learn using their imagination to explore, experiment, discover, collaborate, improvise and create.  

The Victorian Early Years Learning and Development Framework (VEYLDF) (DET, 2018) highlights that the cognitive processes used by students in play, stimulate and integrate a wide range of intellectual, physical, social, emotional and creative capabilities to foster high-level learning.  

The importance of play-based and inquiry learning

Louise Paatsch, Professor in early years play, language and literacy at Deakin University, and Natalie Robertson, Doctor in early years play, teaching and learning at Deakin University talk together in the video below about the importance of play-based and inquiry learning. 

Orientation

• Professional learning program orientation materials

Module 1

• Module 1.2 - 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 2.3 - 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