Designing schooling from a strong image of the child

Presenter: Dr Esme Capp

Date: Wednesday 17 November 2021

Time: 7.30pm - 8.30pm (AEDT)

Venue:

Category: Event

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REAIE Membershow details + $50.00 (AUD)  
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Program Description

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The Princes Hill Primary Community has a shared purpose to, partner with our students on their life-long journey of learning and discovery – so they may participate meaningfully and with purpose in a work they are already helping to shape.  We live this purpose through our shared values of, ‘One community’, ‘Expanding Possibilities’, ‘Strong and Capable Children’.

Princes Hill Primary Schools, ‘Principles of Learning’, guide the pedagogical and organisations elements of the school to meet this vision.

Children are active, important members of a variety of communities (e.g. family, school, ethnic cultures, multi-media, and friendship groups) their understanding of the world develops through these social and cultural interactions.

We learn through the unity of emotions and intellect.

We learn through critical engagement in complex, purposeful contexts where relevant connections are made to our world.

We learn through consciousness of thought where we re-configure pre-existing understandings and concepts.

We develop motives to learn through positioning ourselves within social situations.

We learn through active participation, using the many forms of expression.

Children and teachers co-create the learning within purposed designed spaces called a learning neighbourhood, involving a variety of forms of expression, research and connection to local and global communities.  Teachers use provocations, experiences, tools and experts, including parents who bring varying fund of knowledge and skills; to support and challenge the learning community within their diverse, authentic collective inquires.

Our children are the creators of the present and the future, and need the opportunity throughout each day to imagine, create, plan and implement their ideas about the world. The role of the teacher is to support experiences within the zone of potential development, provoking a learning motive, which has the potential to place children within their zone of proximal development, leading to development; this in turn is acted upon in authentic contexts.

In this presentation, we will explore the interrelated components of the approach and examples of authentic inquires, which lead to the further development of the child and the community, in turn informing and provoking possible futures.

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