The workshop begins with an overview of the findings from a recent literature review that describes obstacles and enablers that influence challenging conversations between families. Participants are then introduced to a script that was developed to guide questions and offer prompts to support educators in their conversations with children’s families. We place particular focus on how to raise concerns about children's development and learning in respectful and collaborative ways.

The workshop also provides a framework with an accompanying script. Participants can use and modify the script to suit their local context by engaging in role-play scenarios, taking on the roles of educator and family member. Participants can engage in activities focused on using the results of discussion with family to generate objective and clear evidence for funding support and for referrals to intervention services where required.

We conclude with a feedback session that may prompt collegial debate and feedback about the script to inspire knowledge -sharing between educators. This may also spark discussion around the challenges experienced by educators when initiating respectful and reciprocal conversations about children in education and care. This feedback will be incorporated into the script to improve and aid its development.

Additionally, this masterclass supports participants to consider tailored arts programs that centre on whole-community approaches to wellbeing, and teacher professional learning in early childhood and primary school settings. These programs have been designed to promote the wellbeing and growth of students and teachers, strengthen student-teacher relationships, and form a bridge across areas of learning for young people. Drawing on research and practice in the field of music therapy and critical inclusive education, presenters will illustrate the potential of such approaches with case studies from early childhood and primary school settings.

Participants of this masterclass will be challenged to reflect on their own practice context by considering:

• How can tailored arts programs promote students’ readiness to learn?
• How might tailored arts programs support teachers to gather holistic assessment data foregrounding student voice?
• How can tailored arts program foster the successful transition of young people from early childhood settings to school?

Part A of the ‘School Arts Program Decision Matrix' will be used to help participants reflect on how a tailored school arts program might best work at their education setting, and be provided with information about funding options.

Rachel Parker, Senior Research Fellow at the Australian Council for Educational Research, presents contemporary research on dyscalculia. She discusses the cause, diagnosis, and playful interventions for children with dyscalculia, answering questions such as: 

• What is dyscalculia and how has neuroscience research moved the field forward?
• How do you know if your students (or if you) have dyscalculia?
• How do playful pedagogies help children with dyscalculia to thrive in maths?

Part 1: Introduction to dyscalculia

Particpants are introduced to dyscalculia, and strategies and activities that can be used to identify the difference between dyscalculia and other maths learning difficulties.

Part 2: Playful interventions and real-world learning

Participants are shown a range of playful interventions and real-world examples of people who live with dyscalculia and have achieved highly in maths.

Benefits

Participating in this workshop will help you to support all students in your class and expand your pedagogical skills as you learn effective treatments that benefit everyone.

No prior knowledge of the subject is required. You will be asked to complete a pre- and post-questionnaire designed to help inform future quality improvements.

Rachel Parker is a senior researcher at ACER currently working with the LEGO Foundation on research about playful teaching practice at school. Rachel draws on 20 years’ experience working across the Asia-Pacific region on educational development and research programs for clients including UNICEF, the World Bank, & the Australian Government.

This masterclass was developed with support from the University of Melbourne’s Maths Learning Difficulties and Dyscalculia Service and the LEGO Foundation.