A is for alphabets
This hands on practical workshop will use the diversity
of the Eden Project to make a sensory alphabet book of real experience.
E is for
Nothing approaches clay in the
ease with which it can be manipulated, nor the cross curricular learning
it affords. The science, art and imaginative range of the material will
be explored in practical ways.
E is for Eden
Led by Eden Project Education Development Officers on
site in the landscape at Eden.
G is for green
Exploring the potential of the multi sensory and cross
curricula learning afforded by gathering materials from the natural
environment and weaving them into a tapestry to create a perpetual
I is for
A reflective workshop exploring how children develop
as independent learners who are active, autonomous decision makers.
K is for knowing
In this reflective workshop there will be opportunities
to explore the kinds of knowing that matters most to children and the
ways in which educators can support their passionate enquiries into
how? when? why? where? who? and why?
When children meet big ideas in their search for
knowledge and understanding, what can educators do to support them? As
children slowly build up their working knowledge of the world, what are
the principles on which educators can draw to scaffold children’s
L is for listening
The workshop offers a chance to
reflect on the kinds of looking and listening involved in every first
hand activity and what can make this looking and listening worthwhile
for children. What educators provide for children to look at and listen
to is considered, along with the ways in which the children’s acts of
looking and listening can be highly valued.
O is for out and
An opportunity for conference
delegates to experience the Eden landscape independently while
developing strategies for children to work as explorers, engaging with
the world. Exploration kits will be loaned for this workshop.
Q is for questions
This reflective workshop explores the questions of
children. Workshop participants will
think about the different kinds of questions
educators use and the effect these have on children’s thinking
explore ways of using questions more effectively
consider ways of using children’s questions as
starting points for learning
be introduced to ways of encouraging, recording and
valuing children’s questions
consider the importance of establishing a culture
where asking questions comes naturally to children.
T is for thinking
In this reflective workshop participants will explore the different kinds of thinking that
children do and consider the ways in which adults can support and
extend children’s powers to invent, imagine, reason, think, remember,
and so much more.
V is for variety
This practical workshop will investigate the ways in
which marks, shapes and words can be translated into patterns of sound
that describe the diversity of the worlds we inhabit; the worlds of
imagination and worlds of actual being.
W is for windows
This practical workshop will explore how windows and
apertures can inspire children to want to investigate the world of