Ngā Takunetanga | Events

Learning Through Play Matters
Learning Through Play Matters
Created by CORE Education
Thursday, 1 January 1970 12:00 am



01 Nov 2019


Breakfast and seminar: 7.00am - 8.30am

Workshop: 9.00am - 12.00pm


Breakfast and seminar: $55 +GST

Breakfast, seminar and workshop: $155 +GST

this seminar

Why does play matter in learning? What value does learning through play have? What is the role of the teacher? Uncover ways to enable self-directed learning which challenges students to develop new competencies and knowledge through play. 

This CORE Breakfast seminar will:

  • build your understanding of the elements of learning through play across a number of year levels
  • explore the research and value of playful learning
  • discuss ways to enable self-directed learning which challenges students to learn through play.

Who is this seminar for?

Teachers and leaders working at junior and middle school levels.

About the workshop

The workshop will:

  • support teachers and leaders to communicate why play matters with their wider community
  • explore the language of play and the vital role of teachers as coaches and mentors of learning through play
  • share examples of planning and reflecting on learning through play which demonstrate the NZC key competencies and school vision and values.

Meet the presenters

Suzi Gould HS W

Suzi Gould

Suzi Gould is a CORE Education facilitator and mentor specialising in inquiry and innovation. She is passionate about learning how to learn, not just about what to learn, placing students at the centre and co-designing playful learning. Working in this way learning is about lengthening our stride. Suzi works with teachers, leaders and Kāhui Ako to support them to move through challenges and change.


Sarah Whiting HS W

Sarah Whiting

Sarah Whiting has a passion for bringing about purposeful change for all in our  education system. She draws on her experiences in the junior school learning space to bring play with purpose back into the classroom and support teachers to plan, provide and reflect on the learning that happens as a result. Sarah weaves her expertise as a  coach and mentor to illustrate how to tweak the disposition of a teacher to include coaching through noticing and sense-making.

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