Breakaway Sessions Final Programme

No Speaker Topic Age Group
BREAKAWAY SESSION 1 – MONDAY MORNING
1 Aarnout Brombacher What does it mean to do mathematics and how does this impact on how we teach it?
Beliefs shape practice. What you understand mathematics to be influences how you teach mathematics and how you teach mathematics in turn impacts on the learning opportunities you create for the students in your class. In this session we will explore the impact of different learning experiences on children‘s performance. In particular we will explore how to create learning environments that contribute to children experiencing mathematics as a meaningful, sense-making, problem solving activity. The session includes the examination of children’s work and what we can learn from their responses.
All
2 Adeyemi Oladira What does it mean to do mathematics and how does this impact on how we teach it?
Beliefs shape practice. What you understand mathematics to be influences how you teach mathematics and how you teach mathematics in turn impacts on the learning opportunities you create for the students in your class. In this session we will explore the impact of different learning experiences on children‘s performance. In particular we will explore how to create learning environments that contribute to children experiencing mathematics as a meaningful, sense-making, problem solving activity. The session includes the examination of children’s work and what we can learn from their responses.
Lighting up the class through music – for teachers teaching from age 2 – 4
In tandem with the theme of the conference, we will be exploring musical ways of achieving knowledge goals in the classroom situation. ‘Lighting up’ will be treated in two conceptual ways. The first one will be how we use musical parameters to illuminate concepts in knowledge areas and aim for the ‘eureka’ moments in the teaching learning process. Secondly, we will also explore musical options in lighting up dark and tensed situations in the classroom under which learning is stressful.
These sessions are practically oriented and will use the Orff Schulwerk approach of combining speech, singing, movement and playing either on instruments or body percussion
 Age 2 -4
3 Annemarie Lombard Sensory Play
Unpacking the influences of technology, busy lifestyles, socio–‐economic pressures, stress & demands; the state of health and increasing prevalence of diagnosis in children today; Brain development – a sensory journey of seeing, hearing, touching, smelling, tasting and
moving; sensory foundations for learning; balance and basics; and self‐regulation tips and
tools
5 Carol Bailie An Introduction to the Five Love Languages of children
This talk is based on the book by Gary Chapman and D. Ross Campbell, and will introduce the basics of the love languages in the context of classroom teaching. Carol has 28 years of experience applying Love Languages in various educational settings, and uses practical examples to bring the subject alive.
6 Casha Meintjes Shedding the light on vision and learning

  • Can there be a vision problem with 20/20 eyesight?
  • Understanding the visual requirements of the classroom
  • Good eyesight
  • Good vision skills
  • Visual information integration
  • Interventions to ensure that the visual building blocks of children are in place.
Grade R – 3
7 Dereck Jackson Discipline without anger or tears
Derek will discuss what rules should be laid down and what to do if they are broken
8 Donna Marruchi Putting the “PRE” back into Pre-School
As Early Childhood Educators, especially in pre-schools, we find ourselves trying to meet certain expectations from Grade 1 teachers as well as making sure our children are meeting the required outcomes in our curriculum. This is forcing many teachers to forget about how important play, exploring and discovery are for the 21st century child, instead we “teach-to-the-test”. This is a phenomenon around the world – how can we get back to teaching “pre” skills in the pre-school?
9 Gavin Keller Pink Brain, Blue Brain
Boys and girls are totally equal, but not the same. Teachers and parents need to know how to bring the best out of their child with their GENDER in mind. This is based on research and his experience, after eight years, of dividing his Gr 1 and 2 classes by GENDER to embed mastery of the basic skills.
11 Jenny Taylor Developing Reading and Spelling skills concurrently and across all curriculum areas – Phonetic instruction
12 Joyanne West Shake, Rattle, Roll and Read, which looks at the critical importance of physical activity, fantasy, drama and music in pre-reading and numeracy skills.
14 Dr Kathie Nunley Layered Curriculum: The solution for teachers with more than one student in the room
Today’s schools and classrooms can be overwhelming in their diversity. The secret to success is establishing and maintaining more student-centred programmes of learning while integrating a blend of technology and face-to-face instruction.
There will be humorous overview of how the brain learns and why it absolutely needs differentiation. You’ll discover the four key neuroscience issues that are making educators re-think how to deliver instruction. Find simple and exciting ways to make classrooms more brain-compatible and fun for both the student and the teacher.
The Layered Curriculum allows teachers to juggle learning styles, multiple intelligences, cultures, and mixed-abilities in one room without sacrificing standards. It leads all students to higher levels of thinking, holds students accountable for learning and encourages success for even the most reluctant learners.
17 Louise Stofberg Bilateral Coordination/Integration

  • What is the big deal about co-ordinated rhythmical and sequenced movements?
  • How Bilateral Coordination affects reading & writing.
  • Building Blocks necessary to develop effective Bilateral Coordination.
  • East to implement exercises to facilitate Bilateral Coordination.
Grade R – 3
20 Dr Melodie de Jager When does Schoolreadiness start?
Schoolreadiness starts at the moment of conception, followed by a smooth birth and Baby reaching each milestone in sequence, within the suggested time frame. A baby’s early development is orderly and structured and driven by a set of primitive reflexes to form the basis for all later learning. If these reflexes do not complete their pathways, a ‘crack’ appears, which delays development. If it goes unchecked, a parent might just see it as: ‘Oh, it is Sam. He does things his own way’. But in Grade 1 Sam can’t do things his own way… recognising early developmental cracks is important, removing these cracks playfully, is more important in readiness for school.
This session includes tools to enhance schoolreadines – PLAYFULLY.
21 Michelle Bennetts I wear many hats
As educators stretch themselves to fulfil all the needs of their students, their parents, their teams and their schools, often they get overwhelmed and disconnected from their passion and their unique offering. Uncover and celebrate your uniqueness and get reconnected to your passion to teach
BREAKAWAY SESSION 2 – MONDAY AFTERNOON
28 Aarnout Brombacher Developing spatial reasoning
Research has indicated that children’s confidence with spatial reasoning is predictive, both of mathematical performance overall, and of future achievement in mathematics in general. Spatial reasoning deals with understanding relationships between different positions in space, at first with respect to your own position and your movement through it, and eventually from a more abstract perspective that includes maps and coordinates etc. In this session we will develop a better understanding of spatial reasoning and explore effective teaching strategies.
29 Adeyemi Oladiran Lighting up the class through music – for teachers teaching from age 5-6
We will be exploring musical ways of achieving knowledge goals in the classroom situation. ‘Lighting up’ will be treated in two conceptual ways; The first one will be how we use musical parameters to illuminate concepts in knowledge areas and aim for the ‘eureka’ moments in the teaching learning process. Secondly, we will also explore musical options in lighting up dark and tensed situations in the classroom under which learning is stressful.
These sessions are practically oriented and will use the Orff Schulwerk approach of combining speech, singing, movement and playing either on instruments or body percussion.
5 – 6 years
31 Carol Bailie An Introduction to the Five Love Languages of children.
This talk is based on the book by Gary Chapman and D. Ross Campbell, and will introduce the basics of the love languages in the context of classroom teaching. Carol has 28 years of experience applying Love Languages in various educational settings, and uses practical examples to bring the subject alive.
32 Cathy Fry 21st Century Teaching and Learning for ECDThe term “1st-century teaching and learning”refers to core competencies such as:
communication and collaboration
digital literacy
critical thinking and problem-solving
creativity and imagination
citizenship
leadership and personal development
The changes that are taking place in the world as a direct result of technology, globalisation and expectations in the workplace mean that teachers need to teach children differently. This presentation will be an introduction to a series of workshops, developed by Cathy Fry, that use picture books to develop reasoning, questioning, critical and creative thinking as well as collaboration and communication skills in young children.
33 Dereck Jackson Managers are from Mars, Leaders are from Venus
The difference and need for both managing and inspiring in the school environment
34 Donna Marruchi Putting the “PRE” back into Pre-School
As Early Childhood Educators, especially in pre-schools, we find ourselves trying to meet certain expectations from Grade 1 teachers as well as making sure our children are meeting the required outcomes in our curriculum. This is forcing many teachers to forget about how important play, exploring and discovery are for the 21st century child, instead we “teach-to-the-test”. This is a phenomenon around the world – how can we get back to teaching “pre” skills in the pre-school?
35 Gavin Keller Growth Mindset
Creating a GROWTH MINDSET school requires GRIT – Passion and Perseverance. Gavin will take you on a journey to reimagine a learning space where failure, process and effort are celebrated instead of only intelligence and abilities.
36 Gaye Dorkin Do it with Rhythm and Drums
A practical, interactive session using RHTHYM STICKS and DRUMS as tools for learning. Play rhythm games, learn songs and activities that will develop early reading, writing and math’s skills; excellent for children who have learning challenges and generally improves co-ordination, listening skills, concentration and more.
40 Joyanne West The Balancing Act
Life is all about balance. Trying to keep too many balls afloat causes enormous stress, anxiety and illness. This workshop offers teachers a chance to reflect, re-assess and re-think. Finding balance in the midst of our busy lives is essential.
42 Kathie Nunley Layered Curriculum: The solution for teachers with more than one student in the room
Today’s schools and classrooms can be overwhelming in their diversity. The secret to success is establishing and maintaining more student-centred programmes of learning while integrating a blend of technology and face-to-face instruction.
There will be humorous overview of how the brain learns and why it absolutely needs differentiation. You’ll discover the four key neuroscience issues that are making educators re-think how to deliver instruction. Find simple and exciting ways to make classrooms more brain-compatible and fun for both the student and the teacher.
The Layered Curriculum allows teachers to juggle learning styles, multiple intelligences, cultures, and mixed-abilities in one room without sacrificing standards. It leads all students to higher levels of thinking, holds students accountable for learning and encourages success for even the most reluctant learners.
44 Lita du Plessis The Power of Play
Play is the language of children, the portal to developing social, emotional, sensory and motor skills needed for growing children into well-adapted, able and successful adults. The power and the true meaning of play often get shoved aside, much to the cost of our children and generation of today. Join me in discovering the power of play, the magnificent influence of playfulness and the sheer joy of having fun.
45 Louise Stofberg Fine Motor Skills

  • Development of fine motor skills and pencil grasp.
  • Fine motor skills that should be in place when entering formal schooling.
  • Practical, fun and easy to implement activities to enhance fine motor skills.
47 Melodie de Jager An introduction to Mind Moves
Mind Moves is not just a set of movements that mimic the brain developmental moves a baby instinctively makes, it is a fresh approach to learning that turns dry-as-dust teaching into multi-sensory learning EXPERIENCES. No equipment is needed.
Come and experience Mind Moves and how it helps children to warm up to learning and overcome barriers to learning so they can learn and live with ease!
48 Michelle Bennetts Make Parent Meetings Work
Too often, educators are faced with confrontational, emotional parents. These can be challenging meetings and educators find it difficult to drive the conversation to a positive outcome. In this talk learn 3 simple skills and steps to transform every negative and challenging meeting into a positively focused, solution driven discussion.
BREAKAWAY SESSION 3 – TUESDAY MORNING
57 Annemarie Lombard Creating Space for stress free learning
Sensory strategies to reduce overload and survive today’s challenges in education
59 Carol Bailie An Introduction to the Five Love Languages of children.
This talk is based on the book by Gary Chapman and D. Ross Campbell, and will introduce the basics of the love languages in the context of classroom teaching. Carol has 28 years of experience applying Love Languages in various educational settings, and uses practical examples to bring the subject alive.
61 Cathy Fry Philosophy for Children
P4C aims to improve pupils’ abilities to think creatively, critically, caringly and collaboratively through well-guided discussion in a ‘community of enquiry’, defined as a rigorous, democratic and reflective approach to discussion built up over time with the same group of learners. This powerful pedagogy reinvigorates learning and teaching experiences. Research suggests that P4C has a significant impact on cognitive ability, enhances critical reasoning and dialogical skills in the classroom and supports emotional and social developments.
This workshop will be a short presentation about the background to P4C, the core competencies of P4C and ways in which to introduce this methodology in ECD classrooms.
63 Dereck Jackson How to handle difficult parents
Conflict management with parents to ensure a positive educational environment.
64 Gaye Dorkin Sounds and Senses
Come and stimulate your senses! Ideas for re-designing your playground to create an environment that appeals to more than the 5 senses. Loads of ideas for inside and outside the classroom that will intrigue your children and encourage them to explore and make discoveries of their own.
67 Joyanne West The magic ingredient
Teachers display a wealth of talent and the many “tricks of the trade” need to be shared! Let’s learn from one another and share our tried and tested tips which bring the magic back into teaching.
68 Linda Smith Why manipulatives are essential for perceptual development
The development of perceptual skills in young children is important to lay a foundation for lifelong learning. Perception refers to children’s use of their senses to gather and understand information and respond to the world around them. Using their hands, children visualise and build ties to motor skills, creativity and cognitive development.
In this hands-on workshop, participants will explore the importance of playing with LEGO Education manipulatives to develop and foster perceptual, motor and physical skills.
69 Lita du Plessis The Power of Play
Play is the language of children, the portal to developing social, emotional, sensory and motor skills needed for growing children into well-adapted, able and successful adults. The power and the true meaning of play often get shoved aside, much to the cost of our children and generation of today. Join me in discovering the power of play, the magnificent influence of playfulness and the sheer joy of having fun.
70 Louise Stofberg Rethinking Low Muscle Tone

  • Definitions and explanations of muscle tone – the basics of posture.
  • Physical appearance of the low-toned child.
  • Exploring why so many children have postural control difficulties today.
  • How postural control impacts on learning.
  • Practical strategies for classroom use.
71 Margot van Ryneveld The Power of Play in Enhancing Children’s Ability to Learn Every Day
“Play is sometimes dismissed as essentially trivial, as something young children do but which serves no purpose and which they grow out of. The evidence we have, however, from an increasingly rich and rigorous research literature, is that play is a fundamental human characteristic which supports our unique qualities as creative problem solvers, as innovators and as a highly adaptive species.
Arguably, our culture, our science and our technological achievements all arise, at least in part, from our playfulness. We put our children’s future at risk, and their ability to deal with the many difficulties that the human species will confront through the 21st century and beyond, if we do not recognise the importance of play and begin to develop policies that support and nurture their natural and adaptive playfulness.”
72 Michelle Bennetts Use the Power of Personality to Teach!
Discover the 9 Enneagram Personality teaching styles and how you can use the strengths of your personality type to bring out the best in those you teach.
77 Sean Tunmer What Really Works in Classrooms and Schools – the Top 100 things that science proves really makes a difference in Learning
Teachers are very busy ‘doing’– planning, teaching, assessing, reporting and teaching again. In this session we will discuss the top 100 interventions / factors that are scientifically proven to make the most difference in classrooms around the world. We will base our discussion on the work of Prof John Hattie, Director of the Melbourne Education Research Institute at the University of Melbourne and Honorary Professor at the University of Auckland, New Zealand. Over two decades Prof Hattie research has ‘crunched the results of more than 65,000 research papers on the effects of hundreds of interventions on the learning of 250 million pupils. Hattie found that ‘aspects of schools that parents (teacher’s) care about a lot, such as class sizes, uniforms and streaming by ability, make little or no difference to whether children learn’ (The Economist, 2016). Hattie’s 2008 book ‘Visible Learning’ has been described as ‘educations equivalent to the search for the Holy Grail – or the answer to life, the universe and everything’ (Mansell, 2008, The Times Educational Supplement).  Are you doing the ‘right’ things…in class?