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iPEN Ingleburn Profession Exchange Network

2015 Exchange Offerings

Information Booklet

Curran PS Guise PS

Sarah

Redfern PS

The Grange

PS

Additional

Offerings

Campbellfield

PS

Early Action for Success – Glenfield & Campbelltown Networks

iPEN Teaching Practices Network – 2015 – Terms One and Two

Timetable Term 1 Week 8 - 19.3.15

Thursday Location Attendance

Session 1 9:30 -11:00am

L3 (Language, Learning and Literacy) – Guided and Independent Reading in the Kindergarten Classroom. (Demonstration) Megan Brown

The Grange PS

Session 2 11:45 -1:15pm

Formative Assessment with Technology – Stage 2/3 Focus (Information Session) Monica Cheung

Curran PS

Session 3 2:00 -3:00pm

Secrets of Accreditation (Workshop) Sheree Rome

Curran PS

Session 4 3:30pm -4:45pm

Logic & Reasoning in Science (Workshop) Chris Kemp

Curran PS


CV Writing (Information Session) Michael Strahan

Curran PS

Term 1 Week 9 – 26.3.15


Session 1 9:30 -11:00am

Getting Students Ready for Learning – Yoga for Kids (Workshop) Aneta Sutarov

Casula PS

Session 2 11:45 -1:15pm

Teaching ‘Habitudes’ for 21st Century Learners using SOLE (Demonstration) Fiona Woods

Sarah Redfern PS


Games and Sports (Demonstration) Kylie Stephenson

Curran PS


Speech Pathologist (Information Session) Kelly Diamond

Curran PS


Library Network (Networking Session) Kerry Boland

Curran PS

Term 1 Week 10 – 2.4.15


Session 1 9:30 -11:00am

Stage Two Numeracy – Early Arithmetical Strategies (Demonstration) Kylie Stephenson

Curran PS

Session 2 11:45 -1:15pm

Establishing Learning Goals - WALT and WILF (Workshop) Michael Brcic

Sarah Redfern PS


Pre-Best Start Continuum (Information Session) Nicole Cameron

Curran PS


Teaching with Technology Overhaul! (Information Session) Joanne Orlando (UWS Lecturer)

Guise PS


Sensory Regulation: How to gain and sustain student attention in the classroom (Information Session) Melinda Webber

Guise PS

Term 2 Week 1 – 23.4.15


Session 1 9:30 -11:00am

L3 Guided Writing Dem Lesson (Demonstration) Stephanie Longhurst

The Grange PS

Session 2 (Demonstration 12.00-1.30pm)

Debating / Persuasive Writing (Demonstration) Kristina MacPhail

The Grange PS


Brain Gym (Workshop) Debby Meredith

Guise PS


Pivotal Leadership in High-Stake Schools (Information Session) Mark Diamond

The Grange PS


Storypath – engaging students through narrative, imagination, role play and intellectually challenging tasks. (Information Session) Megan Brown

The Grange PS

Term 2 Week 2 – 30.4.15


Session 1 9:30 -11:00am

Stage 3 Open Classrooms and Flexible Learning Groups (Demonstration) Stage Three Team

Curran PS

Session 2 11:45 -1:15pm

ADOBE VOICE as a Pre-Writing Multi-Modal Activity (Demonstration) Kirsty Moroney

Campbellfield PS


‘Bump It Up Walls’ – A Self-Assessment Tool (Information Session/Demonstration Lesson) Stephanie Longhurst

The Grange PS


Life Skills Program in an MCU (Information Session) Mellinda Effendy and Cherie Hines

Campbellfield PS


Yarning with Elders (Information Session) Nicole wade

Campbellfield PS

Term 2 Week 3 – 7.5.15


Session 1 9:30 -11:00am

Exploring TOWN and TEN in a Stage The Grange PS

Two Classroom (Demonstration) Lisa Whittles and Nicole Cameron

Session 2 (Demonstration 12.00-1.30pm)

Reading Recovery – A look behind the screen! Lesley Nauta

Campbelltown North PS


Tips for positive interactions with students with special needs who cause you to stop and think about what on earth to do next! (Information Session) Julie R (Principal – Passfield Park SSP)

Passfield Park SSP


The Traumatised Brain: Understanding Trauma – Informed Practices (Information Session) Hendy Kurniwan

Sarah Redfern PS


Proactive Support of Complex Students as Referred to a Psychologist (Information Session) Suzana Koprivica – Clinical Psychologist

Sarah Redfern PS

Term 2 Week 5 – 21.5.15


Session 1 9:30 -11:00am

TEN Time! (Demonstration) Suzanne Hokin & Jenna Arzapitian

Campbellfield PS

Session 1 9:30 -11:00am

Using Devices in the Classroom (Demonstration) Esther Bastoli & Team

Lansvale PS

Session 2 11:45 -1:15pm

Stage One L3 (Demonstration/Workshop) Nicole Cameron

Campbellfield PS


Explicit Teaching of Numeracy in a Primary Setting (Information Session) Clare Elliot

Guise PS


Creating Blogs To Support Student Engagement and Achievement (Workshop) Lisa Whittles

The Grange PS


Autism Spectrum Disorder – a practical guide for mainstream teachers! (Information Session) Mellinda Effendy and Cherie Hines

Campbellfield PS

2015 iPEN – Teaching Practices Exchange Network

Description of Session The aim of the L3 project is to reduce the risk of students in low socio economic communities not achieving the expected literacy levels at the end of the first year of school. However, through explicit differentiation, you will learn how to address the reading needs of all students in the classroom. Through the ongoing collection of student data, L3 guided reading groups provide fluid and flexible groupings in order to target specific reading strategies via teacher prompting to support movement in student reading levels. Specific learning goals are made explicit to students as they read, while phonics, phonemic awareness and handwriting development are also covered. In this session, participants will see how the guided reading session is structured. Furthermore, they will see how the rest of the class works independently to consolidate their reading skills through participation in various tasks. After the demonstration lesson, participants will meet for a discussion with the presenter. Here, resources will be provided to help support participants in their own classrooms.

Session Title: L3 (Language, Learning and Literacy) – Guided and Independent Reading in the Kindergarten Classroom. Date: Term 1, Week 8, Thursday 19 March 2015

Time: 9.30-11.00am

Grade Focus: ES1

Presenter/s: Ms. Megan Brown

Location: The Grange Public School

Room: K Pearl classroom

Back up/Apprentice presenter: Stephanie Longhurst

Materials Required: Nil

Max Participants: 10

Session Type: Information Session Workshop Demonstration Lesson


Description of Session Formative assessment is an important tool teachers can use to engage students and increase student persistence and sense of self-efficacy. Frequent and flexible assessments during the learning process gives teachers information about what the students are understanding and provide direction on student learning. In this workshop, we will be exploring various ways to embed formative assessment in the classroom through the use of technology (iPads, Android devices, Interactive White Board, laptops etc). Participants will have hands-on experiences in examining how specific apps and online resources can complement lessons and support quality teaching. This includes fostering rich class conversions, self and peer assessment, collection of data, classroom instruction etc. Key Expectations/Outcomes • Using technology to support formative assessment in your classroom • Exploration of apps and websites to enhance student learning

Session Title: Formative Assessment with Technology- Stage 2/3 Focus Date: 19.03.15

Time: 11.45-1.15pm

Grade/Stage Focus: Stage 2/3

Presenter/s: Monica Cheung

Location: Curran Ps

Room: EAfS Room

Back up/Apprentice presenter: Nicole Cameron

Materials Required: An electronic device: ipads/ laptops/android device

Max Participants:

Session Type:

Information Session Workshop Demonstration Lesson


Description of Session *Overview of the accreditation process for new scheme teachers and the Australian Professional Standards for Teachers. *Examples of evidence and how to write for and annotate different pieces of evidence. *A walk through each step and page of the accreditation report. Links to Australian Professional Standards for Teachers: 6.1.2 Use the National Teaching Standards for Teachers and advice from colleagues to identify and plan professional learning needs. 6.2.2 Participate in learning and update knowledge and practice, targeted to professional learning needs and school and/or system priorities. 7.2.2 Understand the implications of and comply with relevant legislative, administrative and organisational and professional requirements, policies and processes. Key Expectations/Outcomes Participants will have a clear understanding of the process, setting out and submission of accreditation to BOSTES as well as how to annotate evidence and report.

Session Title: Secrets of Accreditation Date: 19 March 2015

Time: 2.00-3.00pm

Grade/Stage Focus: N/A

Presenter/s: Sheree Rome

Location: Curran Public School

Room: Library

Back up/Apprentice presenter:

Materials Required: Bring any evidence or reports.

Max Participants: N/A



Description of Session Key Expectations/Outcomes The aim of this workshop is to show you how to engage students with critical thinking through role play. Basically, this means taking students through scenarios that require teamwork and creativity to solve. In this workshop we will identify ways to create scenarios and build student engagement.

Session Title: Logic and reasoning in Science Date: 19 March 2015

Time: 3.30-4.45pm

Grade/Stage Focus: All

Presenter/s: Chris Kemp

Location: Curran PS

Room: Connected Classroom


Materials Required: NIL


Session Type:



Description of Session Have you tried to write a CV and had difficulty starting and or working out what to write? This workshop will set you on your journey of constructing that CV you have always wanted. Participants will engage in dialogue to synthesise their teaching/leading practice into a document that reflects their aspirations. Participants will need to bring in a sample of their CV that they will be willing to share. This does not need to be their actual CV. It is just something we can share and work on together. There will be a component of leadership learning throughout this workshop. Key Expectations/Outcomes An understanding of how CV writing reflects leadership and classroom practice.

Session Title: Writing a CV Date: 19 March 2015

Time: 3.30-4.45pm

Grade/Stage Focus: Aspiring APs

Presenter/s: Michael Strahan


Room: Meeting Room


Materials Required: Draft sections from a CV


Session Type:



Description of Session A practical approach in implementing the principles of yoga and mindfulness to get students ready for learning. Participants will be taught a sequence of modified postures and yoga inspired techniques that are designed to be in line with the PDHPE syllabus and are safe and effective for students to engage in. Participants will be taught how to design a simple mini lesson that can be incorporated in the classroom as a quick stress busting activity or as part of a longer PE lesson. Breathing techniques, guided relaxation and a meditation activity will be part of this interactive session that will leave participants reinvigorated, refreshed and inspired. Key Expectations/Outcomes *Identify key postures and movements that can be incorporated within a classroom setting in order to recharge students for learning * Understand how to set safe boundaries and expectations when students engage in certain postures and movements *Identify how to use the voice, imagery, breathing and meditation techniques to calm and settle students.

Session Title: Getting Students Ready to learn – Implementing Yoga and mindfulness with your class Date: Thursday, 26th March 2015

Time: 9:30 -11:00am

Grade/Stage Focus: Stage 2/ 3

Presenter/s: Aneta Sutarov

Location: Casula Public School

Room: School Hall

Back up/Apprentice presenter: n/a

Materials Required: Yoga mats (if possible) Participants to wear comfortable fitness clothing


Session Type:



Description of Session ‘Habitudes’ are traits that constitute the habits and attitudes critical to student learning and academic success. In this session, you will see students working in Self Organised Learning Environments to further explore the Seven Habitudes for Successful Learning: Imagination, Creativity, Self-Awareness, Courage, Adaptability, Perseverance and Passion. Based on the research of Angela Maiers, the lesson will outline skills students need both now and into the future. This lesson will be interactive and you will be encouraged to move around and observe the SOLE session. At the conclusion of the lesson, you will be provided with sample lessons and tips on how to incorporate Habitudes into your classroom.

Session Title: Teaching ‘Habitudes’ for 21st Century Learners using SOLE Date: Thursday 26 March

Time: 11.45-1.15pm

Grade/Stage Focus: 3-6

Presenter/s: Fiona Woods

Location: SRPS

Room: 3/4W




Session Type:



View a demonstration lesson covering the Games and Sports strand of the PD/H/PE Syllabus. It will focus on the Stage 2 outcome GSS2.8 - Participates and uses equipment in a variety of games and modified sports.

Session Title: Games and Sports Strand – Demonstration Lesson Date: 26 March 2015

Time: 2.00-3.00pm

Grade/Stage Focus: Stage 2

Presenter/s: Kylie Stephenson

Location: Curran PS

Room: Oval






Description of Session Teachers will be given a thorough sense of what learning is like for children with a language disorder. Teaching staff will be able to identify the difference between ‘speech’ and ‘language’ disorders. The group will explore evidence based, age appropriate norms for speech sound, receptive and expressive language skills, for school aged children. The challenges that teachers face in meeting the learning needs of children sitting in their classroom (diagnosed/undiagnosed) with language disorders will be discussed along with the implications for teaching them well. Staff will be more confident with early identification of communication difficulties, including using a red flag checklist for students. Advice will be shared on who is available within the local community to support students, families and the school when children are in need. Discussion will be held about research where speech therapists and educators have worked in a multidisplinary partnership to best meet the needs of speech delayed children in the classroom. Some thought will be given on how to create a highly scaffolded yet rich culture of talk in the classroom.

• Recognise the signs of speech or communications delay • Gain an understanding the impact of poor language processing in the classroom • Become equipped with practical strategies to target a child’s specific language

processing difficulties within the classroom • Create a classroom rich in successfully scaffolded language opportunity.

Session Title: Speech Therapy

Date: 2nd April, 2015

Time: 3.15pm – 4.45pm

Grade/Stage Focus: All students

Presenter/s: Kellie Diamond (Speech Therapist)


Room: EAS Room


Materials Required: Projector and compatible computer with USB port

Max Participants:

Session Type: Information Session and Workshop


Description of Session An informal meeting of teacher-librarians to share information about their libraries and preparations for changing over to the Oliver system. A specialist from DEC will be approached to address our group. Mandy Kirk – Teacher Librarian at John Edmonson HS. It is intended that this group becomes the nucleus for an ongoing local network (beyond our schools). Current and emerging issues relevant to specialist teacher Librarians will be canvassed and prioritised as a basis for further meeting agendas. Key Expectations/Outcomes To create an informal network to provide relevant information and support to teacher-librarians.

Session Title: Library network

Date: Thursday 26th March

Time: 3.30-4.45pm

Grade/Stage Focus: LIBRARY

Presenter/s: Kerry Boland

Location: Curran

Room: Library


Materials Required: N/A


Session Type:



View a differentiated Stage 2 demonstration lesson focussing on the EAS strand of the Numeracy Continuum. The lesson will include individual activities based on the students’ levels and reflection of their learning.

Session Title: Stage Two Numeracy – Early Arithmetical Strategies Date: 2 April 2015

Time: 9.30-11.00am

Grade/Stage Focus: Stage 2 (appropriate for Stage One)

Presenter/s: Kylie Stephenson

Location: Curran PS

Room: 4S






Description of Session A workshop designed to inform, revise and observe the concrete use of establishing learning goals prior to lessons and setting up success criteria.

• WALT- We are learning to • WILF- What I’m looing for • TIB- This is because • WAGOLL- What a good one looks like

The above 4 terms will be unpacked, defined, explored and examples of their use will be presented. Participants will BRAINSTORM ways they could use, display and design the 4 terms in their classroom. Key Expectations/Outcomes An understanding of learning goals and success criteria through the use of WALT, WILF, TIB and WAGOLL.

Session Title: Establishing Learning Goals - WALT and WILF Date: Thursday 2 April

Time: 11.45-1.15pm

Grade/Stage Focus:K-6

Presenter/s: Michael Brcic

Location: SRPS

Room: TPL Room




Session Type:



Description of Session This session will explore strategies to support students entering Kindergarten who are not yet achieving Cluster One markers on the learning continuums, as determined through the Best Start assessment. Practical ideas and resources will be shared and discussed to best support these students. Opportunities will be provided to discuss the needs of individual students and develop an action plan for classroom intervention. Key Expectations/Outcomes Participants will be able to: *Access the pre-continuum *Use the pre-continuum to determine students’ learning needs *Locate specific resources to support student learning *Network with other teachers

Session Title: Pre-Best Start Continuum

Date: 2 April 2015 Time: 2.00-3.00pm

Grade/Stage Focus: Teachers with students not accessing the literacy continuum.

Presenter/s: Nicole Cameron


Room: EAFS Room




Session Type:



Description of Session Over time teachers’ practices with technology become a collective build-up of various teaching ideas, apps, sites and resources. At times, however, there needs to be a revamp of our practices (much like a wardrobe cleanout) so as to ensure we maintain a sharp focus on what we want to achieve in our teaching and how technology can support this. This workshop is a teaching with technology overhaul! We will explore this at three levels:

• Overall approaches to teaching with technology; • Effective integration of technology into learning; • Student uses of technology in the home for learning

The content I bring to this workshop is based on the research I have undertaken with teachers in low SES schools in their uses of technology- their struggles, their successes and the factors that seem to make all the difference! Key Expectations/Outcomes

• Sharing of what works and doesn’t work in teaching with technology • Enhancing your teaching with technology in ways that supports your

teaching style and vision, and that promotes student engagement • Awareness of new ideas, new expectations and new trends in educational

technology

Session Title: Teaching with technology overhaul!

Date: 2/4/15

Time: 3.30-4.45pm

Grade/Stage Focus: Any

Presenter/s: Dr Joanne Orlando

Location: Guise PS

Room: TBA




Session Type:



Description of Session Children of all ages need to be able to maintain a constant level of attention in the classroom in order to learn to their highest potential. Often a child’s nervous system is not in the right state to allow them to concentrate and attend to teachers or activities. This leads to students either:

• Tuning into EVERYTHING in their environment such as the buzzing of the air conditioning, a peer flicking the pen, the tip of the shoe lace and the list goes on

• Tuning in to TOO LITTLE in the classroom and therefore missing relevant information such as instructions

• Seeking MORE SENSATION during sedentary tasks by fidgeting in the chair, touching everything on the desk or getting up repeatedly during classroom tasks

Significant improvements in a child’s ability to attend to tasks can be achieved through addressing a child’s ability to process sensory input. Through participating in this workshop, teachers will develop the ability to:

• Recognise the signs of an over or under responsive nervous system • Gain an understanding the impact of poor sensory processing in the

classroom • Become equipped with practical strategies to target a child’s specific

sensory processing difficulties within the classroom • Achieve a class of attentive and focused students in the long term

Session Title: Sensory Regulation: How to gain and sustain student attention in the classroom Date: 2nd April, 2015

Time: 3.30pm – 4.45pm

Grade/Stage Focus: All students

Presenter/s: Melinda Webber (Occupational Therapist)

Location: Guise Public School

Room: TBA

Back up/Apprentice presenter: Kim Short (Occupational Therapist)

Materials Required: Projector and compatible computer with USB port (presenter)


Session Type:

Information Session and Workshop


Description of Session Participants will have the opportunity to observe students engaging in an L3 Guided Writing Lesson. In the guided writing lesson, participants will see how the teacher helps students learn how to:

• Shape language to be recorded in writing • Acquire and strengthen alphabetic knowledge • Form letters correctly • Use the conventions to record written language • Hear and record sounds in words • Identify and record syllables in words • Write unknown words correctly • Build a writing vocabulary • Monitor the writing.

This DEM lesson will also provide participants with ideas/ways to organise their guided writing session so students are engaged in independent tasks that allow them to practice and consolidate their learning, promote responsibility and provide opportunities for them to work with their peers as responsible learners.

Session Title: L3 Guided Writing DEM Lesson Date: Thursday 23 April 2015

Time: 9.30am-11.00am

Grade/Stage Focus: ES1

Presenter/s: Stephanie Longhurst

Location: The Grange PS

Room: KE Classroom




Session Type:



Description of Session

Participants will have the opportunity to learn and observe a range of games and activities designed to introduce basic debating and persuasive writing skills to students. The lesson will look at developing verbal skills for students before moving into persuasive writing using simple scaffolds. After the demonstration lesson, participants will meet for a discussion with the presenter. Here, resources will be provided to help support participants in their own classrooms. Key Expectations/Outcomes

• Learn simple games which encourage persuasive thinking • See activities which encourage students to consider different

audiences when writing persuasive texts • Utilise PEEL structure to form arguments

Session Title: Debating / Persuasive Writing

Date: Term 2, Week 1 Thursday 23 April 2015

Time: 12 – 1.30pm

Stage Focus: 2/3

Presenter/s: Kristina MacPhail


Room: 3/4 Garnet’s Classroom

Back up/Apprentice presenter: -



Session Type:



Description of Session Participants will learn how the brain works, what Brain Gym is and what Brain Gym movements we can integrate into our everyday classroom practices to enhance the children’s ability to use their whole brain for learning and interacting.

Session Title: Brain Gym in the Classroom Date: 23/4/15

Time: 2.00-3.00pm

Grade Focus: All

Presenter/s: Debby Meredith

Location: Guise PS

Room: Library






Description of Session Mark will draw upon his leadership experience as a principal, executive team member, teacher and instructional leader across a number of Western and South Western Sydney schools when profiling effective leadership in High Stakes Schools. He will share personal philosophies and expectations of effective leadership and document leadership profiles/vignettes from contemporary leadership identities. This session will draw together emerging issues for leaders and aspiring leaders on the national and international scene. Key Expectations/Outcomes Session Participants can expect:- *Effective leadership qualities and approaches will be presented and discussed. *Consideration of the specific priorities of leaders in complex/high stakes settings will be presented. *Profiles of effective leadership in the field will be shared. *Emerging reforms and research will be presented in brief for analysis regarding future leadership trends and directions.

Session Title: Pivotal Leadership in High Stakes Schools Date:23rd April

Time: 3:30-4:45pm

Grade/Stage Focus: P-6

Presenter/s: Mark Diamond


Room: Library


Materials Required: IWB, Flip chart, Whiteboard


Session Type:



Description of Session This presentation will explore Storypath units of work, demonstrating this strategy for planning and implementing engaging learning experiences. The Storypath strategy uses the components of story/narrative – scene, character and plot – to organise curriculum into meaningful and memorable learning experiences. It is more than reading a story, it is living the story, guided by the teacher, as learners create the scene, become the characters and solve problems presented through the plot. Robust literacy integration, links to numerous curriculum areas and links to the Quality Teaching Framework will be identified. Participants will be involved in a role-play scenario, experiencing the pedagogy of Storypath first-hand. The intended audience for this session is one interested in embedding critical and creative thinking skills to their integrated programming. Samples of Storypaths for all primary stages will be provided to peruse.

Session Title: Storypath – engaging students through narrative, imagination, role play and intellectually challenging tasks. Date: Term 2, Week 1, Thursday 23 April 2015

Time: 3.30-4.45pm

Grade Focus: K-6

Presenter/s: Ms. Megan Brown


Room: 5S

Back up/Apprentice presenter: Stephanie Longhurst





Description of Session An invitation for teachers to informally spend the morning in Stage 3 to view lessons, speak with teachers and students and experience how Open Learning works at Curran Public School. Stage 3 at Curran Public School are trialling a new approach to teaching and learning which focuses on social and 21st century learning skills. All Stage 3 students learn together in two double classrooms with numerous learning spaces including the computer lab and iHub. This open learning approach uses structured differentiated learning groups as well as whole stage structures and independent learning projects within flexible learning spaces. These flexible learning spaces are designed to be multidisciplinary and communal spaces, which can be configured in a number of ways for specific learning experiences. This means they provide opportunities for students to work together in new ways. Teachers collaboratively team teach in whole group and small group settings allowing students and staff alike to utilise strengths, address weaknesses, develop areas of interest and learn and work cooperatively together. Key Expectations/Outcomes Participants will see an innovative approach to teaching and learning in Stage 3 in its beginning stages. They will get to speak to teachers and students and gain an understanding of the benefits and considerations when applying a similar approach within their own settings.

Session Title: Stage 3 Open Classrooms and Flexible Learning Groups Date: 30 April 2015 Time: 9.30-11.00pm

Grade/Stage Focus: Year 5/6

Presenter/s: Meryn Murray, Justine Cordingley, Kylie Ring, Georgan Safarjalani


Room: Stage 3 Block




Session Type:



Description of Session Have you ever heard the phrase ‘if they can’t say it, they can’t write it’? Have you ever modelled your chosen text and still had students get to their table and have no memory of what to write? Do you have students who can communicate orally but struggle to get their thoughts down? Do you have students who are simply struggling to retain even a simple sentence? FRUSTRATING! We have all experienced these feelings during writing time. Come and see a demonstration lesson that will use Adobe Voice as a prewriting activity. Students will engage authentically with speaking and listening tasks, create multi-modal texts and use a resource that will assist them with turning oral information to text or retain a simple sentence. Adobe Voice is an app that does all the hard work for you, it is great to use with students. Students can talk to tell their story while communicating visually. A great resource for creating multi-modal texts, the opportunities for this app are endless. Key Expectations/Outcomes

• Knowledge of how to use Adobe Voice • Observe students using Adobe Voice to create multi-modal texts • Observe students using their multi-modal text to assist their writing process • Walk away with ideas and ways to implement speaking and listening

authentically

Session Title: Adobe Voice as a Prewriting Multi-Modal Activity Date: Thursday 30 April

Time: 11.45-1.15pm

Grade/Stage Focus: Stage 1 demonstration but easily adaptable for all

Presenter/s: Kirsty Moroney

Location: Campbellfield PS

Room: 1/2M




Session Type:



Description of Session Participants will have the opportunity to see how a Bump It Up Wall can be a useful form of formative assessment during a writing lesson. Participants of this session will see how a Bump It Up Wall:

• Can be used in an ES1 setting or can be adapted to suit any stage. • Provides immediate and consistent feedback to students. • Impacts positively on student learning and outcomes. • Can be used to engage students in their learning. • Gives students a purpose. • Allows for differentiated instruction. • Shows students what they need to do next to make their writing better. • Allows for peer feedback. • Explicitly breaks down learning intentions and success criteria’s for

students. • Provides students with examples.

Session Title: ‘Bump It Up Walls’ – A Self-Assessment Tool Date: 30/04/2015

Time: 2.00-3.00pm

Grade/Stage Focus: ES1

Presenter/s: Stephanie Longhurst


Room: KE Classroom




Session Type:



Description of Session A life skills program for students in MCU - Come and learn how to plan and develop your own program with links to syllabus outcomes whilst incorporating community access. Resources, ideas, and things we have learnt whilst implementing this program will be shared. Key Expectations/Outcomes

• Understanding of the importance of life skills programs for students with special needs

• Ideas and resources to support you implementing your own program

Session Title: Life Skills Program in an MCU Date: Thursday 30 April

Time: 3.30-4.45pm

Grade/Stage Focus: MCU

Presenter/s: Mellinda Effendy & Cherie Hines


Room: MCU




Session Type:



Description of Session “Schools and early childhood education providers that work in partnership with families and communities can

better support the education of Aboriginal and Torres Strait islander children”. (Aboriginal and Torres Strait Islander Education Action Plan 2010-2014)

The Yarning with Elders project was a partnership between the Aboriginal parents and caregivers, Aboriginal community, Aboriginal students and staff at Busby Public School. Through empowering students and parents with the opportunity to build cultural knowledge and connectedness within the school environment, it fostered learning environments that were culturally safe and supportive. Aboriginal students and families were able to engage with culture and histories through the stories and knowledge of local Aboriginal Elders. This was critical to student wellbeing and success at school. The Yarning with Elders project focused on improving the literacy skills of the students. Students collaboratively used informal discussions to develop questions for the Elders that enabled a deeper understanding of Aboriginal culture and histories. The students developed their literacy skills to compose multimodal texts as they created two films as part of the project. They used technologies such as ipads, laptops, digital cameras, video cameras and microphones to develop a film using iMovie software, as well as creating digital texts that combined spoken, printed, visual and multimedia components for a specific audience. This information session will take you on a journey by sharing our Yarning with Elders pathway with you. Key Expectations/Outcomes

• Share a highly successful initiative that supports the Aboriginal community. • Explore the process of engaging Aboriginal community in educational decision making. • Provide ideas for embedding Aboriginal perspectives across the curriculum. • Examine the idea of building literacy skills for Aboriginal students through cultural connections.

Session Title: Yarning with Elders

Date: 30 April 2015 Time: 3.30-4.45pm

Grade/Stage Focus: K-6 Aboriginal Education

Presenter/s: Nicole Wade


Room: EAFS Room




Session Type:



Description of Session This lesson will showcase students engaging in differentiated number activities in alignment with the pedagogies of TOWN and TEN. The lesson aims to demonstrate how to scaffold student achievement of syllabus outcomes and progression along the Numeracy Continuum. Participants will view a lesson from the instructional phase through to reflection. The lesson will show how to cater for students working from ‘Counting On,’ through to Place Value 3. Participants will also be given an opportunity to see targeted ‘Short Frequent Focused Activities’ in action. A short discussion and explanation phase will be given after the demonstration with a focus on the use of data and how this informs planning. Key Expectations/Outcomes

Participants will: • develop an understanding of how to differentiate number activities for all students. • explore the links between TOWN and TEN. • establish an awareness of the different phases of a TOWN/TEN lesson.

Session Title: Exploring TOWN and TEN in a Stage 2 classroom. Date: Term 2, Week 3, Thursday Thursday 7 May 2015

Time: 9:30- 11:00am

Stage Focus: Stage Two

Presenter/s: Lisa Whittles Nicole Cameron


Room: 3/4Jade Classroom




Session Type:



Description of Session This session provides participants the opportunity to observe a Reading Recovery lesson behind a two way mirror with their colleagues and a Reading Recovery tutor. 12.00-12.10 Meet & greet. Introduction. 12.10- 12.25 Overview of Reading Recovery, teacher training and the development of our understandings of literacy processing theory - how we as a community of learners develop our understandings to best respond to our students. 12.25-12.30 Teacher introduces child. 12.30-1.00 Observation of lesson behind the screen (mirror). 1.00-1.25 Discussion in circle with teacher and tutor regarding what has been observed. 1.25-1.30 Conclusion and close. Key Expectations/Outcomes

• Observation of a Reading Recovery lesson behind the screen • Participation in discussions behind the screen and in the circle regarding observations • Gain an awareness of the components of the RR lesson • Consider the rationales and theory supporting the components of the lesson • Consider the critical role of expert, tentative, responsive, -‘in the moment’ teaching • Consider the importance of their role in our community of learners

Session Title: Reading Recovery – A look behind the screen! Date: Thursday, wk3, T2 Thursday 7 May 2015

Time: 12.00 – 1.30pm

Grade/Stage Focus: Year 1

Presenter/s: Lesley Nauta/Helen Vicary

Location: Campbelltown North PS

Room: Reading Recovery Room

Back up/Apprentice presenter: N/A

Materials Required: Note pad and pen




Description of Session I’ve been asked to share ideas for behaviour management with students with a variety of needs/ labels/behaviours. As there is no one way to meet the needs of all behaviours that cause concern for teachers, this session will look at ways to create a positive environment, set expectations for learning, and how to react positively to helping students self-regulate their behaviours. It’s all about relationships and consistency…. Very happy to do a Q & A, but won’t have all the answers as there’s always a new student with a new challenge! Key Expectations/Outcomes Teachers will have some ideas to take back to their schools, including visual supports, social stories and social scripts. Teachers are expected to come with a sense of humour and positive attitude!

Session Title: Tips for positive interactions with students with special needs who cause you to stop and think about what on earth to do next! Date: 7/5/15

Time:2.00-3.00pm

Grade/Stage Focus: K-6/12

Presenter/s: Julie Raciborska

Location: Passfield Park School

Room: You’ll get directions!

Back up/Apprentice presenter: Alison Seckold

Materials Required: A positive, can do outlook!


Session Type:



Session Title: The Traumatised Brain: Understanding Trauma-Informed Practice Date: 7th May 2015 (Thursday, Week 3)

Time: 3:30-4:45pm Grade Focus: K-12

Presenter/s: Hendy Kurniawan – Provisional Psychologist

Location: Sarah Redfern PS

Room: Hall


Materials Required: Projector and Laptop with Microsoft Office (presenter)

Max Participants: unlimited

Session Type: Information Session

Description of Session Do you teach a student who seems constantly hypervigilant? Extremely sensitive to the slightest of changes? Perceiving threat or danger where there is none? Or do you perhaps have a student who is completely disengaged and distant? Seemingly as if their body is there but their mind is elsewhere? Either way, they seem slow to learn, quick to anger, socially maladjusted, and struggling to settle to school routine. The human brain is built to adapt to its environment in order to secure the highest chance of survival. Within a safe and trusting environment, it builds the capacity to explore, to trust, and to regulate itself. Unfortunately, not all of our students have access to this right to grow up within such a nurturing setting. Consequently, their behaviours and emotions seem so erratic, extreme and unsettling to us in school. In this workshop, you will gain:

• A fundamental understanding of the human brain and how it develops. • Knowledge on the effects of complex developmental trauma on the brain’s

development. • Clarity on the typical presentations of students who have experienced or are

experiencing complex trauma. • Key principles and strategies in the classroom that make up trauma-informed

practice.

This workshop will help you understand how the human brain learns and operates. By knowing this, you will come to appreciate the detrimental effects of trauma on the developing brain. It will inform your teaching practice into one that is trauma-informed and give you practical strategies on how to be a significant part of their healing process.


Description of Session This workshop will introduce you the world of a psychologist in private practice who works with children diagnosed with psychological conditions. Children present with a range of externalizing and internalizing conditions which may not always be easy to identify in a busy classroom, especially when you don’t know what to look for. By increasing your awareness as a teacher, this puts you in a better position to assist these children to get the help they need. You will also be armed with some skills aimed at helping these children in a classroom setting. I will also discuss how teachers, parents and the psychologist can work together to maximize the benefits of psychological therapy. In this workshop, you will gain:

• Increased knowledge about common psychological conditions in children, • Improve your ability recognize psychological issues in your classroom, • How the psychologist, parents and teacher can work together

Strategies you can use in your classroom to improve well-being and participation of children with psychological conditions..

Session Title: Proactive Support of Complex Children as Referred to a Psychologist Date: 7th May 2015 Time: 3:30 – 4:45 Grade Focus: K-12

Presenter/s: Suzana Koprivica – Clinical Psychologist


Room: Library


Presenter Materials Required: Projector and Laptop with Microsoft Office


Session Type:



Description of Session During this session we will explore together:

*what the TEN program is all about? *how it looks in the classroom *planning differentiated activities using the Numeracy Plan *activities to implement back in your classroom

Key Expectations/Outcomes Participants will gain key information to assist them in understanding what the TEN program is about and what it looks like in the classroom. Participants will observe a TEN lesson in a K/1 classroom and watch differentiated activities based on PLAN data assessments and observations.

Session Title: TEN Time!

Date: Thursday 21 May 2015

Time: 9.30-11.00pm

Grade/Stage Focus: ES1 – S1

Presenter/s: Jenna Arzapitian Suzanne Hokin


Room: K1 Aqua Classroom




Session Type:



Description of Session Considering BYOD at your school? This workshop will look at:

• BYOD positives • Things you need to consider • Making decisions - looking at the BYOD models, selecting the

most appropriate one for your school and gathering data to help inform your decision

• Creating a BYOD policy and parent/user agreement • Safe storage • Recommended apps/programs • A brainstorm and sharing session on how BYOD could look in

your classroom (opportunities, lessons, routines, projects) • Classrooms of the teachers newly implementing BYOD will be

visited to view transitional set up and expectation This workshop will also provide valuable ideas for using school-based devices in any classroom.

Session Title: Using Devices in the Classroom

Date: Thursday 21 May 2015

Time: 9:30-11:00am

Grade Focus: Primary

Presenter/s: Esther Bastoli & Team

Location: Lansvale Public School

Room: Meet at the office.


Materials Required: None

Max Participants: 15-20



Description of Session You are invited into a classroom that will be in the beginning stages of implementing Stage One L3. The students will be engaged in quality independent literacy tasks, while the teachers provide explicit instruction in the reading and/or writing process. This will be followed by a debrief session. Key Expectations/Outcomes Participants will be able to: *Observe students engaging in independent literacy activities *Observe students receiving explicit reading and/or writing instruction

Session Title: Stage One L3

Date: 21 May 2015 Time: 11.45-1.15pm

Grade/Stage Focus: Stage One

Presenter/s: Nicole Cameron


Room: 1/2M’s Room




Session Type:



Description of Session This session provides: -a review of the action research I completed through the Exemplary Educators Exchange (EEE). My research focussed on the implementation of formative assessment strategies and student self-assessment during writing. - an overview of the results of my action research – formative assessment practices had a significant impact on student growth in writing -exploration of the implications of my research in other Key learning Areas

Session Title: Explicit teaching of numeracy in a Primary setting Date: 21 May 2015 (Thursday)

Time: 2.00-3.00pm


Presenter/s: Clare Elliott

Location: Guise Public School

Room: Library



Max Participants: NIL

Session Type:



Description of Session This workshop will commence with a brief information session on beginning a blogging journey. Challenges and successes will be identified and participants will be given the opportunity to view a variety of posts made at different points along our journey. The session will detail the process of preparing students to engage in contributing to blogs in a meaningful and purposeful way. The second phase of the workshop will provide participants with basic instructions on how to create a blog using ‘Weebly.’ Participants will experiment with ‘Weebly’ in our computer lab to create their own blogs. Key Expectations/Outcomes

Participants will: • Develop an understanding of how to support students to use a blog as a meaningful

learning tool. • Identify ways to link student blogs to the Literacy Continuum. • Engage with technology that is simple and easy to use in order to develop the

confidence to use this technology.

Session Title: Creating Blogs To Support Student Engagement and Achievement Date: 21 May 2015 (Thursday)

Time: 3:30-4:45

Stage Focus: 2/3

Presenter/s: Lisa Whittles


Room: Library




Session Type:



Description of Session An interesting and practical guide to Autism Spectrum Disorder (ASD). This information session will address questions such as:

• What is ASD? • What is it like to have ASD? • What if I have a student in my class with ASD? • What things do I need to know and who can help me?

We will share some practical strategies on: • Sensory sensitivities • Learning styles • Classroom organisation • Behaviour management

Key Expectations/Outcomes

• Deeper understanding of ASD • Practical strategies to help students within your classroom

Session Title: Autism Spectrum Disorder – a practical guide for mainstream teachers! Date: Thursday 21 May

Time: 3.30-4.45pm


Presenter/s: Mellinda Effendy & Cherie Hines


Room: TBA




Session Type:



Session Title: Proactive Support of Complex Children as Referred to a Psychologist Date: 7th May 2015 Time: 3:15 – 4:45 Grade Focus: K-12

Presenter/s: Suzana Koprivica – Clinical Psychologist


Room: Library


Presenter Materials Required: Projector and Laptop with Microsoft Office


Session Type: BOTH Information Session & Workshop

Description of Session This workshop will introduce you the world of a psychologist in private practice who works with children diagnosed with psychological conditions. Children present with a range of externalizing and internalizing conditions which may not always be easy to identify in a busy classroom, especially when you don’t know what to look for. By increasing your awareness as a teacher, this puts you in a better position to assist these children to get the help they need. You will also be armed with some skills aimed at helping these children in a classroom setting. I will also discuss how teachers, parents and the psychologist can work together to maximize the benefits of psychological therapy. In this workshop, you will gain:

• Increased knowledge about common psychological conditions in children,

• Improve your ability recognize psychological issues in your classroom, • How the psychologist, parents and teacher can work together • Strategies you can use in your classroom to improve well-being and

participation of children with psychological conditions.

2015 exchange offerings information bookletdoereforms.weebly.com/uploads/5/3/5/2/53522887/...chris...

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