ACSA Webinars
2020 Curriculum in a Crisis

Curriculum in a Crisis webinar series

ACSA is supporting Educators by providing a series of free one hour webinars designed to help schools consider innovative ways to approach planning and delivery of learning and teaching and support students and colleagues during the COVID 19 pandemic.

Curriculum in a Crisis 1 - Pedagogy in a Pandemic

Wednesday 29 April 2020 7pm AEST     Session completed. Recording available for download here

This first webinar was a dialogue moderated by ACSA executive member Yasodai Selvakumaran with Australian Educator Dr Deborah Netolicky and Canadian Educator Armand Doucet. Both Deborah and Armand are two of four co-authors of the recently released article, 'Thinking about Pedagogy in an Unfolding Pandemic.' Individually, they bring a wealth of experience as 'Prac-ademics' in education: practicing teachers who work at the intersections of research and practice across multiple spheres.

Moderator Yasodai Selvakumaran
Panelists Armand Doucet (M.S.M., M.Ed.) and Dr Deborah Netolicky


Curriculum in a Crisis 2 - TeachMeet

Thursday 7 May 2020 7pm AEST        Session completed. Recording available for download here 

This TeachMeet style webinar features mini TeachMeet presentations from a range of educators sharing their strategies on implementing the curriculum during Covid-19.

Yasodai Selvakumaran and Stephanie Salazar

Cameron Paterson, Director of Learning and Teaching, SHORE School, NSW     
Michael Ha, Director of Digital Innovation , Hillcrest Christian College QLD
Kirsten Macaulay, Director of Teaching, St Andrew's Cathedral School, NSW
Sue Nichols, Associate Professor of Education, University of South Australia
Steven Kolber, Literacy Improvement Teacher, Department of Education Victoria
Monica O'Brien, Assistant Principal Curriculum and Keith Page, Assistant Principal Innovation and Pedagogy Christian Brothers' High School Lewisham, NSW
Kim Maksimovic, Deputy Head of Learning, & Anthony England, Director of Innovative Learning Technologies, Pymble Ladies' College, NSW  


Curriculum in a Crisis 3 - Trauma Informed Practice as Educational Pedagogy (in a landscape of crises)

Thursday 14 May 2020 at 5pm AEST       Session completed. Recording available for download here

Educators have recently been functioning during a context of national trauma. First the catastrophic bush fires over the summer and currently the COVID-19 crisis are events that inspire fear and lack of safety in many of our educational stakeholders including colleagues and students. For educators in this context it is vital to understand the far-reaching impacts of trauma and the ripple effect this has on students' ability to learn, and teachers' ability to teach, effectively.

Ruby Foxlewin, Kooringal High School

Associate Professor Elspeth McInnes AM, University of South Australia
Maria La Pietra , Specialised Assistance School for Youth (SASY)


Curriculum in a Crisis 4 - Blended Learning Design in COVID-19 - Voices from the field regarding what works best and what works next?

Thursday 21 May 2020 at 7pm AEST Session completed. Recording available for download here

The current COVID-19 situation provides a watershed moment for schools to transform learning that implements blended learning opportunities that personalise the pace and participation for all learners.  We have been pushed out into an environment that fundamentally enables a deeply personalised, anywhere, anytime approach to learning. When students return to our classrooms, what can we learn from the experienced teachers in blended learning environments and how do we ensure that the innovations made by teachers are not lost and we seize this opportunity to create a 'new normal' for our students?

Gavin Hays, Learning Leader, Catholic Education Diocese of Parramatta and ACSA Executive member.

Lisa Kalocsai is the Leader of Learning - Santa Sophia Catholic College, Box Hill. Lisa has a Bachelor of Commerce (Marketing); Bachelor of Teaching (with Distinction) and a Masters of Educational Leadership. She has been teaching for 16 years and has held the following positions of responsibility (HSIE Co-ordinator); Acting Assistant Principal; Acting Principal. She has been instrumental in her previous role as Instructional Coach: Project Based Learning in setting up learning frameworks at Santa Sophia. Lisa now works in situ with instructional coaches in building teachers capacity in designing rigorous learning opportunities.

Kelly Bauer is Assistant Principal (Head of Leadership) at St Luke's Catholic College Marsden Park. Kelly has a Masters in Design from the University of Technology (2008) and a Certificate of Gifted Education, University of New South Wales (2009). In her leadership journey at St Luke's, and previously at Parramatta Marist, Kelly has established herself as an expert leader of contemporary learning and innovative designer of curriculum.



Curriculum in a Crisis 5 - Lessons in Equity and Access in Distance Learning

Thursday 28 May 2020 time 7pm

The recent experience of mass online schooling has highlighted a number of important equity issues in Australian education.  However, for many students and their families accessing schooling online has been their normal, everyday, experience. This is particularly the case for students in rural, remote and isolated areas and those unable to attend school due to health. Similarly, many teachers in schools serving rural, remote and isolated communities deliver lessons online as an everyday part of their work.

In this session we gain insights into effective practices from the experiences of families and teachers for whom education has primarily been delivered via online medium. The session will then examine the equity implications of online learning, particularly where 'online' has previously been actively promoted as a desirable means of access for students in rural, remote and isolated areas. Strategies for overcoming these equity issues will be explored.

Dr Philip Roberts is an Associate Professor in Curriculum Inquiry & Rural Education at the University of Canberra, where he convenes units across the fields of Educational Sociology and Curriculum Inquiry. Before joining the University of Canberra, in 2009, Philip was a classroom teacher and Head Teacher for 14 years in rural NSW Public High schools. He has held various positions in the teachers' union, curriculum board and teacher registration authority. Philip is an Associate Editor of Curriculum Perspectives. He has published extensively in curriculum inquiry and rural education, and has led a number of major research projects.  He is an Australian Research Council DECRA fellow (2020-2022).

Alana Moller, Federal President, Isolated Children's Parents Association

Tammie Irons grew up in the Dawson Valley at Theodore.  As a teacher Tammie has worked in many small rural schools as well as acting as a Distance Education Home Tutor.  Tammie became a member of ICPA - Westmar Inglestone branch - ten years ago when her children began attending the small C&K kindergarten. Tammie has held roles for multiple State and Federal conferences, with these experiences increasing her passion for equality for rural and remote kids. Tammie took on the role of a Qld Vice-President in 2015 and stepped up to Qld President in 2018. She thoroughly enjoys working with such a wonderful and dedicated group of individuals all united for the common cause of ICPA.

Natalie Downes is a researcher in the Rural Education and Communities research group at the University of Canberra. Her research focuses on the interlinked issues of school-age distance education, community knowledges in schooling, and rural-regional sustainability. A central focus of these works is the sociocultural politics of education in rural communities. Specifically, she aims to highlight the importance of moving beyond arguments of access and provision in school-age distance education to focus on meaningful learning experiences that teachers are able to access training and support for.

Michael K. Barbour, Ph.D. is Associate Professor of Instructional Design for the College of Education and Health Sciences at Touro University California. He has been involved with K-12 distance, online, and blended learning for over two decades as a researcher, evaluator, teacher, course designer, and administrator. Michael's research has focused on the effective design, delivery, and support of K-12 distance, online, and blended learning, particularly for students located in rural jurisdictions. This focus includes how regulation, governance, and policy can impact effective distance, online, and blended learning environments. His background and expertise has resulted in invitations to testify before House and Senate committees in several states, as well as consulting for Ministries of Education across Canada and in New Zealand.