Professional
Learning

Serving both locally and abroad, Jonathan has held various leadership positions whilst working in five schools, across three sectors, in Australia and Indonesia. Throughout his 19 years in education, he has taught students from Years 5 – 12.

Dr Alison Bedford currently serves as our Editor in Chief of the Curriculum Perspectives journal.

Dr Alison Bedford’s research focuses on history curriculum and pedagogy, and the teaching and study of literature. Her recent publications have focused on History in the Australian curriculum and effective inquiry pedagogies, and science fiction as both a genre and a discursive space. In addition to her academic work, she is is a practicing secondary History teacher with more than 16 years experience. Dr Bedford is the co-founder of the History Educators’ Regional Network and is committed to supporting the professional development of regional and remote teachers.

Dr Helen Schiele is a Principal Consultant, Senior Early Childhood Specialist, at Independent Schools Victoria. She works at a national and state level in the curriculum space with the Australian Curriculum, Assessment and Reporting Authority (ACARA), the Victorian Curriculum and Assessment Authority (VCAA), and Department of Education (DE) at a state and federal level, advocating on behalf for the early childhood sector.

Donna Buckley is a cybersecurity and mathematics teacher in Western Australia. In 2023, she was the recipient of the Australian Prime Ministers Prize for Excellence in Science Teaching in Secondary Schools for her work to inspire students with diverse, creative backgrounds, by applying mathematics to real-world problems and introducing them to future career opportunities in science.

She is President Elect of the Mathematics Association of WA, introducing Maths Talent Quest, a student activity that encourages students to consider real world problems and apply mathematical and statistical thinking processes to solve them. As a result of her interest in cryptographic science, Donna also established an accredited cybersecurity course in Western Australia to educate the next generation about ways to make a more safe and secure online environment.

A lead tutor at the Perth Girls Programming Network, she supports girls in secondary schools to develop their algorithmic thinking through programming and provides mentorship to tutors. In recognition of her work in Technologies education, she was presented the 2023 Women in Technologies WA STAR[+] Award and was the recipient of an ICT Educator Award by the Academy of Computer Science.

Since 2004 Linda has had a particular focus on research involving new insights and directions in STEM education.

A large body of her work has looked at Professional Leaning and building the capacity of preservice teachers. Linda is also known as an eminent voice on the research of Out of Field teachers. (OOF)

She is the current lead in Girls As Leaders in STEM (GALS) which provides experience for girls in Years 5-8 to develop their problem-solving skills alongside mentors from University and Industry.

Wendy is a pioneer in STEM education and is specifically known for her development of one of three regional STEM projects delivered under the Queensland Virtual STEM Academy –in this virtual space it seeks to engage students who are disadvantaged by distance, socioeconomic background, Indigenous culture and gender, giving these students opportunities they would not have previously received.

Wendy’s approach to future challenges for her students is disrupting traditional teaching to build students’ enthusiasm for STEM and develop skills for participation in what she terms a regional “innovation ecosystem”

She is a proud recipient of the Australian Schools Fellowship Award.

Dr Emily Ross is Deputy Director of Teaching and Learning, Director of Primary Preservice Programs, and Lecturer in the School of Education at The University of Queensland. She has extensive experience in curriculum implementation, supporting school leadership teams and teachers to implement some of the most exciting and cutting-edge curriculum initiatives. She has led the design and implementation of key curriculum and assessment initiatives for the state of Queensland and at a national level. Emily’s doctoral research on curriculum interpretation and implementation has shaped government policy in Queensland. It has influenced the method and messaging for implementation support of the Australian Curriculum, and the professional development and resources that have been developed to aid teachers in the curriculum planning work. After completing her doctoral studies, Emily was asked to lead the project for the renewal of the QCAA Australian Curriculum website, including the redevelopment of over 500 curriculum support resources.

Emily’s expertise in curriculum development and implementation has continued to be drawn upon by several national organisations, including the Australian Curriculum, Assessment and Reporting Authority (ACARA) and Education Services Australia. Through these organisations, she has been invited to continue to serve on Advisory Groups and National Expert Panels to support the development and delivery of the Australian Curriculum and resources to support its implementation in Australian schools.

Previously, Emily held senior leadership positions at the QCAA, the Australian Curriculum, Assessment and Reporting Authority (ACARA) and the interim National Curriculum Board, as well as in Queensland government and independent schools. Emily’s research focuses on curriculum and assessment policy and its implementation, particularly in areas of STEM education.

Michael Valentine is an experienced and uniquely innovative primary and middle school teacher. He has been a Head of Junior School and Head of Middle School, where he developed engaging, inquiry-based curriculum for Year 7.

Andrew Oberthur has been a teacher for over thirty years and a primary school principal for more than twenty of these. He is a popular speaker, presenter, and facilitator of workshops on ‘creating a culture of trust, collaboration and enquiry between teachers and parents’.

You can purchase his books through amba press

https://ambapress.com.au/

Harry Hastings is a well loved and renowned teacher from the United Kingdom. He is an outstanding teacher and he has a few celebrity students who continue to credit him for their passion for education. Whilst I was not lucky enough to teach alongside him, I arrived at the Dragon school just after he left to take up a Deputy Head role. Even then, he was spoken about with some legendary status and was clearly and loved and very much missed part of the team. He moved to become Headmaster of Ardingly College Prep School and has worked out that he has served 99 terms in education. He is now a Level 7 coach in education and has set up his own consultancy company The Sherpa, supporting schools and educators.

Jenny understands the imposter syndrome many of us face moving into these leadership spaces and she is behind us all in the way in making sure we build our confidence to tackle anything. She has had key partnerships with the Department of Education, and hosts her own Podcast, Positively Leading in Schools.

Jillian has taught Drama at both secondary and primary schools in WA since 2009. For the last 9 years she has been employed by Department of Education teaching students from PP-6. She has developed programs that use Drama to promote literacy and oral language skills for primary-aged students. She has learnt how to cater for a wide range of students when it comes to speaking and performing. She has also supported staff in teaching and assessing speaking and listening skills. Jillian is an Oracy assessor and member of the Oracy board. She is passionate about what Oracy has to offer students in today’s climate and looks forward to providing valuable insight from a mainstream specialist and assessor’s point of view. 

Spotify 

Julianne is the Director of REDI – the centre for Research for Educational Impact at
Deakin University. REDI is a large research centre that is committed to the
never ending struggle for social justice and leading educational ideas. Her
research program is developed from questions of equity, participation and
agency and shows sustained links to schools, school systems and the
professional work of early career teachers. Leading change through a focus on
curriculum and social theory, curriculum leadership, practitioner inquiry and
qualitative research methodology, notably visual methods, she is active in
working along education systems in Australia and internationally to shape
policy and practice. Her experience in education has been equally shared
between the university sector and the school system. She began her teaching
career in the Northern Territory and then worked for the Department of
Education in Tasmania as a teacher of visual arts, literacy specialist and a
school principal. Over a forty-year career in education she has upheld an
enduring commitment to equity and social justice. Central to her research
programme is the fostering of a strong research higher degree culture and a
pedagogy of supervision that enables candidates to pursue innovative and
impactful research. She has contributed to more than 100 publications that
include book chapters, refereed journal articles, reports, professional books
and other publications in a range of high standing international and national
peer review publications and conference proceedings. Her service contribution
in additional to her leadership roles in higher education include the
organisation of academic colloquia series; national president of the
Australian Association for Research in Education (2013-14), an active member
of major professional associations and conference committees; reviewing for
international research panel reviews and promotion committees; editor of
Teaching Education; membership of international editorial boards and regular
reviewing for a range of social science journals in education, teaching and
the arts.

Andrew previously sat on the UK Government’s Regional Standing Advisory Committee for Religious Education and has had articles published in The Journal of Philosophy in Schools (JPS) 

  Dr Angela has been in the profession for over 40 years, teaching in all tiers, including teaching Modern Greek at UWA and The University of Notre Dame Australia. She was the Foundation Principal of Immaculate Heart College.  Angela serves on a number of committees, including being the Director of the Centre for the Greek Language (CGL) in WA, Chairperson of the West Australian Modern Greek Language Teachers’ Association (WAMGLTA), member of the UWA Council of Convocation and, until recently, she was the UWA representative on the Executive Committee of the Western Australian Institute for Educational Research (WAIER).

Click here to connect with Angela at UWA

You can see our recording on You Tube and Spotify

Since 1982, Dr. Gary Stager has helped school educators around the world embrace computational technology as an intellectual laboratory, vehicle for self-expression, and window onto a world of possibilities for amplifying the potential of each student in preparation for an uncertain future. All of his work is rooted in the Piagetian notion that “knowledge is a consequence of experience.” His activities with teachers and students are guided by a focus on learning-by-doing.

When Jean Piaget wanted to better understand how children learn mathematics, he hired Seymour Papert. When Dr. Papert wanted to create a high-tech alternative learning environment for incarcerated at-risk teens, he hired Gary Stager. This work was the basis for Gary’s doctoral dissertation and documented Papert’s most-recent institutional research project.

Dr. Stager’s work has earned a Ph.D. in Science and Mathematics Education and he collaborated on a project that won a Grammy Award. Recently, Gary was invited by Fondazione Reggio Children to lead public seminars, and even teach children, in Reggio Emilia, Italy. In April 2005, Gary led The Language of Computation — Constructing Modern Knowledge in Reggio Emilia.

In addition to being the Publisher at Constructing Modern Knowledge Press, a company dedicated to disseminating the wisdom of creative educators, Dr. Stager is the Publisher at Cymbal Press, an award-winning publisher of jazz books.

Gary was also on the advisory board of the NSF-funded project, BJC4NYC: Bringing a Rigorous Computer Science Principles Course to the Largest School System in the US. Dr. Stager also maintains the world’s largest archive of text and multimedia by Seymour Papert at The Daily Papert.

Select Awards and Recognition

• Entered into the Consortium for School Networking (CoSN) EdTech Time Capsule, the culmination of a national crowdsourcing project that sought to identify the top 25 products, people and developments that transformed education through technology over the last 25 years. (2017)
• Keynote speaker at the 2017 WISE Conference in Doha, Qatar
• Keynote speaker at the 2017 Transforming Education Conference for Humanity sponsored by UNESCO and the Mahatma Gandhi Institute in Visakhapatnam, India
• CUE presented Gary with its Technology in Learning Leadership Award. (2012) Past recipients include George Lucas, Guy Kawasaki, and Marc Andreesen.
• Tech & Learning Magazine named Gary Stager as “one of today’s leaders who are changing the landscape of edtech through innovation and leadership.” (2010)
• Gary was the new media producer for The Brian Lynch/Eddie Palmeri Project –
  Simpatíco, 2007 Grammy Award Winner for Best Latin Jazz Album of the Year. The album also won the a similar award from the Jazz Journalists Association. Collaborator on a project by Brian Lynch which was also nominated for a Grammy Award in 2017.
• The National School Boards Association recognized Dr. Stager with the distinction of “20 Leaders to Watch” (2007)
• Best columnist finalist – Association of Education Publishers Distinguished Achievement Awards. (2006)
• Converge Magazine named Gary a “shaper of our future and inventor of our destiny.” (1999)
• 1998 recipient of the Outstanding Educator Award by the New Jersey Educational Computing Consortium

• Press

  Gary has appeared in The New York Times, Wall Street Journal, NPR’s All Things Considered, Nature, The Chronicle of High Education, Parade Magazine, Wired, The Huffington Post, Edutopia, Scholastic Administrator, District Administration, Technology and Learning, Education Week, American School Boards Journal, California School Business Magazine, Educational Leadership, Learning and Leading with Technology, Technology and Learning, ASCD Education Update, KQED Mindshift, Converge, Logo Exchange, eSchool News, The Age (Melbourne Australia), Education HQ (Australia) Crikey (Australia), as well as public radio (US), the ABC (Australia), Canberra Times (Australia) Sunraysia Daily (Australia), Bulgarian television, and Peruvian television.

  International Experience

  Gary has worked or spoken in Australia, Austria, Belgium, Bermuda, Brazil, Bulgaria, Canada, China, Colombia, Costa Rica, Denmark, Egypt, England, Finland, France, Germany, Greece, Hong Kong, India, Italy, Lithuania, Mexico, New Zealand, Peru, Philippines, Poland, Qatar, Singapore, Slovakia, South Africa, Spain, Switzerland, Thailand, The Netherlands, Turkey, and across the United States.

• Select Publications (click title for more info)

  (foreword) Kahn, K. (2025). The Learner’s Apprentice: AI and the Amplification of Human Creativity. Torrance, CA: Constructing Modern Knowledge Press.

  Stager, G. (2024). Generative AI as Mathland and Constructionist Frontier. Constructionism / FabLearn 2023 conference, New York, NY. https://press.etc.cmu.edu/proceedings/proceedings-constructionism-fablearn-2023

  Stager, G. (2021). Twenty Things to Do with a Computer Forward 50: Future Visions of Education Inspired by Seymour Papert and Cynthia Solomon’s Seminal Work. Torrance, CA: Constructing Modern Knowledge Press.

  (chapter contributor) Stager, G. (2020). Constructing Modern Knowledge: Crafting the Next Generation of Constructionists. In N. Holbert, M. Berland, & Y. Kafai (Eds.), Designing Constructionist Futures: The Art, Theory, and Practice of Learning Designs. Cambridge, MA: MIT Press.

  (chapter contributor) Minsky, M. (2019). Inventive Minds: Marvin Minsky on Education: Cambridge,MA: MIT Press.

  Stager, G. (2019). Unsolicited advice on learning, teaching and leadership. Melbourne, Australia: Centre for Strategic Education

  (co-author) Martinez, S. L., & Stager, G. (2019). Invent to learn: Making, Tinkering, and Engineering in the Classroom, second edition (2 ed.): Torrance, CA: Constructing Modern Knowledge Press. (published in 8 languages)

  (contributor) Stager, G. (2018). Transforming Education – Empowering the students of today to create the world of tomorrow. In S. Tierney (Ed.). Redmond, WA: Microsoft.

  (chapter contributor) Stager, G., & Martinez, S. (2017). Thirteen Considerations for Teaching Coding to Children. In S. Humble (Ed.), Creating the coding generation in primary schools: A practical guide for cross-curricular teaching. Philadelphia: Routledge.

  (foreword) Loader, D. (2016). The Inner Principal: Reflections on Educational Leadership.: Torrance, CA: Constructing Modern Knowledge Press.

  (foreword) Schank, R. (2016). Education Outrage. Torrance, CA: Constructing Modern Knowledge Press.

  (foreword) Thornburg, D., Thornburg, N., & Armstrong, S. (2014). The Invent to Learn Guide to 3D Printing in the Classroom: Recipes for success: Torrance, CA: Constructing Modern Knowledge Press.

  (coauthor) Martinez, S. L., & Stager, G. (2013). Invent to learn: Making, Tinkering, and Engineering in the Classroom, second edition: Torrance, CA: Constructing Modern Knowledge Press.

  (chapter contributor) Kohl, H. R. (2012). The Muses Go to School: Inspiring Stories about the Importance of Arts in Education: The New Press.

  (chapter contributor) Stager, G. (2003). The Case for Computing. In S. Armstrong (Ed.), Snapshots!: Educational Insights from the Thornburg Center: Thornburg Center.

  (chapter contributor) Computers for Kids, Not Schools from the book, Reflections of a Learning Community – Views on the Introduction of Laptops at MLC. 1993

Leon Furze is an international consultant, author, and speaker with over fifteen years of experience in secondary and tertiary education and leadership. Leon is studying his PhD in the implications of Generative Artificial Intelligence on writing instruction and education.

Leon has held roles at multiple levels of school and board leadership, including Director of Teaching and Learning, Head of English, and eLearning. Leon is a Non-Executive Director on the board of Young Change Agents and Reframing Autism, and a member of Council for the Victorian Association for the Teaching of English. 

Leon completed his Master of Education at the University of Melbourne in 2016 with a focus on student wellbeing, leading schools through change, and linking education systems and communities. He has published dozens of books, articles and courses, with his most recent publications, Practical Reading Strategies and Practical Writing Strategies reaching an international audience.

Leon presents at state and national conferences and runs online and face to face professional learning for schools, individuals and businesses. Through consultancy and advisory work, Leon helps educators from K-12 to tertiary to understand the implications of Generative Artificial Intelligence in education.

About

Currently an Australian Research Council (ARC) DECRA Fellow

Dr Lucinda McKnight is an internationally recognised expert in the field of
digital literacies, especially in generative AI and writing. In her current
role as an Australian Research Council DECRA fellow, she is researching how
Australian teachers are conceptualising digital writing. Lucinda’s research
interests also include curriculum design, postqualitative
methodologies/methods and feminist perspectives on neoliberal education.

Through her published research and extensive media presence, she aims to
change international and national conversations about meaningful and authentic
writing pedagogies in a digital, AI-driven age. Identified as one of 12 global
thought leaders in AI content creation, she sits on Turnitin’s international
Advisory Board on the Future of Writing and is also on the editorial boards of
the Journal of Education for Teaching, English in Australia and Curriculum
Perspectives. Lucinda is on the Publications Committee for the International
Association for the Advancement of Curriculum Studies.

Lucinda’s work draws on her 30+ year career in education and educational
leadership, from working as a producer for educational titles in the ed tech
industry, through establishing education services and programs for both Museum
Victoria and Anne Frank House and working as a digital project manager for
Curriculum Corporation (now Education Services Australia).

Overview

Poor social and emotional wellbeing negatively affects students’ school attendance, engagement, learning, and academic outcomes – threatening core education goals. By early secondary school, for example, students with a mental health problem can lag academically by almost three years, compared to their well peers. Yet evidence also shows that good social and emotional skills – such as learning to understand and manage emotions and establishing and maintaining positive relationships – developed by the age of 10, can predict a range of adult outcomes (age 42), such as life satisfaction, employment success, and overall health.

This presentation will summarise the latest school wellbeing research showing how and why explicit and implicit (academic care) teaching of social and emotional learning is critical to student health, behaviour and learning.

AITSL Standards addressed

Focus area 1.1 Physical, social and intellectual development and characteristics of students

Focus area 1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

Focus area 3.7 Engage parents/carers in the educative process

Focus area 4.1 Support student participation

Focus area 4.4 Maintain student safety

Focus area 6.3 Engage with the parents/carers

Overview

INVITATION ONLY Event – teachers and educational chaperones

The National Schools Constitutional Convention (NSCC) is one of the major components of the Australian Government Civics and Citizenship Education (CCE) program.  The NSCC is an annual peak event exploring the Australian Constitution for senior school students in Years 11 and 12.  A total of 120 students will be selected nation-wide each year to attend.  

Overview

The Australian Curriculum Studies Association (ACSA) is a proud supporting partner of the Generative AI for Education Leaders Summit 2024 taking place in Sydney from 19 – 21 March 2024.

The Generative AI for Education Leaders Summit 2024 is the first event in Australia designed for secondary and tertiary education leaders tasked with harnessing the power of generative AI while avoiding the risks.

These are unchartered waters and the stakes are high, so it’s critical that education leaders are equipped with the knowledge, tools and strategies necessary to navigate the continuously evolving AI landscape.

Join our ACSA President, Dr Deborah Price in a panel discussion on ‘How can institutions manage and minimise risk when using generative AI in education?’

Register with VIP code ‘ACSA15’ to save 15% off the registration fee for Australian Curriculum Studies Association (ACSA) members. Book online here or call +61 (0)2 9977 0565.

Overview

Australian teachers are expected to use a common curriculum framework as a foundation for learning experiences that enable all learners to participate and thrive. In practice, this means designing meaningful, engaging tasks in classrooms where students’ academic starting points may span the equivalent of eight or nine grade levels. Effective differentiation is essential. Yet, the concept of differentiation is often markedly oversimplified or overcomplicated to the point where it is virtually unattainable. In this webinar, we will explore some practical ways to think about differentiation and some applied strategies for approaching planning and teaching for academically diverse learners.  

AITSL Standards addressed

1.2 Understand how students learn

1.5 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

1.6 Strategies to support full participation of students with disability

3.1 Establish challenging learning goals

3.2 Plan, structure and sequence learning programs

4.2 Manage classroom activities

5.1 Assess student learning

Overview

Ngarrngga is a Signature Project at the University of Melbourne. It is a collaboration between the Faculty of Education, Indigenous Studies Unit and Indigenous Knowledge Institute. Our vision is for all Australian students to have the opportunity to connect with Aboriginal and Torres Strait Islander knowledge systems, histories and cultures.

To support educators in this work, we provide free, high-quality curriculum resources and professional development modules, spanning all subject areas from Years 3 to 10. 

Policy advocates for promoting reconciliation through the educating of all Australian students and youth about our shared history. In this workshop, we will explore the historical, social and political milestones that has led to the recognition and showcasing of Indigenous Knowledge in Australian classrooms. We will explore how Ngarrngga supports educators to learn about the contributions and achievements of Aboriginal and Torres Strait Islander Peoples through a practical and sustained approach. The importance and potential impacts of this project will be shared inviting you all to join with us as we work to effect change in education.   

AITSL Standards addressed

~ 1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

~ 1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

~ 2.2 Content selection and organisation

~ 2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

~  3.4 Select and use resources

Overview

Rethinking education in the age of AI

Artificial intelligence (AI) has profoundly disrupted the education sector. Whilst there remains caution with its implementation, it is an exciting time to explore the potential of AI to drive innovations in teaching and learning practices.

The Hatchery’s 2nd Integrating AI in Education conference will bring together key leaders, educators and experts to explore the positive potential of AI to transform education and enhance student learning and outcomes. This conference will unpack the present challenges relating to academic integrity, assessment and the ethical implementation of AI in schools, and in light of these concerns, explore practical solutions and best practices for leveraging AI as a tool to innovate teaching and learning.

This event will provide a thought-provoking and collaborative platform to share insights, exchange ideas and unpack the possibilities of AI to enrich the educational and learning experience for educators and students alike.

ACSA President Dr Deborah Price joins Sharon Foster (Executive Director Curriculum, ACARA) and Lauren Sayer (Director of Curriculum, VCAA) in a panel discussion on ‘Improving teaching, curriculum & assessment using AI’:

• Reflecting on the role of AI in supporting evolving 21st century requirements of teaching and learning 
• Leveraging AI to enhance the quality of assessments
• Uncovering the potential for AI to improve curriculum delivery

ACSA members can register for the event here and use the code ‘ACSA‘ at checkout for $200 off the current advertised ticket price. 

Overview

There is an ongoing focus on improving students’ academic, behavioural and wellbeing outcomes in the Australian education landscape. The recently released Independent Expert Panel’s final report, Improving Outcomes for All, emphasised the need to lift student outcomes, improve equity and improve student wellbeing. Alongside this are calls to address increasing disruption in Australian schools. While the factors informing these reports are complex and many, how teachers implement curriculum is one factor that can significantly impact on students’ behaviour and their opportunity to succeed in learning. In this webinar, we will explore how accessible curriculum implementation can enable student outcomes. We will further discuss the importance of obtaining and engaging with quality data, and how this can be supported by collaboration with colleagues.

AITSL Standards addressed

1.1 Physical, social and intellectual development and characteristics of student

1.3 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

1.6 Strategies to support full participation of students with disability

2.3 Curriculum, assessment and reporting

3.5 Use effective classroom communication

4.1 Support student participation

5.1 Assess student learning

5.2 Provide feedback to students on their learning

5.4 Interpret student data

Overview

This session will highlight strategies used to maximise the impact of engaging with colleagues to improve practice.  A series of examples will be analysed to identify key moves that have made a difference in the transition from idea to action. Examples will be drawn from collaboration between colleagues, to whole school approaches, formal guided collaborative inquiry between schools, and whole of system co-design. From curriculum to learning, from data to data-informed practice, and from strategy and policy to strategic action, – we can make a difference when we work together effectively to support our students realise their potential.

AITSL Standards addressed

3.6, 6.3, 6.4

Principal standard = Leading improvement, innovation and change

Middle Leader Professional Standards

Overview

South Australia has been working as an educational ecosystem with shared vision and impact. The SACE Board has worked as a node in the system to drive awareness and desire to activate student agency and fairly and formally recognise more of what young people know and can do. A complexity-aware approach has been used, which acknowledges that transformational change cannot occur in isolation. Hence, they have built a coalition made up of schools, teacher and students, tertiary institutions, business and industry and national experts and first movers. What we have found over the last three years of progress has been a diverse group of stakeholders committed to leaning in and testing new ground for the better learning outcomes for our young people and better matching to post-school pathways.

AITSL Standards addressed

1.2 Understand how students learn

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

2.3 Curriculum, assessment and reporting

6.2 Engage in professional learning and improve practice

7.4 Engage with professional teaching networks and broader communities

Overview

Increasing human displacement, migration and mobility of individuals and communities currently rub up against national mainstream curriculum in most countries. In Australia, like many ‘northern-facing’ countries, curriculum rests on a default design that assumes a singular view of theory, knowledge, and pedagogy. Despite discourses sympathetic to multi- or inter-culturalism and diversity, the education system rests on an imagined monolingual English-speaking society with shared values. Instead, Australian society exhibits complex diversity. Yet, the ways of being, believing and knowing among Aboriginal and Torres Strait Island students remain largely invisible, and those of students from many settings beyond the anglosphere are met with varying degrees of marginalisation or exclusion.

There are three aims for this session. First, the relationship between language and societal multilinguality as conduits of ways of being, believing and knowing are discussed. Second, implications of shifting from singular assumptions of knowledge, language and faith to plural experiences and worldviews are scoped. Third, longitudinal research findings on the use of human and machine translation technologies are offered as a promising shift towards theoretical, pedagogical, curricular, and assessment pluralities. These offer reciprocal exchanges among students and educators, and seque to educationally sound use of generative AI tools.

AITSL Standards addressed

1.2 Understand how students learn

1.3 Students with diverse linguistic, cultural, religious & socioeconomic backgrounds

1.4 Strategies for teaching Aboriginal and Torres Strait Islander students

5.1 Assess student learning

Overview

All students deserve the right to succeed in and enjoy mathematics.

Sadly, not all students have this opportunity. A large proportion of our students miss out due to maths anxiety or the pervasive attitudes associated. Attitudes like “I’m not a maths person” or “maths is all about being fast” for example hinder countless schoolchildren worldwide. It’s more than just a fear of numbers; it’s a debilitating cycle that stifles learning and potential and cuts them off from a career in STEM.

To make matters worse, we have 30% of primary teachers with maths anxiety, an increasing proportion of maths teachers teaching out of field and parents who often, unknowingly, contribute to many of these attitudes.

This session will take a look at what Maths anxiety is and how teachers can reduce it.

AITSL Standards addressed

1.1 Physical, social and intellectual development and characteristics of students

2.5 Literacy and numeracy strategies

3.3 Use teaching strategies

4.1 Support student participation

Curriculum Symposium Overview

Delegates will leave the Symposium with a refreshed and inspired understanding about

• What CURRICULUM is: what counts as knowledge?

• The purpose of CURRICULUM

• The way CURRICULUM permeates every aspect of education

• Their own role in working collaboratively in shaping CURRICULUM

• Best practice models that can inform CURRICULUM enactment for their contexts

Delegates will wrestle with big picture CURRICULUM essentials

• What is it? What is its purpose? What has it become?

• How do teachers and leaders understand it, shape it, use it?

Delegates will deeply explore current & contemporary CURRICULUM conversations and engage with rich CURRICULUM models in practice. Delegates will be challenged to reconceptualise CURRICULUM.

​Who is this Symposium for?

Those involved in or seeking to influence education through robust curriculum conversation. An opportunity to engage and wrestle with different points of view, in light of current research, and its potential impact on curriculum. A platform offering safety and respect for those sharing various perspectives.

Overview

Play offers children a powerful opportunity to build a disposition for learning that shapes the rest of their learning lives.  As children play, they strengthen their capacity to think, discover, create, improvise and imagine.  Play holds a critical place in the repertoire of educators as they design curriculums that prepare children for the being of today and the becoming of tomorrow.  

This session will explore the way play is understood in the early childhood classrooms of the 21st century and how this approach supports a continuity of learning. 

AITSL Standards addressed

~ 2.1 Content and teaching strategies of the teaching area(s)

Apply knowledge of content and teaching strategies of the teaching area(s) to develop engaging teaching activities.

~ 3.3 Use teaching strategies

Select and use relevant teaching strategies to develop knowledge, skills, problem solving, and critical and creative thinking.

~3.4 Select and use resources

Select and / or create and use a range of resources, including ICT, to engage learners in their learning.

Overview

AI/technologies are with us and the future… The last two years has seen a tremendous upsurge in the push to incorporate AI into teaching and learning practices.  Unfortunately, this push was done with little foresight and even less data.  Supporting educators with developing skills of critical and informed use of technologies is important.

AITSL Standards addressed

Yet to come

Schools are increasingly under pressure to deliver better student outcomes. Using evidence to inform teaching practice is essential to maximising the impact teaching has on student performance. However, with so much access to evidence and data, and educators poor on time, translating evidence into practice can quickly be overwhelming – but it doesn’t have to be.

The Evidence Informed Teaching conference will provide you with practical insights and tools to support your school to not only implement, but sustain evidence informed teaching practices. Bringing together school leaders, experts, government education departments, and curriculum authorities to share and spotlight evidence based teaching strategies. This event will showcase case study examples and practical insights that will assist in building teacher capability and efficacy.

Dr Deborah Price will Chair the Panel following keynote 1 entitled: Exploring the latest in curriculum reform and evidence-based teaching practices.

The panel’s discussion will dive into pedagogy and how curriculum informs pedagogy.

Discounted registration for ACSA members: $200 off current advertised
conference registration. Registration link here 

Dr Deborah Price will facilitate the Panel on day 1: Exploring practical strategies for differentiated instruction

The panel will explore practical strategies for differentiated instruction. 

• What are the most effective methods for tailoring instruction to meet different student needs?
• How can educators implement dynamic grouping based on students’ abilities, interests, and learning profiles?
• How can teachers design tasks at varying levels of difficulty to ensure all students are appropriately challenged?

Implementing differentiated instruction to support diverse learning needs and growth.

Amid increasing pressure for schools to deliver better student outcomes, differentiation has never been more critical as a strategy for success. The Differentiation & Engagement in Teaching & Learning conference focuses on integrating differentiation into the curriculum and developing whole-school strategies to support tailored teaching practices that lead to engaged classrooms.

Attendees will explore how to achieve better outcomes by tailoring their strategies to the diverse abilities, learning styles, interests, and needs of students in their classrooms.. Through practical real-world examples that touch on inclusive classroom techniques, data analysis, and technology join us to discover how educators can implement these solutions to drive meaningful educational improvement.

Overview

The Australian Curriculum Studies Association (ACSA) is a proud supporting partner of the Generative AI for Education Leaders Summit 2024 taking place in Sydney from 19 – 21 March 2024.

The Generative AI for Education Leaders Summit 2024 is the first event in Australia designed for secondary and tertiary education leaders tasked with harnessing the power of generative AI while avoiding the risks.

These are unchartered waters and the stakes are high, so it’s critical that education leaders are equipped with the knowledge, tools and strategies necessary to navigate the continuously evolving AI landscape.

Join our ACSA President, Dr Deborah Price in a panel discussion on ‘How can institutions manage and minimise risk when using generative AI in education?’

Register with VIP code ‘ACSA15’ to save 15% off the registration fee for Australian Curriculum Studies Association (ACSA) members. Book online here or call +61 (0)2 9977 0565.

Schools are increasingly under pressure to deliver better student outcomes. Using evidence to inform teaching practice is essential to maximising the impact teaching has on student performance. However, with so much access to evidence and data, and educators poor on time, translating evidence into practice can quickly be overwhelming – but it doesn’t have to be.

The Evidence Informed Teaching conference will provide you with practical insights and tools to support your school to not only implement, but sustain evidence informed teaching practices. Bringing together school leaders, experts, government education departments, and curriculum authorities to share and spotlight evidence based teaching strategies. This event will showcase case study examples and practical insights that will assist in building teacher capability and efficacy.

Dr Deborah Price will Chair the Panel following keynote 1 entitled: Exploring the latest in curriculum reform and evidence-based teaching practices.

The panel’s discussion will dive into pedagogy and how curriculum informs pedagogy.

Discounted registration for ACSA members: $200 off current advertised
conference registration. Registration link here 

Dr Deborah Price will facilitate the Panel on day 1: Exploring practical strategies for differentiated instruction

The panel will explore practical strategies for differentiated instruction. 

• What are the most effective methods for tailoring instruction to meet different student needs?
• How can educators implement dynamic grouping based on students’ abilities, interests, and learning profiles?
• How can teachers design tasks at varying levels of difficulty to ensure all students are appropriately challenged?

Implementing differentiated instruction to support diverse learning needs and growth.

Amid increasing pressure for schools to deliver better student outcomes, differentiation has never been more critical as a strategy for success. The Differentiation & Engagement in Teaching & Learning conference focuses on integrating differentiation into the curriculum and developing whole-school strategies to support tailored teaching practices that lead to engaged classrooms.

Attendees will explore how to achieve better outcomes by tailoring their strategies to the diverse abilities, learning styles, interests, and needs of students in their classrooms.. Through practical real-world examples that touch on inclusive classroom techniques, data analysis, and technology join us to discover how educators can implement these solutions to drive meaningful educational improvement.