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| | Gatekeeper training teaches individuals who have regular contact with others in their community to recognise and respond to people at potential risk of suicide, to support those who are bereaved by suicide or those who have lived experience. |
| | Jon Laden-Wearne & Nadia Fazzari |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | To enhance participants understanding of how the Kimochis®
characters and curriculum can be used as a tool in the classroom to foster social and emotional development and wellbeing. |
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| | Catholic Education Western Australia Limited (CEWA) invites school and office staff to express their interest in the Customising Learning Insights (Power BI) course. The two-day course aims to empower data leaders to personalise Power BI reports and dashboards for their school, utilising data from Learning Insights and Student Learning Journey.
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| | This session aims to support educators through the process of moderating listening and speaking EAL/D student work samples based on the EAL/D Progress Maps and the Common Assessment Task.
Participants will be expected to bring a minimum of two work samples, based on the Common Assessment Task, to be moderated on the day.
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| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | This 2 day Workshop will provide staff with understanding that weaves together Aboriginal wisdom, western therapeutic approaches and neuroscience to transform how we understand and respond to trauma. Unlike mainstream approaches, this workshop centres Aboriginal ways of knowing, being and healing — emphasising deep listening (Dadirri), connection to Country, kinship and cultural identity — alongside neuroscience, play based modalities and trauma-informed practice and assessment. |
| | | | | Geraldton Regional Office, GERALDTON |
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| | The purpose of the Early Career Teacher Program is to provide early career teachers with support to learn, practice and refine the elements of their professional role. In doing so, the program will also provide guidance to transition from proficient to full registration with the TRBWA. |
| | Vikki Sibosado and Renae King |
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| | To enhance teachers' understanding of key scriptural and theological topics. |
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| | To enable teachers of Religious Education to complete Accreditation to Teach Relgious Education Inservice Component |
| | Religious Education Curriculum Team |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | This session aims to support educators through the process of moderating listening and speaking EAL/D student work samples based on the EAL/D Progress Maps and the Common Assessment Task.
Participants will be expected to bring a minimum of two work samples, based on the Common Assessment Task, to be moderated on the day.
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| | This professional learning is designed to support the pedagogical documentation of Early Childhood Educators. These sessions will strengthen understanding of how to collect evidence that genuinely helps educators understand each child as a learner through use of purposeful documentation to support planning for the next steps in learning. This will cover a range of methodologies and approaches, to
align with the EYLF Planning Cycle. |
| | Sam Wynne, Early Childhood Consultant |
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