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| | According to the Non-Government School Standards 10.6, all students receive a protective behaviours and sexual abuse prevention education. The Keeping Safe Child Protection Curriculum (KSCPC) is developed by experts in child abuse prevention, is age and developmental-stage appropriate, is culturally-appropriate, can be integrated into the wider curriculum, includes e-safety education and builds practical self-protective skills and strategies. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | A day for all ViSN Mentors to come together to learn, collaborate and share best practice in supporting ViSN student success.
The morning session will be facilitated by consultants from the CEWA Leadership Formation and Development Team, this tailored Professional Learning (PL) experience invites ViSN Mentors to explore mentoring as a vocation embedded in purpose and meaning.
Participants will identify the unique gifts they bring to their role, identify their guiding values, and engage in intentional reflection to strengthen mentoring capabilities. Through a strength-based lens, the workshop offers practical strategies and interpersonal skills to build trust and foster
authentic relationships with mentees. Informed by evidence-based resources and the principles of Integral Human Development, the PL provides mentors with clarity and actionable insights to effectively support mentees and empower others to thrive.
During the afternoon session ViSN Mentors will be able to share how ViSN runs in their school with time to share tips, tricks and challenges as well as understand operational procedures of the role. |
| | Karen Jones & Mitzi Johnston - Leadership Team, Peggy Fitzgerald & Kylie Kingdon - ViSN Team |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | To enhance teachers' understanding of key scriptural and theological topics |
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| | This session provides school staff responsible for administering SEQTA reports with an opportunity to set up reports for their school. Participants will be supported through each step of the process |
| | | | | Bunbury Parish Hall - Bunbury, BUNBURY |
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| | This session is one of the three professional development sessions in our “An Introduction to EAL/D” series. This series is designed to support educators who are new to working with EAL/D students. While it is recommended that participants complete the three sessions, they can also be completed independently of each other.
This session will introduce the CEWA EAL/D Provision framework and provide an overview of EAL/D pedagogy. It will include guidance on using the EAL/D Progress Maps for planning, teaching, assessing and reporting. The session will also provide a brief introduction to relevant documentation that supports EAL/D provision in schools, including EAL/D Learning Plans and reporting practices. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | Accreditation to Work in a Catholic School is a mandatory professional requirement for all school-employed non-teaching staff in contact with students, or who have a particular responsibility for students. For example: Teacher Assistants, Librarians, Bursars, Financial and Administrative Staff, Nurses, Home-School Liaison Officers |
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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. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | Spirituality is understood as a human capacity that requires awakening and nurturing alongside the other human capacities. However,
spirituality is often misunderstood. In this session we will explore spirituality by sharing The Framework for Young Children’s Spiritual
Capabilities that was developed as a research-informed model to nurture and promote the spirituality of young children. The Framework
describes spirituality as related to children’s sense of wonder, connection, meaning-making, and compassion, as these are increasingly
recognised as a vital dimension of holistic development. In the session we will provide practical strategies to identify, support, and extend
children’s innate spiritual capabilities. The Framework encourages environments where children feel safe to explore big questions, express
curiosity, and cultivate a sense of belonging – all central to spirituality and quality early years practice. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | This Professional Learning opportunity will focus on the Teacher practices of Learning design; Instructional range; Place, space and technology and Quality relationships. It aims to provide opportunities to learn, share best practice, establish networks and build capacity to support others. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | This Professional Learning opportunity will focus on the Teacher Practices of Quality Relationships, Learning Design , Engagement & Place, Space & Technology.
Secondary Education Support Network meetings provide an opportunity for coordinators and teachers of students with disability to come together to discuss current innovations, showcase good practice and set up professional networks. These meetings will allow teachers to increase their repertoire of good teaching and coordination practices which in turn will enhance outcomes for students.
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