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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.
Sessions can be completed independently of each other. The session aims to enhance educators' understandings and skills in
assessing and reporting for EAL/D students. Participants will explore effective strategies for the analysis of data, tools and frameworks
for diagnostic, formative, and summative assessments to accurately evaluate EAL/D learners' levels of proficiency in Standard Australian
English (SAE) alongside their needs and growth. |
| | EAL/D Team and special guests |
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| | This training is for school staff appointed to the position of Harassment Contact Officer (HCO) in compliance with the CECWA Harassment, Unlawful Discrimination and Bullying policy statement. |
| | Employment Relations Consultant |
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| | This day will provide a valuable opportunity to connect, share knowledge, and develop strategies to enhance the implementation of the Keeping Safe: Child Protection Curriculum in our schools. This Professional Learning opportunity will focus on the teaching practices of Learning Design, Engagement and Instructional Range. |
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| | Team Teach Level 1 provides staff with positive behaviour skills and strategies for young people requiring individualised support and planning. |
| | Mia Bennison & Clare Thompson |
| | | | 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, School Psychologists, Social Workers, Librarians, Bursars, Financial and Administrative Staff, Nurses, Home-School Liaison Officers. |
| | | | | CEWA Geraldton, GERALDTON |
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| | Team Teach Level 1 provides staff with positive behaviour skills and strategies for young people requiring individualised support and planning. |
| | Leith Tarling & Lyndsay Darwent-Hunt |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | To enhance teachers' understanding of key scriptural and theological topics. |
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| | This professional learning is designed to support the pedagogical documentation of Early Childhood Coordinators and teachers of Three-Year-Old, Kindergarten and Pre-Primary classes. The session will demonstrate how pedagogical documentation supports and scaffolds intentionality and responsiveness to children by providing educators with insights into children's learning processes, enabling tailored and purposeful interactions. It serves as both a process and a product by capturing and reflecting on children's learning experiences, documenting significant moments to understand and support their development.
A range of methodologies and approaches, such as learning stories, anecdotal records, and digital portfolios, align with the EYLF Planning Cycle by facilitating observation, assessment, and planning to enhance children's learning outcomes. Additionally, pedagogical documentation acts as a responsive curriculum tool and planning document, suitable for various teaching and learning pedagogies, by continuously adapting to children's needs and informing future educational practices. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
| |
| | 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, School Psychologists, Social Workers, Librarians, Bursars, Financial and Administrative Staff, Nurses, Home-School Liaison Officers. |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | The project focuses on the key teacher practices of Instructional Range and Engagement, using data to plan targeted teaching strategies, foster meaningful learning, and create dynamic environments with Place, Space and Technology. |
| | | | | Geraldton Regional Office, GERALDTON |
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