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| | This workshop is a workshop to complete the End of Month process in your school. |
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| | Emotions inform learning, thinking, decision making, creativity, relationships, mental and physical health, and everyday performance. A systemic approach to social and emotional learning leads to better outcomes including more effective leading and teaching, reduced teacher stress and burnout, greater academic achievement, and more positive classroom and school climates. |
| | | | | Sacred Heart College, Sorrento, SORRENTO |
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| | Emotional intelligence directly impacts on schools including leadership, student and staff functioning and academic outcomes. Investing in systematic, evidence based emotion skills training for leaders is both personally valuable and of benefit to all they lead. |
| | | | | Sacred Heart College, Sorrento, SORRENTO |
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| | Instructional Range, Learning Design |
| | | | | Mineral Resources Park, LATHLAIN |
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| | To empower secondary educators with the necessary ‘know how’ and confidence to support students and their mental health concerns. |
| | Black Dog Institute & Mia Bennison |
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| | These three days will draw upon data within Learning Insights and Students Learning Journey Platforms, as well as contextual school and class data to analyse and plan for numeracy teaching and learning. Teachers will build their capacity to use the data at point of need to develop effective numeracy strategies to enhance student learning growth. |
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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. |
| | Sandra Peterson & Vanessa Alaniz |
| | | | Newman Siena Centre, DOUBLEVIEW |
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| | To enhance teachers' understanding of key scriptural and theological topics. |
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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 |
| | | | | Newman Siena Centre, DOUBLEVIEW |
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| | This session aims to support educators through the process of moderating EAL/D student work samples based on the EAL/D Progress Maps and a common task.
Participants will be expected to have a minimum of two work samples, based on a common task, to be moderated on the day.
This Professional Learning opportunity will focus on the Teacher Practices of Learning Design and Instructional range
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| | Marisa Schiavi & Melissa Mikulich |
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