Sydney Metro Archives - Page 2 of 3

Implementing Aboriginal Education K-12

This course will support teachers implementing Aboriginal Education within the new syllabuses and will build knowledge of policy frameworks and inform the building of relationships.

This course will begin with an exploration of key policies guiding Aboriginal Education, including the Department’s Aboriginal Education policy and key documents, and the NSW Teachers Federation’s Aboriginal and Torres Strait Islander Education policy and their implications for practice. This course will be conducted by Aboriginal teachers who are highly experienced in their fields.

In primary and secondary workshops, NESA officers will provide an analysis of Aboriginal Education content within the syllabuses, ensuring a clear understanding of curriculum expectations. Presenters, holding varying leadership roles within the Department of Education, will share practical strategies for establishing and maintaining culturally inclusive, safe, and responsive learning environments.

Wednesday 5 August 2026 at NSW Teachers Federation, 23-33 Mary Street, Surry Hills, NSW 2010

All CPL courses run from 9am to 3pm.

$220

Please note, payment for courses is taken after the course takes place.

Teachers K-12 and leaders in schools implementing Aboriginal Education.

RUSSELL HONNERY
Aboriginal Education Officer, NSW Teachers Federation
Russell is a proud Wearie Gomeroi Man.
Russell’s current role as role is the NSW Teachers Federation Aboriginal Education Officer allowed him the opportunity to be the AEU Yes for Voice Campaign Lead Officer in 2023. Before holding this current role, he was a Professional Support Officer (2019-2021). Prior to holding these elected positions, Russell worked for the NSW Teachers Federation on a Relief basis in many roles. From Project Officer in 2010 and relieving in positions from 2011 to 2017: as Aboriginal Education Officer, Research Industrial Officer, Professional Support Officer and both Country and City Organiser positions. He was also the Aboriginal Executive Member for council 2017-2019 and Aboriginal Members Councilor from 2008 to 2019.
His teaching career has been in rural/northern NSW, which has given him a variety of experiences from classroom teacher, teaching Reading Recovery, Relieving Assistant Principal, team teaching with beginning teachers, mentoring staff and being part of the Department as Indigenous Teacher leadership program 2014/2015. He was also the Aboriginal Education and Engagement Officer SEO1 for the Tamworth Operational Directorate 2017-2019.
Russell’s experiences within the NSW Teachers Federation have given him the opportunity to represent and present at local, state, national and international events on behalf of Aboriginal members.

Teaching Peace – Integrating Peace Studies into the Syllabuses

This new CPL course offers participants an exciting new way to integrate peace studies into the syllabuses they teach. In this course you participate in theory-based learning about current academic research about peace. Participants will also develop the knowledge and skills to feel confident to undertake the teaching of peace studies as well as investigating programming approaches and strategies in order to apply what they learn to the NSW syllabuses.

Please note that there is also a TUT course for those who have been elected as Association Peace Contacts (including Peace and Environment Contacts) which, whilst containing some crossover in content, is designed to complement this CPL course.

12 August 2026 – Surry Hills

$220

Teachers interested in implementing peace studies in their classrooms. Primary, Secondary and TAFE teachers are encouraged to apply to attend this course.

Margaret Vos

Margaret Vos is the Director of the Centre for Professional Learning and the Centre for Public Education Research.

Theo Bougatsas

Theo Bougatsas is a NSW Teachers Federation organiser. A long-time advocate for peace education, Theo heads the Sam Lewis Peace Prize committee.

Associate Professor Jake Lynch

Jake Lynch is Associate Professor in the Discipline of Sociology and Criminology. He has spent the past 20 years researching, developing, teaching and training in Peace Journalism. For this work, he was recognised with the award of the 2017 Luxembourg Peace Prize, by the Schengen Peace Foundation.

Scholarly publications include several books and over 50 book chapters and refereed articles. Jake’s latest monograph, A Global Standard for Reporting Conflict presents results from his Australian Research Council Linkage Project, with partnership by the International Federation of Journalists and the aid agency, Act for Peace. It includes data from original fieldwork in Australia, the Philippines, South Africa and Mexico. Jake served for nine years on the Executive Committee of the Sydney Peace Foundation, and for two years as Secretary General of the International Peace Research Association.

Before taking up an academic post, Jake enjoyed a 20-year career in journalism. He was a Political Correspondent for Sky News, at Westminster, and the Sydney Correspondent for the Independent newspaper, culminating in a role as an on-air presenter (anchor) for BBC World Television News.

Jake’s new novel, Mind Over Murder, is the first crime fiction to be set in the world of EMDR, or Eye Movement Desensitisation and Reprocessing: a powerful therapeutic technique for treating unprocessed trauma. The book is published by Next Chapter.

Melanie Morrison

Melanie Morrison is the Director of the Sydney Peace Foundation, a foundation of the University of Sydney. She is a human rights advocate who leads the Foundation’s governance, strategic initiatives, partner and stakeholder outreach and communications programs. With a Master’s Degree from the University of Sydney, she has led communications and research programs across the corporate, non-profit, government and university sectors. She is an award-winning journalist, researcher and producer for her work in Australia and overseas.

Early Career Teachers

This course is designed for teachers in the earlier stages of their career. It will help Early Career Teachers in developing their practice, with an emphasis on their professionalism. The course will provide participants with practical strategies and deeper understanding of the theory and practice of good management and good teaching.

4 March 2026 at Suite 1.04, 1 Lowden Square, Wollongong, NSW 2500
19 March 2026 at NSW Teachers Federation, 23-33 Mary Street, Surry Hills
19 August 2026 at NSW Teachers Federation, 23-33 Mary Street, Surry Hills

All CPL courses run from 9am to 3pm.

$110

Please note, payment for courses is taken after the course takes place.

Lila Mularczyk

Lila Mularczyk’s commitment to education was recognised by being honoured with the Order of Australia Medal (OAM). Lila has been contributing to public education for 40 years. She currently is undertaking a portfolio of work including leading or participating on multiple National and State Education Boards and Reference Groups and projects (including, PEF, ACE, UTS, UNSW, NSWTF and CPL.) tertiary professional experience officer, coach and mentor, UNSW Gonski Institute, State and Vice Chair ACE, supporting HALT’s, tertiary lecturer, work in and for schools, research, contract work, critical friend, innovation projects etc.

Prior, Lila was the Director, Secondary Education, at the Department of Education. Immediately prior to this, Lila was President of the NSW Secondary Principals’ Council (SPC) from 2012 to 2016. As President and as a school Principal, Lila represented Public Education around Australia, and frequently globally, at conferences over many years. Lila was Principal at Merrylands High School for 15 years until 2016.

Conversations about Texts in Secondary Schools

Overview

The focus of this one day course presented by Kathy Rushton and Joanne Rossbridge is to develop understandings and strategies for engaging secondary students in writing across all KLAs.

Participants will:

Develop strategies for teaching writing as the context in which grammar is taught.
Identify the language demands of texts commonly read and written in secondary schools.
Explore the differentiation between oral and written language and the grammatical features which identify each mode.
Develop deep understanding of a model of language and scaffolding, and practical strategies to explicitly teach relevant aspects of language across subjects.
Will focus on the teaching of writing as the context in which grammar is taught to support meaning
Be supported to recognise and analyse their students’ written work.

14 August 2026 – NSW Teachers Federation, Surry Hills

All CPL courses run from 9am to 3pm.

$220 for one day

Please note, payment for courses is taken after the course takes place.

Secondary teachers especially teachers of all subjects requiring extended response writing such as HSIE, English, PDHPE and Science.

Teacher Librarians

Joanne Rossbridge is an independent language and literacy consultant working in both primary and secondary schools and with teachers across Australia. She has worked as a classroom teacher and literacy consultant with the DET (NSW). Her expertise and much of her experience is in working with students from diverse linguistic and cultural backgrounds. Joanne is particularly interested in student and teacher talk and how talk about language can assist the development of language and literacy.

Kathy Rushton is interested in the development of language and literacy especially in disadvantaged communities. She has worked as a classroom teacher and literacy consultant and provides professional learning for teachers in the areas of language and literacy development. Her current research projects include a study of multilingual pre-service teachers and the impact that teacher professional learning has on the development of a creative pedagogical stance which supports translanguaging and student identity and wellbeing.

Women in History: Reclaiming (In)Visible Women

Overview

CPL course participants will delve into women in history and will learn why it is so important to restore women to their rightful place in the world’s history.

Utilising history case studies of both the well-known and forgotten women of history, participants will explore thematic, comparative and biographical event-based programming approaches, taking in key historical debates and the big questions in history.

Primary, Secondary and TAFE teachers are encouraged to apply to attend this course.

Participants also will be given an overview of the Australian Research Council (ARC) international digital history project Conviction Politics.

Friday 11 September 2026

NSW Teachers Federation, Surry Hills

All CPL courses run from 9am to 3pm.

Jen Sonter

Jen Sonter began teaching in 2016 around the Central Coast, eventually landing at Terrigal High School in 2018. She has since been working full time at Pittwater High School on the Northern Beaches of Sydney, finally achieving permanent employment there in 2022.

She has predominantly worked in mainstream classroom settings throughout this time, but has also worked in wellbeing roles such as Year Advisor.

She is a passionate history teacher and takes up any opportunity to travel and experience historical sites from far and wide. She brings this passion into the classroom in the hopes of passing it on to her students.

Emma Seabrook

Emma Seabrook began teaching in 1992 at Crestwood High School in Sydney’s Northwest.  Her first permanent position, in 1995, was at Cambridge Park High School in the Western suburbs.

She has worked in public education her whole career and is currently teaching History and Society and Culture at Winmalee High School, in the Blue Mountains. As well as teaching History through all stages, Emma’ focus is on student well-being and has her career has included various stints as Year Advisor.

$220 for one day

Please note, payment for courses is taken after the course takes place.

“Excellent resources provided by all speakers.”

“Judy’s session was very thought provoking and a great way to start. Very inspirational woman.”

“All presenters were engaging and informative. I appreciate their generosity in sharing.”

“Very valuable course. (I have) new ideas to take back to school.”

“Thank you Federation and the CPL team for providing another extremely useful PD. All PD by the CPL has presenters who are genuine experts in their fields and provide useful resources and knowledge.”

Tell Me Your Story: Supporting EAL/D students in language and literacy development

Overview

The focus of this one day course presented by Kathy Rushton and Joanne Rossbridge is to develop understandings and strategies for participants who support EAL/D students in both small groups and mainstream classrooms.

Practical strategies will be provided to foster the use of English language while encouraging students to use all the linguistic resources that they bring to school, including the use of their first language. Consideration will be given to the wellbeing framework and supporting students in an inclusive environment which honours and confirms their identity, language, and culture.

Participants will:

Extend their knowledge, skills and understanding in the development of oral language with
links to the mode continuum to support English as an Additional Language or Dialect (EAL/D)
students.
Explore the relationship between spoken and written language through unpacking lexical
density and grammatical intricacy
Engage in activities to expand their strategies to develop a reading sequence with
consideration of Field, Tenor and Mode, vocabulary and language features
Engage in activities showcasing strategies in developing a ‘tanslanguaging space’ to support
literacy.
Extend their understanding on the role of joint construction in the teaching and learning cycle.

4 September 2026 at NSW Teachers Federation, Surry Hills

All CPL courses run from 9am to 3pm.

$220

Please note, payment for courses is taken after the course takes place.

Primary and Secondary teachers who support EAL/D students in both small groups and mainstream classrooms.

Teacher Librarians

Writing in Secondary Schools – understanding and applying grammar in context

Overview

The focus of this three-day course presented by Kathy Rushton and Joanne Rossbridge is supporting participants to identify the language demands of texts commonly read and written in the secondary school and recognising the features of their students’ writing.

We will focus on the teaching of writing as the context in which grammar is taught to support meaning and we will outline those grammatical features which best support teachers to make an impact on students who are writing extended responses.

Our aim is not to focus on the basics, but we will briefly review or address grammar for those who may be addressing it explicitly for the first time. This will support participants to identify and address their students’ needs as they analyse their written work. We will provide practical examples of strategies for engaging students in writing and supporting students to write effectively.

No dates available

Day 1 – Language and Literacy

Talking and Listening – What’s the difference? (Grammatical intricacy and lexical density)

Reading – What’s going on? (The verbal group)

Overview of sessions.
Discussion of Assessment tasks.
Introduction of field, tenor and mode:

Mode continuum.
Types of verbs and aspects of verbal groups identified and discussed.
The importance of teacher identification of verbal groups for exploring clause patterns in texts students are both reading and writing.

Whole group trials and share strategies for supporting students to explore verbal groups

Day 2 – Language Choices

Theme (Marked)

Reading – Who and What? (The noun group)

Writing – Where? When? How? (Adverbials and Theme)

Aspects of the extended noun group explained as well as the use of noun groups in developing lexically dense texts.
Analysis of texts suitable for all stages. Discussion at clause and group levels building on knowledge of the verb group to introduce the concept of marked theme of clause realised as an adverbial phrase of time, place or manner.
Analysis of texts and strategies for teaching adverbial phrases and their use in thematic position across the stages of texts.
Sharing of scaffolds.

Day 3 – Creating Cohesive texts

Sentence structure

The third voice in your classroom – Using quality texts. (Nominalisation)

Identifying the role of nominalisation and active and passive voice in quality texts and how they are used to develop theme across the stages of texts.
Identifying strategies for developing writing through a joint construction.
Sharing of notes for a joint construction.

“The course delivered by Jo and Kathy has been nothing short of positive and eye-opening. As a science teacher, I struggled to find why it is my role to teach literacy but that was only out of fear as I didn’t have much knowledge on language. This course not only expanded my knowledge but bolstered my confidence in implementing new strategies in the classroom. The course provided a clear understanding of literacy, allowing me to see the connections and applications of these concepts in a way that can resonate with my students. The experience I had implementing a joint construction has led to a boost in my self-efficacy. Overall, the professional learning course has been beneficial for me. It has provided me with tools and resources to enhance my teaching and better support my students on their learning journey. Thank you for the opportunity and experience.”

“Best PL I have done.”

“Presenters were highly engaging, approachable and demonstrated exceptional knowledge and pedagogical practice.”

“This course was extremely interesting and gave me many ideas for my own teaching – and my own learning.”

“This course was fantastic! Essential learning for all teachers! Thank you!”

“Thank you for the amazing and useful sessions! I feel more confident about grammar now.’

“I enjoyed the structure and engaging with colleagues regarding the strategies we started implementing into our classes.”

Kathy Rushton

Kathy Rushton is interested in the development of language and literacy especially in disadvantaged communities. She has worked as a classroom teacher and literacy consultant and provides professional learning for teachers in the areas of language and literacy development. Her current research projects include a study of multilingual pre-service teachers and the impact that teacher professional learning has on the development of a creative pedagogical stance which supports translanguaging and student identity and wellbeing.

Joanne Rossbridge

Joanne Rossbridge is an independent language and literacy consultant working in both primary and secondary schools and with teachers across Australia. She has worked as a classroom teacher and literacy consultant with the DET (NSW). Her expertise and much of her experience is in working with students from diverse linguistic and cultural backgrounds. Joanne is particularly interested in student and teacher talk and how talk about language can assist the development of language and literacy.

Secondary teachers especially teachers of all subjects requiring extended response writing such as HSIE, English, PDHPE and Science.

Teacher Librarians

$660 for three days

Three whole-day workshops with participants actively engaged in each session and undertaking pre-course and in-between course readings.

JPL Articles

Helping Your Students to Become Better Writers

Critical Literacy in English and History: Stages 3 & 4

Tell Me Your Story: Supporting EAL/D Students from K-8

Overview

We will focus on oral language development as the basis for developing literacy through the cyclical use of a range of strategies. This will be achieved through consideration of how students need to make meaning in curriculum contexts with a particular emphasis on developing knowledge about language, particularly grammar and vocabulary.

The focus of this three day course presented by Kathy Rushton and Joanne Rossbridge is to develop understandings and strategies for participants who support EAL/D students in both small groups and mainstream classrooms.

Practical strategies will be provided to foster the use of English Language (L2) while encouraging students to use all the linguistic resources that they bring to school, including the use of their first language (L1). Consideration will be given to the wellbeing framework and supporting students in an inclusive environment which honours and confirms their identity, language, and culture.

Open All

No dates available

All CPL courses run from 9am to 3pm.

Day 1 – Speaking and Listening

Principles of second language learning
Lexical density and grammatical intricacy: The relationship between grammar and vocabulary development
The Mode Continuum
Elaborated and restricted codes and the relationship between L1 and L2
Strategies for developing oral language through planning and the cyclical use of range of activities, e.g. communicative activities, group work, drama, rhymes, chants, poems. Link back to the mode continuum.
Select a picture book and, based on today’s session, prepare strategies. Explanation of task for Session 2.

Day 2 – Reading

Introduction of Field, Tenor and Mode.
Before, during and after reading and in preparation for writing with a focus on:
– field building activities to acknowledge and build on cultural knowledge (before)
– intonation, pronunciation, punctuation and spelling (during)
– inferential comprehension (after)
Strategies for categorising vocabulary and working with language features
Share strategies for selected picture book with a small group
Explanation of task for Session 3.

Day 3 – Writing

The teaching and learning cycle
Identifying strategies for developing writing through a joint construction.
Strategies for supporting written like text, eg Readers Theatre, Dictogloss, Running dictation, Advance /Detail
Making links to the community through writing for a purpose
Prepare notes for the joint construction of a Literary Recount and an Exposition using selected text.

Joanne Rossbridge

Kathy Rushton

Primary and Secondary teachers who support EAL/D students in both small groups and mainstream classrooms.

$660 for 3 days

Please note, payment for courses is taken after the course takes place.

Three whole day workshops with participants actively engaged in each session and undertaking reading and assignments between sessions.

“Perfect balance of theory vs practical strategies. The theories and strategies will be impossible to forget – putting it into practice between session was great.”

“Loved the depth of knowledge on all aspects of literacy in the context of EAL/D learners.”

“So glad I attended – have learnt so much and feel inspired to share what I have learnt.”

“Presenters are absolutely fabulous! The perfect amount of banter and professionalism. They are experts in their field, and it shows. They invite the learner in – whatever level of knowledge they are coming with.”

JPL Articles

Critical Literacy in English and History: Stages 3 & 4

Helping Your Students to Become Better Writers

Tell Me Your Story: Working with EAL/D Students in Mainstream Classrooms

Classroom Management through Effective Teaching

Overview

This course is a great opportunity for early career teachers to work with highly experienced and effective educational leaders and colleagues from across the public education system.

We offer a relaxed and safe setting for participants to meet and work with teachers from different schools and colleges and encourage the sharing of teaching and learning strategies, resources, and successes.

The course is designed for teachers aspiring to develop their approach in classroom management through the use of effective teaching strategies to engage all students in learning. It will provide participants with practical strategies and deeper understanding of the theory and practice of good classroom management and good teaching.

Participant engagement and interaction with each other as well as presenters will be emphasised throughout.

This course focuses primarily on preventative strategies for teachers to create positive classroom environments. During the course, we will also address the structures required to effectively implement responsive strategies for supporting individual students who require additional support due to challenging behaviours.

13 August 2026, Blacktown
16 September 2026, Surry Hills
4 November 2026, Newcastle

All CPL courses run from 9am to 3pm.

$110

Please note, payment for courses is taken after the course takes place.

Early Stage 1 to Stage 6. Teachers in the earlier stages of their careers.

Face to face

Liliana Mularczyk

Other presenters tbc

“Presenters were amazing. Resources are great. A really enjoyable and informative day.”

“Specific and practical behaviour management strategies/approaches. The expertise and enthusiasm of presenters was inspiring.”

“I found this PL very useful and would recommend this to my colleagues.”

“Consolidated and extended my understanding of effective classroom practice.”

JPL Articles

Managing Student Behaviour

Becoming a Better Teacher

Becoming a better teacher

Toolbox for a Good Day at School

Toolbox for a good day at school

Podcasts

Classroom Management K-6

Classroom Management 7-12

Top 5 Classroom Management Tips 7-12

Classroom Management 7-12

Leading Assessment Practice in Schools K-12

Overview

What does assessment practice look like in your school?

Is there an agreed understanding across the school community of the meaning and purpose of evidence, assessment theory and practice, feedback, and evaluation? How does your school implement a common approach to assessment?

Professor Jim Tognolini from the University of Sydney’s Centre for Educational Measurement and Assessment (CEMA) will lead an interactive and content-driven professional learning experience that will unpack the definitions and purpose of data, evidence, assessment, feedback and evaluation. We will explore the importance of teacher voice in assessment and how to lead a collaborative approach to assessment practice across the school community.

Over two days, this course will focus on the role of teachers and school leaders in supporting colleagues to evaluate the effectiveness of their approach to assessment.

Participants will have an opportunity to consider how to successfully lead a shift in school-wide assessment practice through a collective approach within their own school context.

Open All

19 May and 3 June at Surry Hills

9 September and 23 September at Blacktown

14 October and 27 October, online via Zoom

All CPL courses run from 9am to 3pm.

Prof Jim Tognolini

Professor Jim Tognolini is Director of The Centre for Educational Measurement and Assessment (CEMA) which is situated within the University of Sydney School of Education and Social Work. The work of the Centre is focused on the broad areas of teaching, research, consulting and professional learning for teachers.

The Centre is currently providing consultancy support to a number of schools. These projects include developing a methodology for measuring creativity; measuring 21st Century Skills; developing school-wide practice in formative assessment. We have a number of experts in the field: most notably, Professor Jim Tognolini, who in addition to conducting research offers practical and school-focused support.

Lisa Edwards

Lisa Edwards is a school leader passionate about the potential of public education to change lives.

With over 20 years of experience with the NSW Department of Education, working in schools in Sydney’s south and southwest, Lisa is an English teacher by training, and at heart. Her leadership journey has included the roles of Head Teacher Wellbeing, Head Teacher English, and Deputy Principal. She has developed resources and presented on assessment, pedagogy and programming, working in collaboration with the Department’s secondary curriculum team, and has published and presented for the NSW English Teachers’ Association. Lisa received an Australian Council for Educational Leaders award and a Premier’s Award for Public Service for her work leading improvement in literacy and HSC achievement, and currently presents for the NSW Teachers’ Federation’s Centre for Professional Learning on leading lifting achievement and quality assessment practice.

Lisa is a strong advocate for public education and educational equity, dedicated to supporting teachers in public schools to maximise learning outcomes and, therefore, opportunities for our students.

K-12 teachers and school leaders who support and work with teacher colleagues to build capacity through collaboration.

$440 for 2 days

Please note, payment for courses is taken after the course takes place.

“Amazing presenters. Knowledgeable and relevant information that applies to transformational change regarding new curriculum.”

“Really logical and practical discussion and explanation of key principles which completely resonated.”

“Great conversations had reflecting on current school practices and the change that is needed.”

“This course was a wonderful opportunity to delve and immerse in assessment.”

Course dates and venue

Fee

Target Participants

Presenters

Course dates and venue

Fee

Target Participants

Presenters

Margaret Vos

Theo Bougatsas

Associate Professor Jake Lynch

Melanie Morrison

Course dates and venue

Fee

Presenters

Lila Mularczyk

Overview

Session details

Course dates and venue

Fee

Target participants

Presenters

Overview

Course dates and venue

Presenters

Jen Sonter

Emma Seabrook

Fee

Member Reviews

Overview

Session details

Course dates and venue

Fee

Presenters

Target Participants

Overview

Course Date and Venue

Session details

Day 1 – Language and Literacy

Day 2 – Language Choices

Day 3 – Creating Cohesive texts

Member Reviews

Presenters

Kathy Rushton

Joanne Rossbridge

Target participants

Fee

Delivery

Resources

JPL Articles

Helping Your Students to Become Better Writers

Critical Literacy in English and History: Stages 3 & 4

Overview

Course Dates and Venue

Session Details

Day 1 – Speaking and Listening

Day 2 – Reading

Day 3 – Writing

Presenters

Joanne Rossbridge

Kathy Rushton

Target Participants

Fee

Delivery

Member reviews

Resources

JPL Articles

Critical Literacy in English and History: Stages 3 & 4

Helping Your Students to Become Better Writers

Tell Me Your Story: Working with EAL/D Students in Mainstream Classrooms

Overview

Course Date and Venue

Fee

Target Participants

Delivery

Presenters

Liliana Mularczyk

Member reviews

Resources

JPL Articles