Accredited courses Archives

Assessing Higher Order Thinking: K – 12

Overview

In this course you will develop a practical understanding of modern assessment theory and look at strategies for promoting and assessing higher order thinking skills in your students. We will focus on two assessment formats: multiple choice, and performance-based items, and consider the purpose and design of rubrics. We will look in depth at the advantages, disadvantages, tricks, and pitfalls of these different styles, emphasising the interrelationship between learning and assessment.

Professor Jim Tognolini and Dr Sofia Kesidou from the University of Sydney’s Centre for Educational Measurement and Assessment lead an interactive and content-driven professional learning day. Completing this course will consolidate your expertise in helping your students develop analytical, evaluative, and creative skills.

Please note this course was formerly called Modern Assessment Theory and Assessment Strategies for Higher Order Thinking: K-12.

Tuesday 11 August 2026 at NSW Teachers Federation, Surry Hills
Wednesday 26 August 2026, online via Zoom
Wednesday 11 November 2026 at Blacktown

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.

Dr Sofia Kesidou

Sofia Kesidou is an executive leader and academic researcher with close to 30-years’ experience in international educational assessment, curriculum and research.

Sofia has taught courses in assessment to undergraduate and graduate students, and has conducted numerous professional-development sessions related to standards-based curriculum and assessment as well as assessment and data literacy internationally.

Completing Modern Assessment Theory and Assessment Strategies for Higher Order Thinking: K-12 will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptors 5.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

K-12 teachers

$220

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

“Great learning to empower teachers to be better professionals and create better outcomes for students, strengthen the profession.”

“A very practical course to use for the planning and implementation of classes with the intention of improving assessments/evaluating/testing for the students.”

“Every aspect of this course was informative and useful. I’ve had an opportunity to think about what has been presented and engage in collegial discussion.”

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.

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.

Completing Conversations about Texts in Secondary Schools will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and assessment of NSW Curriculum/Early Years Learning Framework addressing Standard Descriptors 2.5.2 & 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher in NSW.

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

Assessment: The Judicious Use of Data and Evidence

What do data and evidence mean for you, your school, and your students? What does it mean to be data literate? What does evidence-based decision-making look like in the school context? Making meaningful use of data and evidence empowers the teacher to make informed decisions about their students’ progress based on professional judgement.

This course looks closely into different definitions of data and evidence, the different types of data that are available to teachers on a day-to-day basis, evidence-based decision making, uses and purposes of data, and how to make data fit for purpose.

Professor Jim Tognolini from the University of Sydney’s Centre for Educational Measurement and Assessment will lead an interactive and content driven professional learning day. Completing this course will give you a voice in the narrative around the purposes of data and evidence in classrooms and schools.

Please note, this course was previously called Empowering Teachers Through the Meaningful Use of Data and Evidence.

17 March 2026, at NSW Teachers Federation, Surry Hills.
2 September 2026 in Blacktown

All CPL courses run from 9am to 3pm.

Prof Jim Tognolini

Sofia Kesidou

Sofia Kesidou is an Associate Professor at the Centre for Educational Measurement and Assessment at the University of Sydney. Her research interests include teachers’ use of assessment; professional learning to improve teachers’ assessment knowledge and practice; assessment validation and measurement of educational constructs. Sofia was a key contributor to the development and implementation of national science, mathematics and technology standards in the United States, where she developed award-winning research-based processes for curriculum and assessment evaluation. She has held senior executive roles at the University of New South Wales and the NSW Education Standards Authority (NESA), where she oversaw the development of numerous Australian and international high-stakes assessment programs, including the National Assessment Program for Science Literacy and the Higher School Certificate Examinations (HSC), as well as state curriculum reform programs. She has served on the Board of the Australian Curriculum, Assessment and Reporting Authority, the Australian Music Examinations Board, and the National Assessment Online Steering Committee. She is currently a member of the NSW HSC Standards Setting Committee.

Completing Empowering Teachers Through the Meaningful Use of Data and Evidence: K-12 will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptors 5.4.2 from the Australian professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

$220 for one day

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

“Every aspect of this course was informative and useful. I’ve had an opportunity to think about what has been presented and engage in collegial discussion.”

“I feel empowered to challenge the idea of data and evidence within my workplace and provide a different point of view that values teachers as professionals. Engaging and thought-provoking presentation”

“It was an extremely valuable PL which I will absolutely be recommending to others.”

“Jim’s passion and knowledge were very obvious and appreciated.”

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.

Sydney

Day 1 – Friday 12 June 2026

Day 2 – Friday 26 June 2026

Day 3 – Friday 31 July 2026

Federation House

23-33 Mary St, Surry Hills, NSW 2010

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.

Please note each day is accredited separately

Day 1 Accreditation

Completing Writing in Secondary Schools – understanding and applying grammar in context (Language and Literacy) will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing Standard Descriptor(s) 2.5.2 and 3.5.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 2 Accreditation

Completing Writing in Secondary Schools – understanding and applying grammar in context (Language choices) will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing Standard Descriptor(s) 2.5.2 and 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 3 Accreditation

Completing Writing in Secondary Schools – understanding and applying grammar in context (creating cohesive texts) will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing Standard Descriptor(s) 2.5.2, 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

“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

Day 1 – Friday 24 July 2026
Day 2 – Friday 7 August 2026
Day 3 – Friday 21 August 2026

At NSW Teachers Federation, Surry Hills

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

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.

This course is NESA Accredited. Please expand the ‘Accreditation’ bar for further details.

Open All

19 May and 2 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

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.

Completing Leading Assessment Practice in Schools: K-12 will contribute 10 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Delivery and Assessment of NSW Curriculum/EYLF addressing standard descriptors 5.1.3, 5.2.3, 5.4.3 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher or Highly Accomplished Accreditation in NSW.

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.”

The Teacher’s Voice in Educational Assessment

Confidence using Assessment Data and Statistics K-12

The Beginning of a Journey to Assessment and Data Literacy for Teachers

Understanding students’ higher order thinking skills through the lens of assessment

Supporting Students with Autism in 7-12

Overview

The Supporting Students with Autism in 7-12 course is designed to

develop an understanding of the wide range of characteristics of students with Autism;
explore a range of strategies which address the needs of students with Autism in the areas of language and cognitive development, communication skills and social behaviour;
develop specific strategies to help students with Autism access the curriculum, manage their own stressful reactions and modify their behaviours.

Participants will also develop an understanding of how to set up an effective learning environment for students with Autism.

25 March 2026, Surry Hills

27 May 2026, Online via Zoom

“I found it incredibly useful. I will definitely be implementing the strategies from today in my classroom.”

“Thank you for a fantastic day – really opened by eyes to the complexity of it all.”

“Loved the tips and useful resources. The opportunities to work in groups and share ideas.”

“Great information! Can take so much back to the staffroom.”
Members who have completed the course

Dr Rose Dixon

Dr Roselyn Dixon has been a special education teacher in both mainstream and special education settings in primary and secondary schools. Rose has been in academia and involved with Inclusive Education for more than 25 years. She has published research in the fields of social skills and behavioural interventions for people with a range of disabilities including students with Oppositional Defiance Disorders and Autism.

She has been actively involved in examining the relationship between digital technologies and pedagogy in special education and inclusive classrooms for students with Autism as well as the implications of the NDIS on people with disabilities in rural and remote communities. Rose is an Honorary Associate Professor at the School of Education, University of Wollongong, where she was previously the Academic Director of Inclusive and Special Education. She continues to support doctoral students in Inclusive and Special education with a focus on Autism.

Completing Supporting Students with Autism in Years 7-12 will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Students/children with Disability addressing standard descriptors 1.1.2 & 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Teachers in 7-12

$220 (Federation members only)

Face-to-face

JPL Article

Supporting students with Autism: Strategies that really work in the classroom

Supporting Students with Autism: Strategies that Really Work in the Classroom

“Was tailored to perfection.”

“I wish I knew about the CPL as a Uni Student/earlier in my teaching.”

“An excellent workshop, practical, lots of good ideas.”

“Rose was a great teacher, thank you!”

“Up to date terminology, research. Loved hearing from other teachers/schools.”

Supporting Students with Autism in K-6

Overview

The Supporting Students with Autism in K-6 course is designed to:

develop an understanding of the wide range of characteristics of students with Autism ;
explore a range of strategies which address the needs of students with Autism in the areas of language and cognitive development, communication skills and social behaviour;
develop specific strategies to help students with Autism access the curriculum, manage their own stressful reactions and modify their behaviours

Participants will also write a social story that addresses the individual needs of students; and develop an understanding of how to set up an effective learning environment for students with Autism.

2 June 2026, Online via Zoom

18 May 2026, Surry Hills

Dr Rose Dixon

Completing Supporting Students with Autism in Years K-6 will contribute 5 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Students/children with Disability addressing standard descriptors 1.1.2 & 4.1.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Teachers in K-6

$220 (Federation members only)

JPL Article

Supporting students with autism: Strategies that really work in the classroom

Supporting Students with Autism: Strategies that Really Work in the Classroom

“It was an amazing course! Rose was an excellent presenter.”

“This was invaluable day of professional development for me. I enjoyed meeting so many competent teachers who shared their experiences.”

“Thank you very much for the very through and informative sessions. I’ve learned a lot.”

“I thoroughly enjoyed this PL. Thank you for a wonderful day filled with eye opening learning.”

“A great seminar where I gained a lot of strategies for my toolbox.”

Overview

Courses Dates and Venue

Presenter

Prof Jim Tognolini

Dr Sofia Kesidou

Accreditation

Target Participants

Fee

Member Reviews

Overview

Session details

Course dates and venue

Fee

Target participants

Presenters

Accreditation information

Overview

Session details

Course dates and venue

Fee

Presenters

Target Participants

Course Dates and Venue

Presenters

Prof Jim Tognolini

Sofia Kesidou

Accreditation

Fee

Member Reviews

Overview

Course Date and Venue

Session details

Day 1 – Language and Literacy

Day 2 – Language Choices

Day 3 – Creating Cohesive texts

Accreditation

Please note each day is accredited separately

Day 1 Accreditation

Day 2 Accreditation

Day 3 Accreditation

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 Dates

Presenter

Prof Jim Tognolini

Lisa Edwards

Accreditation

Target Participants

Fee

Member Reviews

Overview

Course date and venue