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Sector/Union Role: Courses

Teaching Conviction Politics: New Perspectives on Modern Australian History

Teaching Conviction Politics: New Perspectives on Modern Australian History

Overview

This course offers exciting new details about convict Australia and will allow participants to develop an understanding of the role played in Australian history by the 3,600 political prisoners transported to Australia between 1788 and 1868, and to apply this understanding to NSW syllabuses.

Participants will investigate changing interpretations of the role played by convicts in Australian history and identify the historical links that existed in the colonial era between the treatment of convicts and Indigenous people.

On completing the course participants will have an awareness of the depth of evidence available regarding working class lives in colonial Australia, and an understanding of the role played by convicts in the formation of Australian political and social democracy and the birth of the trade union movement.

Face to face

Day one – Thursday, 23 November

Federation House, 23-33 Mary Street, Surry Hills, NSW 2010

Online via zoom

A half day follow up session will take place over Zoom following the face-to-face session. This date to be confirmed in consultation with attendees.

Tony Moore

Tony Moore is Associate Professor of Communications and Media Studies, Monash University and Lead Chief Investigator of ARC Linkage project Conviction Politics: the convict routes of Australian democracy. He is author of Dancing with Empty Pockets: Australia’s Bohemians since 1860 (2012), and Death or Liberty: rebels and radicals transported to Australia 1788-1868 (2010), adapted as an ABC television documentary of the same name (2015). Tony had previous careers as a documentary maker at the ABC, commissioning editor at Pluto Press (publishing the Vinson Report into public schools with the Federation) and in policy research for government and community sectors, including the NSW Education Commission. He has served as a member of the ABC National Advisory Council on the NSW Steering Committee for International Youth Year (1985) and served as President of NSW Fabians, and on the executive of the Evatt Foundation. He has been an active member of the CPSU, MEAA and NTEU.

Steve Thomas

Steve Thomas is a filmmaker and Creative Director at Hobart-based production company Roar Film, with extensive expertise in documentary, multimedia, and interactive digital storytelling. Steve produced and directed the musical and drama-led documentary Death or Liberty about the transported political prisoners, with Ireland’s Tile Films and recently Looky, Looky Here comes Cookie, an Indigenous take on Captain Cook. He has contributed to over 30 award-winning film and television projects since 1995. Steve’s work at Roar has been broadcast on ABC, SBS, NITV, ZDF Germany, TG4 Ireland, S4C Wales, and the Discovery Channel. He has also collaborated with institutions such as the Australian National Maritime Museum, the National Trust of Australia, and the Tasmanian Museum and Art Gallery.

Secondary HSIE teachers

Primary teachers

$200

Face to face in Surry Hills, with a half day follow-up session online.

K-6 English: Connect, Create & Communicate!

K-6 English: Connect, Create & Communicate!

Overview

 If you wish to apply to attend a single day of this three-day course, please email us at cpl@nswtf.org.au

Please note that this is a three-day course, but each episode can also stand alone. Although participants will benefit greatly from attending all episodes, they can enrol for one, two, or all three days. 

Each day of this course is NESA Accredited. Please see the ‘Accreditation’ bar for further details.

(Please email cpl@nswtf.org.au if you wish to attend each day separately.)

The focus of this three-day course presented by Kathy Rushton and Joanne Rossbridge is to develop understandings and strategies for participants to support students in the English K-6 subject area in mainstream classrooms whilst also considering the needs of EAL/D learners.

In three connected episodes we will focus on a model of language and the teaching and learning cycle to select and plan for the use of texts across the various modes of reading, speaking, and listening and writing.  With the selection of quality literature, we will consider the explicit teaching of language features/grammar, vocabulary, and spelling in context.

Practical strategies will be provided to engage students with texts while also developing their language and literacy skills. Throughout, participants will have opportunities to develop their own lesson plans or teaching sequences with links made to the English K-6 Syllabus.

Open All

Surry Hills (3 Days)

Federation House

23-33 Mary St, Surry Hills, NSW 2010

Day 1 – Friday 9 August 2024

Day 2 – Friday 30 August 2024

Day 3 – Friday 6 September 2024

Day 1 – Reading

Literature; Vocabulary; EAL/D

  1. A framework for text deconstruction: Field, Tenor and Mode
  2. Vocabulary to link reading and writing
  3. Strategies for field building
  4. Selecting and reading texts
  5. Modelling reading: cognitive, social and personal benefits of reading for enjoyment
  6. Responding to reading
Day 2 – Speaking and listening

Language; Spelling; EAL/D

  1. English as a morpho-phonemic language: spelling
  2. The mode continuum – Talk as process and performance
  3. Translanguaging
  4. Strategies: for speaking and listening
  5. Working with texts
  6. Developing a lesson plan
Day 3 – Writing

Literacy; Grammar; EAL/D

  1. A model of language to support students with literacy, writing/reading and grammar
  2. Identifying features of texts
  3. The teaching and learning cycle for planning and programming
  4. Selecting texts as models for writing
  5. Supporting EAL/D students
  6. Moving from modelling to joint construction
  7. Developing and sharing a teaching and learning cycle
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.

Please note each day is accredited separately
Day 1 Accreditation

Completing K–6 English: Connect, Create & Communicate! (Reading) 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 1.5.2, 2.5.2 & 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 2 Accreditation

Completing K–6 English: Connect, Create & Communicate! (Speaking and Listening) 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 1.5.2, 2.5.2 & 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 3 Accreditation

Completing K-6 English: Connect. Create & Communicate! (Writing) 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 1.5.2, 2.5.2, 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Classroom teachers in K-6

Federation members only

$660 for all 3 days

Face to face

NSW Teachers Federation
23-33 Mary Street
Surry Hills NSW 2010

Writing in Secondary Schools – understanding and applying grammar in context

Writing in Secondary Schools – understanding and applying grammar in context

Please note that this course was formally known as “Extended Response Writing in Secondary Schools”.

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.

Day 1 – Friday 23 February 2024

Day 2 – Friday 15 March 2024

Day 3 – Friday 17 May 2024

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)

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

    Mode continuum.
  4. Types of verbs and aspects of verbal groups identified and discussed.
  5. 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)

  1. Aspects of the extended noun group explained as well as the use of noun groups in developing lexically dense texts.
  2. 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.
  3. Analysis of texts and strategies for teaching adverbial phrases and their use in thematic position across the stages of texts.
  4. Sharing of scaffolds.
Day 3

Sentence structure

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

  1. 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.
  2. Identifying strategies for developing writing through a joint construction.
  3. 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.

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.

$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
Helping Your Students to Become Better Writers
Critical Literacy in English and History: Stages 3 & 4
Critical Literacy in English and History: Stages 3 & 4

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

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

Overview

If you wish to apply to attend a single day of this three-day course, please email us at cpl@nswtf.org.au

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

Surry Hills (3 Days, Term 1)

Day 1 – Friday 16 February 2024

Day 2 – Friday 1 March 2024

Day 3 – Friday 12 April 2024

Surry Hills (3 Days, Term 4)

Day 1 – Friday 1 November 2024

Day 2 – Friday 15 November 2024

Day 3 – Friday 29 November 2024

Federation House

23-33 Mary St, Surry Hills, NSW 2010

Day 1 – Speaking and Listening
  1. Principles of second language learning
  2. Lexical density and grammatical intricacy: The relationship between grammar and vocabulary development
  3. The Mode Continuum
  4. Elaborated and restricted codes and the relationship between L1 and L2
  5. 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.
  6. Select a picture book and, based on today’s session, prepare strategies. Explanation of task for Session 2.
Day 2 – Reading
  1. Introduction of Field, Tenor and Mode.
  2. 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)
  3. Strategies for categorising vocabulary and working with language features
  4. Share strategies for selected picture book with a small group
  5. Explanation of task for Session 3.
Day 3 – Writing
  1. The teaching and learning cycle
  2. Identifying strategies for developing writing through a joint construction.
  3. Strategies for supporting written like text, eg Readers Theatre, Dictogloss, Running dictation, Advance /Detail
  4. Making links to the community through writing for a purpose
  5. Prepare notes for the joint construction of a Literary Recount and an Exposition using selected text.
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.

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.

Day 1

Completing Tell Me Your Story: Supporting EAL/D Students from K-8 (Speaking and Listening) 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 1.3.2, 2.5.2 & 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 2

Completing Tell Me Your Story: Supporting EAL/D Students from K-8 (Reading) 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 1.3.2, 2.5.2, 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 3

Completing Tell Me Your Story: Supporting EAL/D Students from K-8 (Writing) 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 1.3.2, 2.5.2, 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

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

$660 for 3 days

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

The NSW Teachers Federation Conference Centre is a registered COVID safe business, and all courses are run in compliance with the Federation’s COVID safety plan.

JPL Articles

Critical Literacy in English and History: Stages 3 & 4
Critical Literacy in English and History: Stages 3 & 4
Helping Your Students to Become Better Writers
Helping Your Students to Become Better Writers
Tell Me Your Story: Working with EAL/D Students in Mainstream Classrooms
Tell Me Your Story: Working with EAL/D Students in Mainstream Classrooms

Assessment Literacy for School Teachers

Assessment Literacy for School Teachers

The CPL and The University of Sydney’s Centre for Educational Measurement and Assessment (CEMA) have entered into a collaborative partnership to deliver professional learning Literacy modules for all K-12 teachers.

About the Assessment Literacy modules

The six modules include video presentations by Professor Jim Tognolini, downloadable PDF files, formative self-assessment, reflective questions, recommended short readings, and collaborative webinar opportunities.

Each module will take you between four and six hours to complete and achieve the requisite PD hours towards maintenance of accreditation.

You will be able to: develop an understanding that assessment involves professional judgement based upon an image formed by the collection of information and is used to locate student performance on a developmental continuum; contextualise the role of assessment in teaching, and know, understand and use assessment related terms and strategies including reliability, validity, assessment for learning, assessment of learning, performance standards, and normreferenced assessment. Modules also include a specific consideration of the standards referenced system used in NSW, predicated on a measurement model.

Module 1 – Modern assessment theory including standards referencing

Module 2 – Constructing selected response and short-answer items including Higher Order Thinking Skill (HOTS) items

Module 3 – Constructing extended response and performance tasks, and writing analytic and holistic rubrics

Module 4 – Evaluating the function and classroom assessment tasks and tests

Module 5 – Examining the impact of feedback on learning

Module 6 – Exploring the role of moderation and reporting in classroom assessment

  • A leading expert in educational assessment has designed the modules
  • You can start the fully-online modules when convenient and complete them at your own pace
  • Each module is competitively priced
  • Each module is accredited 
  • Modules address Standard Descriptors in Proficient Teacher Standard 5: Assess, provide feedback and report on student learning (5.1.2, 5.2.2, 5.3.2, 5.4.2, 5.5.2)
  • The University of Sydney has approved the modules for articulation to postgraduate award courses. Details are available on the Centre for Educational Measurement and Assessment’s website

Please click here for further details on Assessment and Data Literacy.
Data Literacy modules will be available at a later date.

$300 for each module.

Federation financial members are eligible to receive a 10% discount on each module.

On confirmation of your financial membership with the NSW Teachers Federation, you will be sent further details on how to register for the modules.

All Teachers K-12

These modules are delivered online and can be completed at your own pace.

  • Professional Learning in Assessment and Data Literacy
  • CEMA: Who we are, What we do

Preschool – Year 2 Connecting, Creating & Communicating Using Quality Children’s Literature

Preschool – Year 2 Connecting, Creating & Communicating Using Quality Children’s Literature

Overview

 If you wish to apply to attend a single day of this three-day course, please email us at cpl@nswtf.org.au

The focus of this three-day course presented by Kathy Rushton and Joanne Rossbridge is to develop understandings and strategies for participants who support English speaking and EAL/D students in early learning educational settings both in pre-schools and schools.

In three connected episodes we will focus on the development of oral language, both speaking and listening and how this provides the basis for developing literacy. With a focus on making meaning using quality children’s literature and developing engagement through play in curriculum contexts, we will explore the development of knowledge about language and literacy.

Practical strategies will be provided to support the development and use of both English language and all linguistic resources including first languages or dialects (translanguaging). Throughout the three episodes, participants will be supported to identify important links between language and literacy development and how through the selection of quality texts and by initiating and joining in play, participants can support the development of valuable skills and knowledge across all curriculum areas, especially subject English.

Day 1 – Friday 31 May 2024

Day 2 – Friday 14 June 2024

Day 3 – Friday 21 June 2024

Federation House

23-33 Mary St, Surry Hills, NSW 2010

Day 1 – Spelling and Speaking and Listening
(language; phonics & phonemic awareness; spelling; EAL/D; the role of play)
  1. Oral language as the basis of literacy development.
  2. Sound letter correspondence, spelling and learning through play to make meaning in a morpho-phonemic language, English.
  3. Talk as process and performance and their relationship to the Mode Continuum, ELYF and the K-2 syllabus.
  4. Strategies to develop speaking and listening as a bridge to literacy. E.g. action songs/poems; teacher in role; collective drawing; soundscape; puppetry; speech making “I like… because”.
  5. The role of translanguaging in supporting learning.
  6. Choosing texts which prompt the choice of a context for independent play.
  7. Introduction to readings and tasks for Episodes 2 & 3.
Day 2 – Writing
(literacy; grammar; EAL/D; the role of play)
  1. What writing looks like in subject English.
  2. Identifying context, purpose and audience in student writing.
  3. A model of language for planning and identifying contextual and grammatical features.
  4. Exploring the teaching and learning cycle and selecting and ranking texts to support writing.
  5. Selecting play-based experiences for writing and preparing for a joint construction.
  6. Selecting an experience for drawing and writing.
  7. Discussion of readings and presentation of task.
Day 3 – Reading and viewing
(literature; vocabulary; EAL/D; the role of play)
  1. A framework for text deconstruction: Field, Tenor, Mode.
  2. Deconstruct and discussion of texts.
  3. Selecting vocabulary and preparing for a joint construction. e.g. a shopping list, a description of today’s weather; procedure for using play equipment etc.
  4. Working with a text: using a demonstrated strategy for supporting field building such as drama and visible thinking routines; floor storming; a matrix; labelling.
  5. Selecting and reading texts suitable for Modelled Reading.
  6. Using ‘think alouds’ and ‘margin questions’ to support decoding and comprehension and to inspire play.
  7. Selecting a text and choosing a demonstrated response such as: walking in role; freeze frame; mind map; re-telling the story; innovating on the text.
  8. Discussion of readings and presentation of task.
Please note each day is accredited separately
Day 1 Accreditation

Completing Preschool- Year 2: Connecting, Creating & Communicating using quality children’s literature (Speaking and Listening) 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) 1.5.2, 2.5.2 and 3.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.

Day 2 Accreditation

Completing Preschool- Year 2: Connecting, Creating & Communicating using quality children’s literature (Writing) 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) 1.5.2, 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 Preschool- Year 2: Connecting, Creating & Communicating using quality children’s literature (Reading and Viewing) 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.

Early Childhood, Early Stage 1 and Stage 1 teachers

Face-to-face at NSW Teachers Federation, 23-33 Mary Street, Surry Hills, NSW 2010

Federation members only

$660 for all 3 days

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