Courses Archives

Teaching Peace

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. Particpants 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.

24 June 2025 – Surry Hills

30 July 2025 – 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.

Assoicate 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 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.

Further details to follow.

4 June 2025 at Club Blacktown, 40 Second Ave, Blacktown NSW 2148

$220

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.

Further presenters to be confirmed

Women and Leadership: Examining Leadership Skills, Capacity and Context

Overview

In this inspiring new CPL course participants will hear about the professional journey (highs and tribulations) of a number of current and former female leaders and colleagues in our profession. Participants will have the opportunity to explore a lens for their own career paths (through networking, collaborations, shared experiences and questions).

Host presenter Lila Mularczyk will take you through the issues, circumstances, contexts and initiatives that have framed the path of many female education leaders in our system.

Case studies will be delivered by the leaders as they live(d) their work life. This will include system and school contexts that influence career passage.

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

Participants will have the opportunity to listen, interact with leading female colleagues, network and consider further professional career options now and into the future.

27 May 2025 at AEU ACT Branch, Level 1/71 Leichhardt St, Kingston ACT 2600

$220

Lila Mularczyk

Women in History: Reclaiming (In)Visible Women

Overview

In this exciting new CPL course participants will delve into women in history, investigating programming approaches for History 7-10, History Elective years 9 and 10 as well as Extension History Year 12.

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.

Presenter Judy King will take participants through planning units of work in History 7-10, History Elective years 9 and 10 and Extension History Year 12, including perspectives on women’s history in a variety of topics.

As well, participants will be given an overview of the Australian Research Council (ARC) international digital history project Conviction Politics.

If you are interested in this course, you may also be interested in a connected social event. Meet History’s (In)Visible Women over a drink and snack, is designed to complement the course and offers a relaxed social setting for those interested in women’s history and activism.

Friday 22 August

NSW Teachers Federation, Surry Hills

Completing Women in History Reclaiming (ln)visible Women 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 Descriptor 1.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher in NSW.

Judy King

Judy King is a former high school principal and a life member of the NSW Teachers Federation, AEU and SPC. Judy retired from Riverside Girls High School in 2010 after 19 years as a secondary principal.

Since retirement Judy has worked part time at Chifley College Mt Druitt campus, Northmead High and Georges River College in an executive support role with a strong focus on teaching and learning, assessment and reporting, especially in the areas of reading for meaning and writing for purpose.

She currently teaches History and Politics at WEA , the oldest adult education foundation in the CBD of Sydney.

Judy represented secondary principals on the Board of Studies (now NESA) from 1998-2004 and was History Inspector at the Board in 1991. Judy was deputy president of the SPC from 1998-2006

In 2018 she researched and wrote a history of the NSW Teachers Federation 1918-2018 as part of its centenary celebrations. The articles were published throughout each edition of Education in 2018 and were featured as part of a three week exhibition in the Federation building.

In 2007 Judy was awarded the Meritorious Service in Public Education medal by the Department of Education.

Judy has an abiding interest in all aspects of Ancient, Mediaeval and Modern History as well as archaeology, politics and film. In 2014 and 2019 she attended the Cambridge University History Summer School for international students and hopes to return in 2025.

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.

$220 for one day

“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.”

Supporting Students with ADHD in 7-10

Overview

The Supporting Students with ADHD in 7-10 course is designed to support teachers to:

develop an understanding of the wide range of characteristics of students with Attention Deficit Hyperactivity Disorder (ADHD);
explore a range of strategies which address the needs of students with ADHD in the areas of language and cognitive development, communication skills and social behaviour;
develop specific strategies to help students with ADHD access the curriculum, and
develop an understanding for the need for explicit instruction in the essential components of literacy in every classroom every day.

Face to face, in Surry Hills (term 2)
Friday 27 June 2025

Online (Term 3)
Friday 15 August 2025

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.

Secondary Teachers

Special Education Teachers

School Counsellors

Learning and Support Teachers

$220 (Federation members only)

Face-to-face

Online via Zoom

Supporting Students with ADHD in K-6

Overview

The Supporting Students with ADHD in K-6 course is designed to support teachers to:

develop an understanding of the wide range of characteristics of students with Attention Deficit Hyperactivity Disorder (ADHD);
explore a range of strategies which address the needs of students with ADHD in the areas of language and cognitive development, communication skills and social behaviour;
develop specific strategies to help students with ADHD access the curriculum, and
develop an understanding for the need for explicit instruction in the essential components of literacy in every classroom every day.

Face to Face in Surry Hills (Term 3)

Monday 8 September 2025

Online (Term 4)

Monday 17 November 2025

Dr Rose Dixon

Primary teachers

Special Education teachers

School Counsellors

Learning and Support Teachers

$220 (Federation members only)

Online

Face to face

Empowering teachers through the meaningful 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.

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

Face to Face in Blacktown (Club Blacktown, 40 Second Ave, Blacktown NSW 2148)

28 August 2025

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.

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

“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.”

Modern Assessment Theory and Assessment Strategies for 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.

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

Face to face at NSW Teachers Federation, Surry Hills

6 August

Online, via Zoom

20 August

Face to face in Blacktown (Club Blacktown, 40 Second Ave, Blacktown NSW 2148)

5 November 2025

Prof Jim Tognolini

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

Face to face in Blacktown (5 November 2025)

“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.”

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 9 May 2025

Day 2 – Friday 23 May 2025

Day 3 – Friday 13 June 2025

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

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 2)

Day 1 – Friday 16 May 2025

Day 2 – Friday 6 June 2025

Day 3 – Friday 20 June 2025

Federation House

23-33 Mary St, Surry Hills, NSW 2010

Blacktown (3 Days, Term 3)

Day 1 – Friday 8 August 2025

Day 2 – Friday 29 August 2025

Day 3 – Friday 19 September 2025

Club Blacktown

40 Second Ave, Blacktown NSW 2148

Surry Hills (3 Days, Term 4)

Day 1 – Thursday 30 October2025

Day 2 – Friday 14 November 2025

Day 3 – Friday 28 November 2025

Federation House

23-33 Mary St, Surry Hills, NSW 2010

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

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.

“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.”

Course dates and venue

Fee

Target Participants

Presenters

Margaret Vos

Theo Bougatsas

Assoicate Professor Jake Lynch

Melanie Morrison

Course dates and venue

Fee

Presenters

Lila Mularczyk

Overview

Course dates and venue

Fee

Presenters

Lila Mularczyk

Overview

Course dates and venue

Accreditation information

Presenters

Judy King

Jen Sonter

Fee

Member Reviews

Overview

Course Dates and Venue

Presenter

Target Participants

Fee

Delivery

Overview

Course Dates and Venue

Presenter

Dr Rose Dixon

Target Participants

Fee

Delivery

Course Dates and Venue

Face to Face in Blacktown (Club Blacktown, 40 Second Ave, Blacktown NSW 2148)

Presenters

Prof Jim Tognolini

Sofia Kesidou

Accreditation

Fee

Member Reviews

Overview

Courses Dates and Venue

Face to face at NSW Teachers Federation, Surry Hills

Online, via Zoom

Face to face in Blacktown (Club Blacktown, 40 Second Ave, Blacktown NSW 2148)

Presenter

Prof Jim Tognolini

Dr Sofia Kesidou

Accreditation

Target Participants

Fee

Delivery

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