Course Number: LIT001         Duration: 2:00 hours

Standards and Descriptors:

Standard 2 – Know the content and how to teach it.

• 2.2.2: Organise content into coherent, well-sequenced learning and teaching programs.
• 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
• 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Target Group:

• Graduate Teachers
• Casual and Temporary Teachers (K-6)
• Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content: 

This workshop explores an array of strategies intended to assist your students to write an engaging and well-constructed persuasive text. By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that explicitly and effectively address grammatical and structural features of a well written text that persuades.

Part 1: Planning:

• What is your writing recipe?
• The Importance of planning to write.
• Gathering research for and against a topic using images.
• Be the student and plan for writing using the suggested strategies. Discuss.

Part 2 - 4: Statement of Position, Elaborated Arguments, Concluding Statements: (Stage 1-3)

• What should we expect at each stage level?
• Explore, consider and discuss a variety of teaching ideas intended to assist students to unpack the components of a well-structured persuasive text.
• Examine ways to teach students to blend persuasive devices into their writing to enhance the position of the text.
• Be the student and put into practise nominated teaching ideas in pairs and small groups. Discuss which teaching ideas were most effective and why?

Participants Receive:

• Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
• A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
• 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
• Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.

Course Number: LIT002          Duration: 2:00 hours

Standard 2 – Know the content and how to teach it.

• 2.2.2: Organise content into coherent, well-sequenced learning and teaching programs.
• 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
• 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Target Group:

• Graduate Teachers
• Casual and Temporary Teachers (K-6)
• Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores practical strategies that will help students develop a deep understanding of how to use simple grammar concepts to significantly enhance the quality of their sentences.  By combining the interactive nature of the whiteboard with syllabus outcomes and content, we will lead you through engaging lessons that provide both you and your students with easy to remember strategies designed to improve sentence quality for both factual and fictional texts.

Part 1: What is a sentence?

• Common misconceptions of students.
• Examine and discuss how we can upskill students basic sentence construction Years 1-6.

Part 2: What are the Seven Super Sentences (SSS)?

• Sentence Match activity – In pairs match an example of an improved sentence with a SSS strategy.
• Brief discussion of each strategy and the grammatical concept it is linked to.

Part 3: Explore the each of the Seven Super Sentences Strategies (Change words, add words, drop in a chunk, add on at the beginning, add on at the end, add imagery, add alliteration).

• What should we expect at each stage level?
• Examine, consider and discuss a variety of teaching ideas intended to assist students to meaningfully improve the quality of their simple, compound and complex sentences. These ideas are embedded in grammatical concepts that can be used across all KLA’s and genres of text.

Participants Receive:

• Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course, which can later be used in the classroom.
• A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
• 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
• Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.

Course Number: NUM001          Duration: 2:00 hours

Standard 2 – Know the content and how to teach it.

• 2.5.2: Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.
• 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Standard 3 – Plan for and implement effective teaching and learning.

• 3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Target Group:

• Graduate Teachers
• Casual and Temporary Teachers (K-6)
• Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This workshop explores practical ways to foster a love of numeracy while significantly enhancing students’ mental computation, written and problem solving skills. By combining the interactive nature of the whiteboard with the quality teaching framework, we will lead you through engaging strategies and lessons ideas that explicitly and effectively address syllabus content for addition and subtraction. 

Part 1: Working with Problem Solving.

• What does the research say? The importance of problem solving within the mathematics curriculum.
• Identifying and defining different problem solving strategies.
• Wear the student hat and solve selected problems using a variety of strategies.

Part 2: Mental Computation Skills.

• What does the research say? What is mental computation and why do we need to teach it?
• Know your syllabus document. What are you expected to teach at what stage?
• How can you teach and work with the skills? Using ICT to teach mental computation. What hands on games and activities can you use in the classroom to reinforce skills without relying on drill and practise?
• Wear the student hat and play games and participate in activities in partners and small groups.
• Step by step, learn how to create a mathematics lesson using SMART Notebook.

Part 3: Mathematical Investigations.

• Incorporating Financial Literacy into addition and subtraction investigations.
• Complete an investigation in small groups.

Participants Receive:

• Hard copy of course handout at beginning of session containing activity pages and worksheets to be used during the course which can later be used in the classroom.
• A digital copy (emailed PDF’s) of course handout within one week of course completion to supplied email address.
• 5 SMART Notebook pages from the course that can be used in the classroom, emailed within 1 week of course completion to supplied email address.
• Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.

Course Number: ICT001          Duration: 2:00 hours

Standard 2 – Know the content and how to teach it.

• 2.6.2: Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

Standard 3 – Plan and implement effective teaching and learning.

• 3.4.2: Select and/or create and use a range of resources, including ICT, to engage students in their learning.

Target Group:

• Graduate Teachers
• Casual and Temporary Teachers (K-6)
• Serving Primary Teachers maintaining proficient standard (K-6)

Course Focus and Content:

This hands on, interactive workshop explores simple, yet effectives design principles that can be used to create classroom resources in SMART Notebook. This workshop requires all staff members in attendance to have access to a computer or laptop with SMART Notebook software installed (no more than one computer between two teachers) in order for participants to practice the skills and strategies presented throughout the session.

Part 1: Introducing the most used tools and parts of SMART Notebook.  

• What are they and how do they work?
• Tips and tricks to remember.
• Time to engage and play with the introduced tools.

Part 2: Using tools to create pages and resources.

• This includes but not limited to – how to create a base page, cloning, drag and drop, rub and reveal, linking.
• Time to engage and create pages using instructions and strategies provided.

Participants Receive:

• Hard copy of course handout at beginning of session containing images of all slides and areas for notes to allow teachers to scribe instructions and points from throughout the session.
• Any SMART Notebook pages created during the session.
• Course completion letter identifying Australian Professional Standards for Teachers met through course participation and attendance.