Presentations

Resilience, the Brain and Adolescence - suitable for all staff in K-12 || ** Jenny Allen ** |||| ** All day ** || · Define and discuss resilience · Develop an understanding of the development of the brain and the relevance of this information to their role · Learn how brain structure can affect interpretations and reactions to events. · Consider the impact of the changing world on children and young people · Engage in practical and interactive activities that can be used when working with children and young people We will consider the importance of a whole of community approach in supporting children and young people to reach their potential. ||  ||   ||
 * ** Session ** |||| ** Presented by ** ||  ||   ||
 * ** All day sessions ** ||||  ||   ||   ||
 * ** First Steps Speaking and Listening – Day 1 ** |||| ** Judith Duff – Geraldton PS ** |||| ** All day ** ||
 * ** LOTE teachers - ** Off site at Mt Tarcoola |||| ** Tiana Purba Barnard ** |||| ** All day ** ||
 * ** The Wonder of Youth – Geraldton Regional Community Education Centre **
 * For a number of years researchers have stressed the impact of attachment, relationships and trauma in the early years of life on the developing brain. Recent research suggests that adolescence is a time when the brain is undergoing “reconstruction”, impacting on young people’s choices and actions. This workshop will explore the development of the brain from birth through early childhood and leading up to and throughout adolescence. Participants will gain an insight into the early years and subsequent adolescent development, high school educators will increase their understanding of why their students behave as they do. Early childhood and primary school educators will learn about the important role they play in preparing children as they transition through primary school, to high school and to the wider community and world of work. Participants will:
 * ** Literacy ** ||||  || ** am ** || ** pm ** ||
 * ** Guided Reading ** |||| ** Vicki Briggs – Central Office ** || ** x ** || ** x ** ||
 * This session will explore the use of guided reading to develop students’ reading skills and strategies. Participants will look at four guided reading approaches. In particular, the session will focus on determining a teaching focus and questioning to develop students’ comprehension. Management considerations will also be discussed. ||  ||   ||
 * ** Practical literacy ideas for K, P and 1 ** |||| ** Sue Ashworth and Alison Watt Waggrakine PS ** || ** x ** ||  ||
 * Sue and Alison are outstanding ECE practitioners with many years experience. They will take you through a very practical and hands on look at literacy in the K/P and 1 Years. ||  ||   ||
 * ** Enhancing literacy in Aboriginal Students ** |||| ** Patsy Konisberg – Central Office ** ||  || ** x ** ||
 * Practical two-way strategies to improve. Standard Australian English language & literacy for Aboriginal students. ||  ||   ||
 * ** Speech and Language team - Early Years- Junior Primary (K-3) ** |||| ** Shelley Blakers ** || x ||  ||
 * Language & Literacy –this session will explore the Oral Language development and its importance to early literacy. Participants will have the opportunity to explore a Literacy Scope and Sequence that is linked to the new National Curriculum. The session will include some theory with practical ideas for classroom application. ||  ||   ||
 * ** Speech and Language team - Primary (4-7) and Secondary ** |||| ** Deborah Silverlock ** ||  || ** x ** ||
 * Exploring how language develops over time with links to encouraging reading and writing for deeper meaning. This session will focus on comparing language shifts over larger time frames (5 year old-10year old-15 year old). Participants will have the opportunity to explore the reciprocal relationship between reading and writing a broad range of text types and language development in the upper years. The session will include some theory with practical ideas for classroom application. ||  ||   ||
 * ** Using communication systems in the classroom, key word signing, PECS ** |||| ** Aasta Abbott ** ||  || ** x ** ||
 * How to support students with speech and language difficulties. ||  ||   ||

activities - will be explored relating to a broad range of themes including human rights, cultural diversity and sustainability. Tap into a wealth of resources available through the One World Centre to promote active citizenship and a more just and sustainable world. ||  ||   ||
 * ** Tools for teaching the global dimension – Primary Teachers ** || ** Nuella Flynn - One World Centre ** || ** x ** ||  ||
 * Participants will explore the principles of global education and learn the benefits of setting learning opportunities within a global context. A variety of classroom strategies - including games, viewing and speaking and listening activities - will be explored relating to a broad range of themes including human rights, cultural diversity and sustainability. Tap into a wealth of resources available through the One World Centre to promote active citizenship and a more just and sustainable world. ||  ||   ||
 * ** Tools for teaching the global dimension - secondary teachers (particularly Society and Environment, English and Science) ** || ** Nuella Flynn - One World Centre ** ||  || ** x ** ||
 * Participants will explore the principles of global education and learn the benefits of setting learning opportunities within a global context. A variety of classroom strategies - including games, group discussion techniques and viewing

However, there is a lot of information available on both the how and why of cooperative learning and this presentation aims to impart some of that information and also some of the presenters experience from the classroom. __ Part B: Resource focus: There’s A Problem to Solve (MAWA Publication) __ “There’s A Problem to Solve - Working Mathematically in the Middle School” is a series of three books published by MAWA and written by WA teachers Glenys Stade & Paula McMahon. The activities in book 1 are appropriate for years 6 & 7, book 2 is for year 8, and book 3 is for year 9. ||  ||   || A variety of practical strategies, tactics and organisers will be modelled and practiced by participants for use in both primary and secondary classrooms. Teachers will go away with ideas they can use immediately in the classroom which will help engage and motivate students from all year levels and abilities. Specific examples used by teachers as well as student work samples will be presented including grouping activities, concept attainment, Give One Get One, Placemat, cooperative learning, motivational “sets” and more.
 * ** Numeracy ** ||  ||   ||   ||
 * ** Are we still investigating mathematics? ** || ** Mark O’Brien – MAWA ** || ** x ** ||   ||
 * __ Part A: __ Investigations may be defined as "a situation originating in mathematics or the real world which lends itself to inquiry". They allow students to examine the situation using various techniques, and in the process of their exploration, develop skills that can be applied to other problems. The type of skills normally associated with investigations are generally higher order skills or processes; including data collection, symbolizing, classifying, simplifying, abstracting, following and extending patterns, conjecturing, communicating, generalising, justifying, proving, hypothesising and predicting. These processes fall under the broad heading of Working Mathematically in the Curriculum Framework. Having developed and practised these thinking skills students become more able to apply and transfer this knowledge to new, non-routine situations as they arise. This session aims to look at the reasons Investigations became an important part of our mathematics classrooms, and how and why we should still be using them. __Part B: MAWA__ has undertaken to publish resources for all WACE stage 1 courses. Both teacher’s guides and student books are available. This part of the session will look at these materials and also involve an open discussion on the WACE courses. ||  ||   ||
 * ** Cooperative learning in the maths classroom (Secondary) ** || ** Mark O’Brien – MAWA ** ||  || ** x ** ||
 * __ Part A __ : “Research on how people learn has suggested that learning is a social process and that cooperative learning activities are essential if students are able to construct their own knowledge”: //Alice F Artzt & Claire M Newman// “Independence and collaboration: Learning experiences should encourage students to learn both independently and from and with others.”: //Curriculum Framework Learning & Teaching Principles.// As mathematics teachers we are not traditionally highly skilled in allowing students to work cooperatively.
 * ** Pre-Algebra - Developing Algebraic Thinking in Young Children K-3 ** || ** Rebecca Jeffery – MAWA ** || ** x ** || ** x ** ||
 * This session will look at how to develop algebraic thinking in young children using manipulatives. It will unpick the maths children need to focus on. We will look at the sorts of activities and questions that provoke young children into thinking and talking. Links will be made to the Curriculum Framework, the Syllabus and First Steps in Mathematics. ||  ||   ||
 * ** Mental strategies in mathematics ** || ** Michaela Wright ** || ** x ** || ** x ** ||
 * Developing computation skills in the year 4 - 7 classroom. An approach to develop the 'How Did You Do It?' strategy to foster efficient mental and written calculation strategies. Lots of practical ideas and activities to take back to the classroom. (Please bring First Steps Number books to this session.) ||  ||   ||
 * ** Strategies for engaging students in mathematics (P-12) ** || ** Peta Beutel CMS team ** || ** x ** ||  ||


 * ** Information and Communication Technologies ** ||  ||   ||
 * ** Online Teaching and Learning Systems ** || ** Mark Lang – OTLS team ** ||  || ** x ** ||
 * An excellent opportunity for some teachers from these schools to give a practical demonstration of how they are using OTLS in the classroom with their students. ||  ||   ||
 * ** Microsoft Innovative Schools – Partners in Learning ** || ** Lis Turner, Jared Lawson & Kellie Hunter - Waggrakine ** || ** x ** ||  ||
 * An overview of Waggrakine’s involvement in the //Microsoft Innovative schools - Partners in Learning// program. We will share highlights of the program and look at some new and exciting software programs to be used to enhance student learning. ||  ||   ||
 * ** Electroboard – interactive whiteboards in the classroom ** || ** Kellie Rose - Wooldridges ** || ** x ** || ** x ** ||
 * Practical examples of how teachers can use their Smartboards to enhance their lessons and build fun, interactive activities that will assist children to learn. I will allow opportunities for teachers to ask questions so I can demonstrate how something is made or how they can create a notebook file to suit the needs of their children. ||  ||   ||
 * ** Webster Interactive White Boards in the classroom ** || ** Wooldridges ** || ** x ** || ** x ** ||
 * Practical applications and advantages of using IWB in the classroom. ||  ||   ||
 * ** Photostory – Durack Institute of Technology ** || ** Amanda Silvester ** || ** x ** ||  ||
 * Are you supporting students who experience difficulty in writing their ideas down? Are you wanting to engage students in literacy, but can’t seem to find the right tools to do it? Come along to Photo Story – a free digital storytelling program. Find out how simple it is to create digital movies that may help these students demonstrate their true understanding of learning experiences. Participants will need to bring approximately 10 photos on a thumb drive or CD. ||  ||   ||


 * Movie Maker – Durack Institute of Technology **
 * || ** Amanda Silvester ** ||  || ** x ** ||
 * You Tube is currently one of the most accessed websites in the Western World and users can gain an extensive range of knowledge and skills from viewing any number of videos. Over half of the students in our classes are visual and auditory learners and this can be a fantastic tool to engage these students in their learning. Using free Movie Maker software, this session will guide you through the movie making process so that you can create your own secure in class movie files for your students to view and learn from. Participants can also use these skills to create their own home movies. Participants will need to bring approximately 10 photos on a thumb drive or CD. Participants may also wish to bring in short video footage from their digital cameras, but are reminded to bring in their USB cable to connect the camera to the computer. ||  ||   ||

1. Why study Asia? 2. What is Asia literacy? 3. Examples of incorporating studies of Asia into the classroom. 4. Resources for primary and secondary classrooms including a global education text and CD ROM - Pacific Neighbours: Understanding the Pacific Islands and additional text, Ambush in Bandhavgarth: Tigers and the management of their habitat. ||  ||   ||
 * ** PE l ARTS l SCIENCE l S&E ** ||  ||   ||   ||
 * ** Active After School coaching clinic ** || ** Adam Dehrig - AASC ** || ** x ** ||  ||
 * Teachers, parents or education assistants will gain coaching accreditation to run Active After Schools Programs in their school as a result of completion of this course. ||  ||   ||
 * ** PE teachers network meeting ** || ** Leigh Murdoch **** – Waggrakine ** ||  || ** x ** ||
 * An opportunity for the PE teachers to develop essential networking and planning in the lead up to carnival term! ||  ||   ||
 * ** Touch Football Coaching Clinic ** || ** Chris Richardson - Touch West ** || ** x ** ||  ||
 * ** Music specialist network meeting and music ideas sharing ** || ** Jen Gadsby – Waggrakine ** ||  || x ||
 * ** Questioning skills ** || ** Janette Roberts – DO ** ||  || ** x ** ||
 * Explore the link between questioning and assessment for learning. We will look at a variety of questioning tools with practical examples and resources to use with your students in the classroom. ||  ||   ||
 * ** Integrating Asia Education through Literacy and S&E ** || ** Vicky Vitali – Central Office ** || ** x ** ||  ||
 * The Department of Education works to promote and develop Asia Literacy in our schools. Would you like to find out more about how to incorporate studies of Asia into your classroom or school? Are you interested in two free texts and CD ROM for years 7-10? The presentation includes:
 * ** Integrating Asia Education through Literacy and S&E ** || ** Vicky Vitali – Central Office ** || ** x ** ||  ||
 * The Department of Education works to promote and develop Asia Literacy in our schools. Would you like to find out more about how to incorporate studies of Asia into your classroom or school? Are you interested in two free texts and CD ROM for years 7-10? The presentation includes:

· orientation and functionality of the Department’s data suite, namely //Schools Online, Educational Assessment Reporting System (EARS), First Cut and Student Achievement Information System (SAIS)//; · exposure to data triangulation templates; · using a line of enquiry framework; · identifying strengths and weaknesses in Numeracy and Literacy; and · access to data ||   ||   || · custom manipulation of data sets at the individual, class and cohort level; · variations of data triangulation templates; · schools Online v My School. ||  ||   || code Participants will consider principles which underpin behaviour management planning and processes such as early intervention and prevention, the use of appropriate curriculum and learning programs to encourage engagement by students and the promotion of restorative practices. Links will be made between individual Classroom Management Plans, whole school Behaviour Management Plans and the Department’s BMiS policy. Opinions regarding myths and misconceptions related to rules will be covered and links made to the CMS Programs. This workshop is for administrators and teachers wishing to identify the essential elements required in a school’s Behaviour Management Plan and how to make improvements to their school’s current plan and will include modelling of practical management and instructional strategies to use in the classroom. code ||  ||   ||
 * ** Leadership and whole school ** ||  ||   ||   ||
 * ** Parental and Community Engagement Program - Principal Information ** || ** Jenny Kniveton ** || ** ü ** ||  ||
 * The PaCE Program supports Indigenous families and communities to ‘reach-in’ to schools and education providers and to develop partnerships with them with the aim of enhancing their children’s educational outcomes. This workshop will give Principals the opportunity to find out what the PaCe program can do to support their school and community partnerships. ||  ||   ||
 * ** National Curriculum ** || ** Richard Lobb – Central Office ** || ** ü ** || ** ü ** ||
 * This presentation will provide an update on the development of the National Curriculum and will also cover the plans that are in place to support implementation. In addition information on relevant state-based matters, including recent changes to allocating A-E grades will be covered. ||  ||   ||
 * ** Assessment - Introduction to data suites – level 1 ** |||| ** Jason Croft and Nigel Wakefield ** || ** ü ** ||  ||
 * Participants are invited to bring a __USB thumb drive__ to take away electronic copies of triangulation manuals, sample data sets, My School resources, line of enquiry examples and triangulation templates. Each participant will receive a hard copy of the presentation. Both sessions are ‘hands on’. Participants will be guided through a series of exercises to access and investigate their school and/or class data.
 * ** Assessment - Advanced analysis – level 2 ** |||| ** Jason Croft and Nigel Wakefield ** ||  || ** ü ** ||
 * · overview of updates to the Department’s data suite;
 * ** Whole School Behaviour Management Planning ** || ** Peta Beutel ** ||  || ** ü ** ||

The Session will include; the role and functions of the College, requirements for renewal and a step-by-step guide through the online process. ||  ||   || The PaCE Program supports Indigenous families and communities to ‘reach-in’ to schools and education providers and to develop partnerships with them with the aim of enhancing their children’s educational outcomes. This session gives AIEOs an opportunity to workshop through how this program connects schools and communities. ||  ||   || The course also covers the mental health crisis situations of; Suicidal behaviour/thoughts; Self-harm; Panic attack/Acute stress reaction; and Acute psychotic behaviour. ||  ||   || This workshop will provide information which will assist school staff in understanding and working with children whose lives have been affected by trauma. The workshop will cover attachment, trauma and the impact on development, the impact of abuse and neglect on learning and relationship based practices. ||  ||   || · Understanding the principles of effective communication · Understand the principles of appropriate assertive behaviour; and · Manage difficult interactions to achieve positive outcomes. ||  ||   || · Management procedures for violence and bullying · Prevention strategies at school level ||  ||   || · What is autistic disorder? Key definitions, etiology and epidemiology · Characteristics of Autistic Disorder · The autism continuum · Links between theory and practice ||  ||   || · What is evidence based practice? · Student focused versus the ecological model approach · An overview of theories of behaviour · A number of approaches including TEACCH, Applied Behaviour Analysis, PECS and Floor-time will be discussed. ||  ||   ||
 * ** General areas ** ||  ||   ||   ||
 * ** Transition and career development at a younger age – ie Yr 6 on **
 * Geraldton Regional Community Education Centre ** || ** Carmel **** Starcevich ** || ** x ** ||  ||
 * Transition Planning takes students through a series of steps to create a personal plan for their journey through school. The plan is also a valuable tool for teachers and parents to gather further information about the young person. It is a starting point for students to learn how to plan, think about their future and take advantage of the great opportunities that education provides. The composition, layout and language are designed specifically for primary students. It includes goal setting, self realisation, creating a support network and identifying strengths and focus areas. Participants of this workshop will be introduced to the plan, discuss activities which may assist in the class room and gain an understanding of the benefits of taking their students on this journey of self discovery. ||  ||   ||
 * ** Our Story – for AIEOs and EAs ** || ** Marion Baumgarten – DO ** || ** x ** ||  ||
 * Past and present policies affecting Aboriginal People, communication and relating. ||  ||   ||
 * ** WACOT renewal of provisional members information session ** || ** Kylie Butler - WACOT ** || ** x ** || ** x ** ||
 * In the coming months, many Registered Teachers will receive notification from the College that their registration is due for renewal. For many of you, this will be the first time since becoming a College member that you need to undertake this process. This session aims to provide information about the renewal process and guide members through the new online registration renewal form. Kylie Butler, Education Officer, Professional Learning and Standards, will conduct the session.
 * ** Registrars and school officers networking and PD ** || ** Kate Killen – District Office ** || ** x ** || ** x ** ||
 * Kate Killen will be discussing content direct with registrars. ||  ||   ||
 * ** PCEP – AIEO workshop ** || ** Roni Forrest ** ||  || ** x ** ||
 * Parental and Community Engagement (PaCE) - AIEO workshop
 * ** Circles of influence ** || ** Chaplain, Eric Behiels – GSC ** ||  || ** x ** ||
 * How to help students capture their feelings to improve resilience and rebound skills. Suitable for students of all ages. ||  ||   ||
 * ** Restorative Justice ** || ** Psych team – Gary Williams ** || ** x ** ||  ||
 * An introduction to restorative practices in schools, using restorative questions when things go wrong. The presentations involve practical role plays. We will also look at how this can be embedded in whole school BMIS plans. ||  ||   ||
 * ** Youth mental Health Strategy ** || ** Psych team – Erin Pratt ** || ** x ** ||  ||
 * Youth Mental Health First Aid (YMHFA) is an evidence based program designed to provide basic information and strategies for dealing with (adolescent) mental health issues including; Depression; Anxiety Disorders; Psychosis; Substance Use Disorders; and Eating Disorders.
 * ** Calmer Classrooms - A Guide to Working with Traumatised Children ** || ** Psych team – Jacqui Conte ** ||  || ** x ** ||
 * (A resource commissioned by the Child Safety Commissioner Melbourne Victoria 2007).
 * ** An introduction to Basic First Aid – asthma, epilepsy, diabetes and more ** || ** Deb Muscio – GSC ** || ** x ** ||  ||
 * ** Anaphalaxis training - ** Learn the steps to manage anaphalaxis at school || ** Janice – Population Health ** ||  || x ||
 * ** Assertiveness for women ** || ** Mary Franklin – SSTUWA ** || ** x ** ||  ||
 * The workshop is designed to develop and enhance competence in the following areas:
 * ** Keeping our workplace safe - SSTUWA, Behaviour Directorate and Police ** Practical strategies for schools to prevent and manage violence in the workplace || ** Perisse Taylor, Joy Barrett, Sergeant Katrina McKenna ** ||  || ** x ** ||
 * · Rights and Responsibilities for employees
 * ** Visual supports – making auditory information visual ** || ** Sue Shingleton – CIS ** || ** x ** ||  ||
 * This session gives practical ideas and strategies for the use of visual supports across a range of learning areas for students with varying needs across the year levels. Visual supports assist student learning, by setting clear expectations and consequences, avoiding the need for auditory processing of verbal instructions, by helping the development of organizational skills and scaffolding of learning tasks. ||  ||   ||
 * ** Contemporary understandings of Autistic disorder ** || ** Kellie Luxford ** || ** x ** ||  ||
 * This presentation will be relevant for those who would like to obtain a professional understanding of what Autistic Disorder is and it’s implications within the classroom.
 * ** Approaches to Autistic Disorder: Which approach? Navigating the maze ** || ** Kellie Luxford ** ||  || ** x ** ||
 * This session will examine the use of evidence based practice when utilising the various teaching approaches for a student with autism.