Download a copy of the program for your reference or to share with colleagues!
• Confronting the big questions about who we want to be as a nation.
• Can Australia be a country that can fully enshrine the rights of Indigenous peoples, that can wrestle with its past and that can draw a line through its history?
• How can the education of our students provide an opportunity for Indigenous peoples to make decisions about their lives that will lift Indigenous people and communities?
• How do teachers develop and extend the knowledge and skills of every child, regardless of their starting point?
• How can we support students who have diverse learning needs when we already have so many demands on
• How can teachers be strategic and creative to ensure that we are supporting our students?
• Unpack the challenges of teaching reading in a
• Investigate the challenges of decoding and
• Understand how these two strands work
together to produce successful readers.
• Explore the research methodology of this EAL/D school practices research study conducted jointly by CESE (the Centre for Education Statistics and Evaluation) and the Multicultural Education team within the NSW Department of Education.
• Analyse the main findings of the report in application to EAL/D student growth.
• Learn which practices are most effective based on individual school and teaching contexts.
• Discover how teachers can stay up to date with
the latest innovative and effective strategies for
engaging students with autism and their unique
• Consider the impact that the characteristics of
autism has on learning and participation in the
classroom, and how to use this information to
guide and inform the most effective strategies and
• Examine environmental, instructional and
curriculum areas from the lens of a classroom
teacher, with real examples that include strategies
and guidance for teachers.
• Consider the nature of literate talk and its
potential for building students’ knowledge
of curriculum concepts.
• Look at the explicit teaching of language through a sequence of lessons and activities.
• Understand ways in which lessons and tasks can
be differentiated to meet the needs of a diverse group of learners.
•Undertake a journey of listening, learning, sharing and understanding narrative from an Aboriginal viewpoint.
•Examine the importance of narratives for making cultural connections.
•Consider how form changes, uplifts, and shapes narrative by experiencing it live.
A report from PETAA general manager, Megan Edwards.
I can't hear you! A practical look at lipreading and AUSLAN
• Examine the powerful role that diverse literature can play in ensuring all students have access to literate practices
that enable them to be powerful and active global citizens.
• Consider the harm and long-lasting impact of relying on monocultural books.
• Explore implicit beliefs that impact on the selection and use of children’s books, including how they are
implemented and discussed with children.
• Learn how to select texts for their classroom and the different types of books and purposes they might use these for.
• Be challenged to become readers of diverse literature as a way of understanding ourselves and others, and to build
knowledge and understanding of the children we may teach.
Introduction of Somebody’s Land by Adam Goodes and Ellie Laing. Somebody's land is the first title in their Welcome to My Country series.
Life membership award
• Discover the ways we make sense of our lives through story, and how this can be a beneficial framework for
• Consider the power of the arts and why it should sit at the heart of everything we do in classrooms.
• Learn ways that your school can adopt a new view: that you are not just preparing students for the future, you are
also providing young people with the tools to imagine and build a better world.
• Build profiles of students with language,
literacy, and attentional difficulties and map the
presenting characteristics of exemplar students
to identify potential barriers.
• Dig into accessible pedagogies and relevant
adjustments for students who need them.
• Uncover how teachers can use student
consultation and professional collaboration to
support inclusive practice.
• Reflect on key takeaways from the conference
and what they mean for students.
• Study protocols that support effective
implementation of these takeaways in schools.
• Ensure student voice is a key part of the school
• Discover how drama-rich pedagogy can engage
and empower learners in English, history and
• Investigate three inclusive and authentically
integrated units of work recently developed by
the Australian Theatre for Young People.
• Observe flexible video resources modelling a
range of rich learning strategies that meet the
diverse needs of the primary classroom.
• Step through the journey that Derrimut Primary
School took to engage and motivate their
students to WANT to read!
• Identify key reasons why student engagement
and motivation towards reading was an issue.
• Look at the professional learning that took place
to develop the teacher’s understanding of how
critical engagement and motivation is towards
• Find out how the school prioritised the funds
to resource classroom libraries to ensure all
students had easy access to a wide range of
good quality literature.
• Uncover insights into using storytelling and
picture books outdoors.
• Assess the potential of expanding vocabulary,
story writing and literacy development in an
• Think about the motivations, positive learning
behaviours and skills that develop in an outdoor environment.
• Explore what literacy looks like at The Nature
School and the significance of its whole school
• Consider how your school can take literacy
beyond the classroom and into the great
• Understand how outdoor experiences increase
authentic purposes for English.
A panel of educators will look at what teachers and schools need to empower all students to ‘fly’:
• Dr Kaye Lowe, a senior literacy academic and author
• Dr Lorraine McDonald, a senior literacy academic and author
• Brett Healey, an Australian teacher/ literacy specialist working in Hong Kong
• Oliver Phommavanh, children’s author, teacher and stand-up comedian
• Cindy Valdez-Adams, an EAL/D Education Leader
• What does an inclusive revolution look like in practice?
• How can educators feel confident and committed to achieving the best possible outcomes for every student?
• How can educators recognise and effectively plan for academic, social, emotional, physical and cultural differences within schools?
See you next year!