Podcasts about Australian Curriculum

Data from the Australian Curriculum, Assessment and Reporting Authority shows in 2024, the national student attendance level was 59.9 per cent. In Queensland, the overall attendance rate is 59.1 per cent, 64.1 per cent for primary school students and 51.8 per cent for secondary school students. President of the Queensland Association of State School Principals, Pat Murphy, told Gary Hardgrave on 4BC Drive, "It's a nationwide trend. It's in all schooling sectors. It's in the government schools, but it's also in the Catholic and independent schools." "My biggest thing is that we'd ask that parents and grandparents and community members really get the message out. We've got to send our kids to school because if they're not at school, we actually can't impact learning. So we really need the children there."See omnystudio.com/listener for privacy information.

Learn how Future You aims to inspire children's STEM curiosity. Join Program Ambassador Professor Lisa Harvey-Smith, an award-winning astrophysicist renowned for making the universe accessible, as we explore how Future You helps kids imagine their future possibilities. Hosted by Ben Newsome from Fizzics Education About Future You Future You, a UNSW Sydney-led initiative, sparks STEM curiosity in 8-12 year olds through free, engaging resources for students, teachers, and parents. Connecting real-world STEM skills with the Australian Curriculum, the program offers practical activities, diverse role models, and inspiring fiction to make STEM relevant and exciting. Future You empowers families to explore the world of science, technology, engineering, and mathematics together.Learn morehttps://futureyouaustralia.com.au/ WebinarEngaging Primary Students in STEM: Delving into the research Future You Resources Future You STEM Role Models aka, Pathfinders Future You Adventures in STEM (free stories about STEM careers and space travel) About Professor Lisa Harvey-Smith, Program Ambassador. Lisa is an award-winning astrophysicist and author with a gift for making the universe accessible to all. With over 55 research papers and key roles in the development and operation of radio telescopes globally, her contributions to astronomy are many. Lisa’s passion for sharing knowledge extends beyond research. She’s a best-selling author and an engaging keynote speaker. Her books have received national and international acclaim, and she’s a familiar face from ABC’s Stargazing Live. Lisa has also hosted live events featuring Apollo Moon astronauts Buzz Aldrin, Gene Cernan, and Charlie Duke, captivating audiences in sold-out theatres across the country. On top of all of that, she’s passionate about getting your students excited about the amazing and rewarding career possibilities within STEM. Learn morehttps://www.lisaharveysmith.com/ Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode? Share it!See omnystudio.com/listener for privacy information.

Learn how Future You aims to inspire children's STEM curiosity. Join Program Ambassador Professor Lisa Harvey-Smith, an award-winning astrophysicist renowned for making the universe accessible as we explore Future You helps kids imagine their future possibilities. Hosted by Ben Newsome from Fizzics Education About Future You Future You, a UNSW Sydney-led initiative, sparks STEM curiosity in 8-12 year olds through free, engaging resources for students, teachers, and parents. Connecting real-world STEM skills with the Australian Curriculum, the program offers practical activities, diverse role models, and inspiring fiction to make STEM relevant and exciting. Future You empowers families to explore the world of science, technology, engineering, and mathematics together.Learn morehttps://futureyouaustralia.com.au/ About Professor Lisa Harvey-Smith, Program Ambassador. Lisa is an award-winning astrophysicist and author with a gift for making the universe accessible to all. With over 55 research papers and key roles in the development and operation of radio telescopes globally, her contributions to astronomy are many. Lisa’s passion for sharing knowledge extends beyond research. She’s a best-selling author and an engaging keynote speaker. Her books have received national and international acclaim, and she’s a familiar face from ABC’s Stargazing Live. Lisa has also hosted live events featuring Apollo Moon astronauts Buzz Aldrin, Gene Cernan, and Charlie Duke, captivating audiences in sold-out theatres across the country. On top of all of that, she’s passionate about getting your students excited about the amazing and rewarding career possibilities within STEM. Learn morehttps://www.lisaharveysmith.com/ Hosted by Ben Newsome from Fizzics Education With interviews with leading science educators and STEM thought leaders, this science education podcast is about highlighting different ways of teaching kids within and beyond the classroom. It's not just about educational practice & pedagogy, it's about inspiring new ideas & challenging conventions of how students can learn about their world! https://www.fizzicseducation.com.au/ Know an educator who'd love this STEM podcast episode?  Share it!See omnystudio.com/listener for privacy information.

ລາຍງານໂດຍ the Australian Curriculum, Assessment and Reporting Authority ສະແດງໃຫ້ເຫັນວ່າ ພຽງແຕ່ຫນຶ່ງໃນສີ່ຄົນ ຂອງນັກຮຽນ ປີ 10 ທີ່ຊ່ຽວຊານ ໃນດ້ານໜ້າທີ່ພົນລະເມືອງ, ຊຶ່ງຮວມເຖິງ ແນວຄິດ ເຊັ່ນລະບອບປະຊາທິປະໄຕ, ວິທີການອອກກົດຫມາຍ ແລະບົດບາດຂອງຣັຖບານ. ນັບຕັ້ງແຕ່ ການເລືອກຕັ້ງຂອງຣັຖບານກາງ ໃນປີ 2016, ມີຄວາມເປັນຫ່ວງວ່າ WeChat ນັ້ນເຕັມໄປດ້ວຍ ຂໍ້ມູນທີ່ບິດເບືອນ ກ່ຽວກັບພັກການເມືອງໃຫຍ່, ນະໂຍບາຍ ແລະແມ່ນແຕ່ ວິທີທີ່ຈະອອກສຽງ ເລືອກຕັ້ງ.

In this insightful podcast, Phil  interviews expert maths consultant Rob Vingerhoets about the four mathematical proficiencies that form the foundation of effective mathematics education in Australia. Rob explains that these proficiencies—fluency, reasoning, understanding, and problem solving—are often misunderstood or overlooked despite being fundamental to the Australian Curriculum.Rob passionately argues that these proficiencies are "the thing" in mathematics education, not just supplementary elements. He clarifies that fluency extends beyond knowing multiplication tables to include number sense and articulating mathematical thinking. Reasoning involves justifying and explaining mathematical approaches, while understanding requires grasping concepts rather than rote memorisation. Problem solving is the application of mathematical knowledge to varied situations.Rob mentions a potential fifth proficiency some educators discuss: productive disposition, which relates to student motivation and engagement with mathematics. He emphasises that high-quality mathematical tasks should incorporate multiple proficiencies simultaneously, creating rich learning experiences that engage students.The conversation highlights how teachers can audit their lessons against these proficiencies. Rob suggests that open-ended tasks naturally accommodate different proficiency levels and allow for differentiation. He provides an example of transforming a closed question (12 + 13 = 25) into an open one (what two numbers add to 25?), demonstrating how this simple shift creates opportunities for deeper learning.Rob shares his experience in a Prep-2 classroom using the "three cookie challenge," where young children naturally engage with division and fractions through a meaningful context. This illustrates that even very young students can reason mathematically when presented with appropriate tasks, challenging the notion that certain mathematical concepts should be reserved for older students.Throughout the conversation, Rob emphasises that worksheet-based approaches and excessive PowerPoint use often fail to develop these essential proficiencies, advocating instead for rich, engaging tasks that promote authentic mathematical thinking.RESOURCESRead the blog hereJOIN TEACHIFIC NOW AND SAVE!Join Teachific  today. Access thousands of resources and a growing number of 'anytime' courses within your membership.FURTHER INFORMATIONTune in to "Teacher's Tool Kit For Literacy," a free podcast where accomplished literacy educator Sharon Callen and her team share valuable insights and tips. With over 30 years of experience, they provide strategic learning solutions to empower teachers and leaders worldwide.  Subscribe on your favourite platform for exclusive literacy learning content.  Apple, Spotify,  Google, YouTubeRead our insightful blogs, which make valuable connections between resources, podcasts and courses.Visit our Cue Learning website and sign up for the Teacher's Toolkit Weekly newsletter to stay updated on resources, events and discover how Cue can support you and your school.Explore Teachific, our vast collection of PDF resources, to enhance your teaching toolkit. And get even more support from our growing number of 'anytime' online courses.Connect with the latest news and other educators by joining our Teacher's Toolkit Facebook groupExplore upcoming live or online webinar  eventsHave questions or feedback? Reach out to us directly at admin@cuelearning.com.au

Has something in this episode resonated with you? Get in touch! What if your current reading assessments fall short of truly capturing your students' abilities? Get ready to transform your approach as we unravel the complexities of assessing and grading reading for years three to six. Discover how to effectively align assessment practices with the Australian Curriculum's achievement standards, steering clear of the limitations of traditional methods like benchmark assessments. We'll guide you through the subtle art of integrating decoding skills and comprehension, all while leveraging Scarborough's Reading Rope model to provide a clearer picture of student proficiency.Join us as we dissect the intricate world of normed reading assessments and their alignment—or lack thereof—with curriculum expectations for years four to six. Explore the critical gap where fluency and word knowledge disappear, risking the masking of underlying struggles that could hinder vital interventions. Learn why solely relying on normed assessments can misrepresent a student's true reading capabilities, and how to prevent this through deliberate, informed report writing. This episode promises invaluable insights for educators striving to accurately assess and report on reading proficiency, ensuring every student's true potential is recognized and nurtured.While evidence-informed programs are seen in many schools, this doesn't make adopting evidence-informed practices effortless or stress-free. The Reading Success in the Early Primary Years Teach Along will give you the confidence to make nuanced decisions about early reading instruction, regardless of the program your school uses, and get the best outcome for every student. For more information about today's episode, visit www.jocelynseamereducation.comQuick LinksJocelyn Seamer Education HomepageThe Resource RoomThe Evergreen TeacherShopYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

In this episode, we unpack the strategies, tips and advice to help educators integrate and teach with an inquiry mindset with the help of the creators behind Sqwish Resources, Allanah and Meg.These experienced and passionate educators are on a mission to help bring inquiry to all lessons with their resources based on the 5E model.Listen just how easy it is to flip from chalk and talk to inspiring students to think, wonder and have fun learning.Links:https://sqwish.com.au/Instagram: https://www.instagram.com/sqwish_resources/Tiktok: https://www.tiktok.com/@sqwish_resourcesFacebook: https://www.facebook.com/profile.php?id=61558864596356Sign up to the weekly Get Curious newsletter for tips, tricks and insights into all thinks curiosity, learning and teaching at https://resources.bloomingcurious.com/getcuriousWebsite for blogposts, resources and podcast episodes : https://www.bloomingcurious.com

If you listened to last week's episode you'll know that we have started a change.org requesting ACARA to remove 'That Sugar Movement' from the list of resources in the Australian Curriculum. Recently there has been some great changes to the food and wellbeing curriculum resources with the inclusion of eating disorder organisation's recommendations and school supporting programs as well as some clear recommendations in the supporting documentation recommending ceasing the use of BMI, not doing any activities that label foods good and bad and not doing and calorie tracking activities. This is great but undermined by the presence of 'That Sugar Movement' as a key resource really undermines it. There's been a good response and if you haven't signed yet we'd appreciate your support. The next step will be getting the message out to teacher who are using it that it is incorrect, harmful and a terrible example of the use of science. In a time where the critical consumption of media has never been more important it's pretty horrifying that this is show in classrooms around the country to 'teach' about sugar. It needs to go so please sign and share.

Today we chat about a recent Dietitians conference that we attended. It was a mixed bag and the ongoing clash of weight centric and weigh inclusive ways of practicing was obvious once again. We also talk about our change.org petition we have just started to make some noise and try to have 'That Sugar Film' removed from being showed in classrooms across the country. Is remains listed as a 'key resource' in the Australian Curriculum and it has to go! Please sign and share the petition that you can find here. Susan tried her first ever oyster at this fancy pants restaurant and the pickled peppercorns are these and they are totally delicious..but possible no longer available and you might have to try making your own! Interested in group or individual clinical supervision with Meg or Susan? You can find our profiles on the Dietitians Supervision Resources Australia website. You'll have to sign up but membership is free!

Watch here: https://youtu.be/lgExhylzqG4?si=Ile66rcGVQls_5ek David de Carvalho is the Executive Dean, Faculty of Education, Philosophy and Theology at The University of Notre Dame Australia. Prior to this role, David was the Chief Executive Officer (CEO) of the Australian Curriculum, Assessment and Reporting Authority (ACARA). He has extensive experience in leading major reforms at both national and state level and a deep personal passion for, and understanding of, education. In the episode, he chats with Rob about his article, Modern Western malaise 500 years in the making .

In 2020, Special guest Dr Catherine Attard released a blog post looking at how teachers and parents can discern between good and not-so-great mathematics resources in this time of information overload. We felt this was timely with the explosion of questionable quality resources from sites  like Teachers-pay-teachers and Twinkle. The highly engaging Marcus Garrett and regular host, Leanne McMahon lead a spirited conversation. They also discuss effective use of technology in Mathematics, the difference between performing and learning in maths and what 'home-schooling' really means. Podcast notes and resources can be found at www.calculate.org.au. Catherine's Blog can be found at https://engagingmaths.com/ Other Links discussed in the episode: Attard, C. (2020), Teaching maths in challenging times: Keep calm and remain critical! Blog post on Engaging Maths. Retrieved from https://engagingmaths.com/2020/03/18/teaching-maths-in-challenging-times-keep-calm-and-remain-critical/. Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, Mathematics Proficiencies. Retrieved from https://www.australiancurriculum.edu.au/resources/mathematics-proficiencies/. Boaler, J. (1996), Case Studies of Alternative Approaches to Mathematics Teaching: Situated Cognition, Sex and Setting. Unpublished doctoral thesis, Kings College School of Education, University of London, UK. Retrieved from https://kclpure.kcl.ac.uk/portal/files/2934023/DX199706.pdf. Garrett, M. (2016), The Problem with Problem Solving. Blog article on Calculate by AMSI. Retrieved from https://calculate.org.au/2016/04/13/problem-with-problem-solving/. Website: Joel Speranza – Leveraging Technology for Learning. www.joelsperanza.com. YouTube Channel: Joel Speranza Math. https://www.youtube.com/c/JoelSperanzaMath/featured Link to Dr Attard's Research Project, ‘Investigating the impact of COVID-19 on teachers' technology-related attitudes, beliefs and practices' (call for survey participants): https://surveyswesternsydney.au1.qualtrics.com/jfe/form/SV_6AmgoLh1N7ZDktn

Academic Research   Researchers Use GPT-4 To Generate Feedback on Scientific Manuscripts https://hai.stanford.edu/news/researchers-use-gpt-4-generate-feedback-scientific-manuscripts https://arxiv.org/abs/2310.01783 Two episodes ago I shared the news that for some major scientific publications, it's okay to write papers with ChatGPT, but not to review them. But… Combining a large language model and open-source peer-reviewed scientific papers, researchers at Stanford built a tool they hope can help other researchers polish and strengthen their drafts. Scientific research has a peer problem. There simply aren't enough qualified peer reviewers to review all the studies. This is a particular challenge for young researchers and those at less well-known institutions who often lack access to experienced mentors who can provide timely feedback. Moreover, many scientific studies get “desk rejected” — summarily denied without peer review. James Zou, and his research colleagues, were able to test using GPT-4 against human reviews 4,800 real Nature + ICLR papers. It found AI reviewers overlap with human ones as much as humans overlap with each other, plus, 57% of authors find them helpful and 83% said it beats at least one of their real human reviewers.     Academic Writing with GPT-3.5 (ChatGPT): Reflections on Practices, Efficacy and Transparency https://dl.acm.org/doi/pdf/10.1145/3616961.3616992 Oz Buruk, from Tampere University in Finland, published a paper giving some really solid advice (and sharing his prompts) for getting ChatGPT to help with academic writing. He uncovered 6 roles: Chunk Stylist Bullet-to-Paragraph Talk Textualizer Research Buddy Polisher Rephraser He includes examples of the results, and the prompts he used for it. Handy for people who want to use ChatGPT to help them with their writing, without having to resort to trickery     Considerations for Adapting Higher Education Technology Course for AI Large Language Models: A Critical Review of the Impact of ChatGPT https://www.sciencedirect.com/journal/machine-learning-with-applications/articles-in-press This is a journal pre-proof from the Elsevier journal "Machine Learning with Applications", and takes a look at how ChatGPT might impact assessment in higher education. Unfortunately it's an example of how academic publishing can't keep up with the rate of technology change, because the four academics from University of Prince Mugrin who wrote this submitted it on 31 May, and it's been accepted into the Journal in November - and guess what? Almost everything in the paper has changed. They spent 13 of the 24 pages detailing exactly which assessment questions ChatGPT 3 got right or wrong - but when I re-tested it on some sample questions, it got nearly all correct. They then tested AI Detectors - and hey, we both know that's since changed again, with the advice that none work. And finally they checked to see if 15 top universities had AI policies. It's interesting research, but tbh would have been much, much more useful in May than it is now. And that's a warning about some of the research we're seeing. You need to really check carefully about whether the conclusions are still valid - eg if they don't tell you what version of OpenAI's models they've tested, then the conclusions may not be worth much. It's a bit like the logic we apply to students "They've not mastered it…yet"     A SWOT (Strengths, Weaknesses, Opportunities, and Threats) Analysis of ChatGPT in the Medical Literature: Concise Review https://www.jmir.org/2023/1/e49368/ They looked at 160 papers published on PubMed in the first 3 months of ChatGPT up to the end of March 2023 - and the paper was written in May 2023, and only just published in the Journal of Medical Internet Research. I'm pretty sure that many of the results are out of date - for example, it specifically lists unsuitable uses for ChatGPT including "writing scientific papers with references, composing resumes, or writing speeches", and that's definitely no longer the case.     Emerging Research and Policy Themes on Academic Integrity in the Age of Chat GPT and Generative AI https://ajue.uitm.edu.my/wp-content/uploads/2023/11/12-Maria.pdf This paper, from a group of researchers in the Philippines, was written in August. The paper referenced 37 papers, and then looked at the AI policies of the 20 top QS Rankings universities, especially around academic integrity & AI. All of this helped the researchers create a 3E Model - Enforcing academic integrity, Educating faculty and students about the responsible use of AI, and Encouraging the exploration of AI's potential in academia.   Can ChatGPT solve a Linguistics Exam? https://arxiv.org/ftp/arxiv/papers/2311/2311.02499.pdf If you're keeping track of the exams that ChatGPT can pass, then add to it linguistics exams, as these researchers from the universities of Zurich & Dortmund, came  to the conclusion that, yes, chatgpt can pass the exams, and said "Overall, ChatGPT reaches human-level competence and         performance without any specific training for the task and has performed similarly to the student cohort of that year on a first-year linguistics exam" (Bonus points for testing its understanding of a text about Luke Skywalker and unmapped galaxies)   And, I've left the most important research paper to last: Math Education with Large Language Models: Peril or Promise? https://papers.ssrn.com/sol3/papers.cfm?abstract_id=4641653 Researchers at University of Toronto and Microsoft Research have published a paper that is the first large scale, pre-registered controlled experiment using GPT-4, and that looks at Maths education. It basically studied the use of Large Language Models as personal tutors. In the experiment's learning phase, they gave participants practice problems and manipulated two key factors in a between-participants design: first, whether they were required to attempt a problem before or after seeing the correct answer, and second, whether participants were shown only the answer or were also exposed to an LLM-generated explanation of the answer. Then they test participants on new test questions to assess how well they had learned the underlying concepts. Overall they found that LLM-based explanations positively impacted learning relative to seeing only correct answers. The benefits were largest for those who attempted problems on their own first before consulting LLM explanations, but surprisingly this trend held even for those participants who were exposed to LLM explanations before attempting to solve practice problems on their own. People said they learn more when they were given explanations, and thought the subsequent test was easier They tried it using standard GPT-4 and got a 1-3 standard deviation improvement; and using a customised GPT got a 1 1/2 - 4 standard deviation improvement. In the tests, that was basically the difference between getting a 50% score and a 75% score. And the really nice bonus in the paper is that they shared the prompt's they used to customise the LLM This is the one paper out of everything I've read in the last two months that I'd recommend everybody listening to read.       News on Gen AI in Education   About 1 in 5 U.S. teens who've heard of ChatGPT have used it for schoolwork https://policycommons.net/artifacts/8245911/about-1-in-5-us/9162789/ Some research from the Pew Research Center in America says 13% of all US teens have used it in their schoolwork - a quarter of all 11th and 12th graders, dropping to 12% of 7th and 8th graders. This is American data, but pretty sure it's the case everywhere.     UK government has published 2 research reports this week. Their Generative AI call for evidence had over 560  responses from all around the education system and is informing UK future policy design. https://www.gov.uk/government/calls-for-evidence/generative-artificial-intelligence-in-education-call-for-evidence     One data point right at the end of the report was that 78% of people said they, or their institution, used generative AI in an educational setting   Two-thirds of respondents reported a positive result or impact from using genAI. Of the rest, they were divided between 'too early to tell', a bit of +positive and a bit of negative, and some negative - mainly around cheating by students and low-quality outputs.   GenAI is being used by educators for creating personalized teaching resources and assisting in lesson planning and administrative tasks. One Director of teaching and learning said "[It] makes lesson planning quick with lots of great ideas for teaching and learning" Teachers report GenAI as a time-saver and an enhancer of teaching effectiveness, with benefits also extending to student engagement and inclusivity. One high school principal said "Massive positive impacts already. It marked coursework that would typically take 8-13 hours in 30 minutes (and gave feedback to students). " Predominant uses include automating marking, providing feedback, and supporting students with special needs and English as an additional language.   The goal for more teachers is to free up more time for high-impact instruction.     Respondents reported five broad challenges that they had experienced in adopting GenAI: • User knowledge and skills - this was the major thing - people feeling the need for more help to use GenAI effectively • Performance of tools - including making stuff up • Workplace awareness and attitudes • Data protection adherence • Managing student use • Access   However, the report also highlight common worries - mainly around AI's tendency to generate false or unreliable information. For History, English and language teachers especially, this could be problematic when AI is used for assessment and grading   There are three case studies at the end of the report - a college using it for online formative assessment with real-time feedback; a high school using it for creating differentiated lesson resources; and a group of 57 schools using it in their learning management system.   The Technology in Schools survey The UK government also did The Technology in Schools survey which gives them information about how schools in England specifically are set up for using technology and will help them make policy to level the playing field on use of tech in education which also brings up equity when using new tech like GenAI. https://www.gov.uk/government/publications/technology-in-schools-survey-report-2022-to-2023 This is actually a lot of very technical stuff about computer infrastructure but the interesting table I saw was Figure 2.7, which asked teachers which sources they most valued when choosing which technology to use. And the list, in order of preference was: Other teachers Other schools Research bodies Leading practitioners (the edu-influencers?) Leadership In-house evaluations Social media Education sector publications/websites Network, IT or Business Managers Their Academy Strust   My take is that the thing that really matters is what other teachers think - but they don't find out from social media, magazines or websites   And only 1 in 5 schools have an evaluation plan for monitoring effectiveness of technology.       Australian uni students are warming to ChatGPT. But they want more clarity on how to use it https://theconversation.com/australian-uni-students-are-warming-to-chatgpt-but-they-want-more-clarity-on-how-to-use-it-218429 And in Australia, two researchers - Jemma Skeat from Deakin Uni and Natasha Ziebell from Melbourne Uni published some feedback from surveys of university students and academics, and found in the period June-November this year, 82% of students were using generative AI, with 25% using it in the context of university learning, and 28% using it for assessments. One third of first semester student agreed generative AI would help them learn, but by the time they got to second semester, that had jumped to two thirds There's a real divide that shows up between students and academics. In the first semester 2023, 63% of students said they understood its limitations - like hallucinations  and 88% by semester two. But in academics, it was just 14% in semester one, and barely more - 16% - in semester two   22% of students consider using genAI in assessment as cheating now, compared to 72% in the first semester of this year!! But both academics and students wanted clarify on the rules - this is a theme I've seen across lots of research, and heard from students The Semester one report is published here: https://education.unimelb.edu.au/__data/assets/pdf_file/0010/4677040/Generative-AI-research-report-Ziebell-Skeat.pdf     Published 20 minutes before we recorded the podcast, so more to come in a future episode:   The AI framework for Australian schools was released this morning. https://www.education.gov.au/schooling/announcements/australian-framework-generative-artificial-intelligence-ai-schools The Framework supports all people connected with school education including school leaders, teachers, support staff, service providers, parents, guardians, students and policy makers. The Framework is based on 6 guiding principles: Teaching and Learning  Human and Social Wellbeing Transparency Fairness Accountability Privacy, Security and Safety The Framework will be implemented from Term 1 2024. Trials consistent with these 6 guiding principles are already underway across jurisdictions. A key concern for Education Ministers is ensuring the protection of student privacy. As part of implementing the Framework, Ministers have committed $1 million for Education Services Australia to update existing privacy and security principles to ensure students and others using generative AI technology in schools have their privacy and data protected. The Framework was developed by the National AI in Schools Taskforce, with representatives from the Commonwealth, all jurisdictions, school sectors, and all national education agencies - Educational Services Australia (ESA), Australian Curriculum, Assessment and Reporting Authority (ACARA), Australian Institute for Teaching and School Leadership (AITSL), and Australian Education Research Organisation (AERO).

Un nuevo informe de la Australian Curriculum, Assessment and Reporting Authority o ACARA (Autoridad Australiana de Planes de Estudio, Evaluación y Presentación de Informes) ha revelado que un número significativo de alumnos necesita apoyo adicional en lectura, escritura y cálculo.

Educators, are you emotionally exhausted?What strategies do you have in your toolkit to support your emotional wellbeing? In this episode, I have the pleasure of chatting with Madhavi Nawana Parker, the Managing Director of Positive Minds Australia, an Author, Coach and Speaker. Madhavi is one of Australia's leading experts on Wellbeing and Resilience. Madhavi is known for her warm, optimistic, and compassionate attitude towards others. She is a passionate supporter of young people, their families, and schools, and as a widely published author, Madhavi's books and programs are implemented in schools, homes, and allied health care settings around the world.Madhavi was proud to recently launch Thriving Minds, an online wellbeing program, the first of its kind in South Australia. Thriving Minds equips Teachers, Students and Parents with practical tools to support their Mental Health, Wellbeing and Connection to each other, through an online program that fits in with the Australian Curriculum and meets the Professional Standards for Teachers.Madhavi and I discuss: The complex layers involved in our wellbeingReset, recharge and recover; why and how Coping with emotional exhaustionAnd much more!Thank you for coming on this journey to create a better future for our life long learners!Listen here:Apple - https://apple.co/3OAl10CSpotify - https://spoti.fi/3PyuxmgAmazon Music - https://amzn.to/3z9fmcbConnect with Madhavi:Website: http://positivemindsaustralia.com.auFacebook: Positive Minds Australia Instagram: Positive Minds AustraliaLinkedIn: madhavi-nawana-parkerYouTube: MadhaviNawanaParker

Henry talks with David de Carvalho, Chief Executive Officer of ACARA. David joined ACARA in March 2019, bringing to ACARA a wealth of leadership experience from the education sector and from the public sector at both the federal and state government levels. This conversation was originally broadcast on 97.7FM Casey Radio in July 2023. Produced by Rob Kelly.

Nature schools are on the rise here in Australia and around the world and I am not just talking about Forest Schools like Wildlings. These schools have to follow Australian Curriculum, but are prioritising getting kids outside! Today I want to introduce Joanna Griffith from Kwoorabup Nature School in Western Australia.

 In this episode, we will explore what the term authentic text really means in the Australian curriculum and what that means for us as teachers who teach beginning readers.Spelling Success in Action 2 - Prefixes and Suffixes is now available for pre-order. Morphology is important to teach our students. It improves spelling, vocabulary, comprehension and knowledge about parts of speech. Our program covers instruction from words to sentences with differentiated content. For more information, visit www.jocelynseamereducation.com Quick LinksJocelyn Seamer Education HomepageThe Resource RoomThe Evergreen TeacherShopYoutube channelFacebook Page#jocelynseamereducation #literacy #bestpractice #earlyprimaryyears #primaryschool #primaryschools #primaryschoolteacher #earlyyearseducation #earlyyearseducator #structuredliteracy #scienceofreading #classroom #learning #learningisfun #studentsuccess #studentsupport #teacherlife #theresourceroom #theevergreenteacher #upperprimary #upperprimaryteacher #thestructuredliteracypodcast #phoneme #grapheme #phonics #syntheticphonics

Deakin University's Economics + Maths = Financial Capability project set out to research what can be done differently to support secondary school teachers to prepare financially capable young people. In today's episode, we're joined by Dr Carly Sawatzki, a teacher educator and educational researcher in Deakin University's School of Education, and a lead researcher on this project. She shares insights into what the key aims of the project are, some of the key findings to be published in their research report (which was released late last year), and discusses the state of financial education in schools across Australia. Perhaps most importantly for teachers and school leaders though, Carly also shares how opportunities for teaching and learning about finance are framed within the current and new versions of the Australian Curriculum, and provides examples of other educators teaching financial education exceptionally well. Host: Rebecca Vukovic Guest: Carly Sawatzki

Welcome to a Cosmos Insights podcast, where we talk to scientists in Australia about the impact of their work.Cyber security experts have called for online safety and security fundamentals to be taught from early primary school, after a review of the national curriculum revealed key skills gaps.A report led by Dr Nicola Johnson for the Cyber Security Cooperative Research Centre, has mapped the cyber safety content in the new Australian Curriculum against skills recommended by the Centre, for individuals and families to protect against common cyber security threats.Today Cosmos journalist Petra Stock talks to Dr Johnson, from the School of Education at Edith Cowan University, who says “we need to start early with five-year-olds … there is a need to educate people from a young age to protect themselves from common cybersecurity threats.”Find the science of everything at the Cosmos Magazine websiteSubscribe to Cosmos Magazine (print) or the Cosmos WeeklyWatch and listen to all our Cosmos BriefingsSpecial 10% discount on Cosmos magazine print subscriptions (1 or 2 year), or 1 year Cosmos Weekly subscriptions for Cosmos Briefing podcast listeners!  Use coupon code COSMOSPOD in our shop.

In today's Episode of News & Views , Hajjah Faten El Dana OAM shared the content of the NAPLAN NATIONAL REPORT 2022 - that was released by the AUSTRALIAN CURRICULUM, ASSESSMENT AND REPORTING AUTHOROTY. NAPLAN test results provide information on how students are performing in literacy and numeracy and support improvements in teaching and learning. The data from NAPLAN test results gives schools and systems the ability to measure their students' achievements against national minimum standards and student performance in other states and territories. في حلقة اليوم وافت الحاجة فاتن الدنا المستمعين بمحتوى التقرير الصادر عن هيئة التقويم واصدار التقارير ومتابعة المناهج الأسترالية والذي يظهر نتائج اختبارات ال NAPLAN على الصعيد الوطني والولايات والمقاطعات . كذلك يتيح التقرير للمدارس بتحديد مستوى طلابهم بحسب المعيار الوطني الأدنى وبمقارنة تحصيل طلابهم مع طلاب من ولايات أخرى

In this episode of the STEM ED Podcast, I interviewed Valerie Agapides from Pymble Ladies College. Valerie shared an exciting project she taught some of her students around Climate Change, with an emphasis on the teaching and use of data in the project. To hear more about this exciting project and how you could provide similar, authentic learning opportunities for your students, make sure you check out this episode! Valerie mentions the ESA Climate From Space web tool in the podcast, which is linked here for those who are interested.   For more information about us at STEM ED Magazine, you can find us: On our STEM ED Magazine website On Twitter: @stemedmagazine On Instagram: @stemedmagazine On Facebook: @stemedmagazine   This episode is sponsored by the Academy for Enterprising Girls Online Classroom. Developed by experienced STEM and Enterprise educators, the Academy makes it easy to deliver entrepreneurship education – in person or virtually. Aligned to the Australian Curriculum and funded by the Australian Government, Online Classroom offers primary and secondary teachers a full term's worth of lesson plans ready to deliver. Transform your classroom and inspire the changemakers of tomorrow. For more information, visit: https://enterprisinggirls.com.au/online-classroom/

According to the Disability Standards of Education, every child has the right to access and participate in teaching, learning and assessment experiences on the same basis as their peers. But what does this look like in reality? As a parent, how do you ensure it's happening for your child? As a teacher, how do you make sure you are providing it for your students? Many children with disability have individual learning goals. These are often formalised into an Individual Education Plan. As a result, the student often ends up doing different work than their classmates. In this presentation, Sarah Humphreys shared examples of how these personal goals can instead help provide access to the same learning as the rest of the class. Her goal was for participants to feel confident to not settle for “doing something else”. This session has been split into three parts. This is part one. IntroductionThis session was introduced by Laura Esplin Hello, I'm Laura Mary Esplin. I'm a Year 4 student, a sister, and a gymnast. I am here to tell you about Sarah Humphreys. Sarah lives in Sydney. She is a big supporter of Inclusive Education. She works with schools to help them practise UDL (Universal Design for Learning). Today, Sarah will tell us how kids can learn the same things in different ways. And I hope you enjoy listening to Sarah. Meet Sarah HumphreysSarah Humphreys is an inclusion consultant and co-founder of Inclusive Schools Australia. She is passionate about developing and promoting curriculum access for all. Sarah promotes the use of Universal Design for Learning (UDL) to achieve this goal. She presented at the UDL Implementation and Research Network, USA, on how the principles of UDL were applied to the development of the Australian Curriculum. She now works with schools supporting its implementation. Sarah has a Master's Degree in Special Education from London University. Resources related to Sarah's presentationhttps://padlet.com/SarahHumphreys/GTGL2021 (Resources by Sarah Humphreys in Padlet)- your electronic webinar handout https://www.novakeducation.com/blog/udl-vs-di-dinner-party-analogy (UDL vs DI: The Dinner Party Analogy by Dr Katie Novak) - the video that Sarah shared in part one of her presentation Contact detailsWebsite: https://inclusiveschools.com.au/ (https://inclusiveschools.com.au/) Twitter: https://twitter.com/inclusiveschaus (https://twitter.com/inclusiveschaus) Facebook: https://www.facebook.com/inclusiveschaus (https://www.facebook.com/inclusiveschaus)

According to the Disability Standards of Education, every child has the right to access and participate in teaching, learning and assessment experiences on the same basis as their peers. But what does this look like in reality? As a parent, how do you ensure it's happening for your child? As a teacher, how do you make sure you are providing it for your students? Many children with disability have individual learning goals. These are often formalised into an Individual Education Plan. As a result, the student often ends up doing different work than their classmates. In this presentation, Sarah Humphreys shared examples of how these personal goals can instead help provide access to the same learning as the rest of the class. Her goal was for participants to feel confident to not settle for “doing something else”. This session has been split into three parts. This is part two. In part one Sarah talked about how a group of people can all do the same thing but can go about it in different ways. She highlighted the importance of presuming competence, "all students can learn" and providing choice and flexibility through the Universal Design for Learning (UDL) framework. Meet Sarah HumphreysSarah Humphreys is an inclusion consultant and co-founder of Inclusive Schools Australia. She is passionate about developing and promoting curriculum access for all. Sarah promotes the use of Universal Design for Learning (UDL) to achieve this goal. She presented at the UDL Implementation and Research Network, USA, on how the principles of UDL were applied to the development of the Australian Curriculum. She now works with schools supporting its implementation. Sarah has a Master's Degree in Special Education from London University. Resources related to Sarah's presentationhttps://padlet.com/SarahHumphreys/GTGL2021 (Resources by Sarah Humphreys in Padlet)- your electronic webinar handout https://www.youtube.com/watch?v=L9DXaBn5fB8&t=1s (HandsOptional - Next Star )- the video about Christopher Hills that Sarah shared in part two of her presentation Contact detailsWebsite: https://inclusiveschools.com.au/ (https://inclusiveschools.com.au/) Twitter: https://twitter.com/inclusiveschaus (https://twitter.com/inclusiveschaus) Facebook: https://www.facebook.com/inclusiveschaus (https://www.facebook.com/inclusiveschaus)

According to the Disability Standards of Education, every child has the right to access and participate in teaching, learning and assessment experiences on the same basis as their peers. But what does this look like in reality? As a parent, how do you ensure it's happening for your child? As a teacher, how do you make sure you are providing it for your students? Many children with disability have individual learning goals. These are often formalised into an Individual Education Plan. As a result, the student often ends up doing different work than their classmates. In this presentation, Sarah Humphreys shared examples of how these personal goals can instead help provide access to the same learning as the rest of the class. Her goal was for participants to feel confident to not settle for “doing something else”. This session has been split into three parts. This is part three. In part one Sarah talked about how a group of students can all do the same thing but can go about it in different ways. She highlighted the importance of presuming competence, "all students can learn" and providing choice and flexibility through the Universal Design for Learning (UDL) framework. In part two we heard how well thought out goals can support access to the same learning. Meet Sarah HumphreysSarah Humphreys is an inclusion consultant and co-founder of Inclusive Schools Australia. She is passionate about developing and promoting curriculum access for all. Sarah promotes the use of Universal Design for Learning (UDL) to achieve this goal. She presented at the UDL Implementation and Research Network, USA, on how the principles of UDL were applied to the development of the Australian Curriculum. She now works with schools supporting its implementation. Sarah has a Master's Degree in Special Education from London University. Resources related to Sarah's presentationhttps://padlet.com/SarahHumphreys/GTGL2021 (Resources by Sarah Humphreys in Padlet)- your electronic webinar handout Contact detailsWebsite: https://inclusiveschools.com.au/ (https://inclusiveschools.com.au/) Twitter: https://twitter.com/inclusiveschaus (https://twitter.com/inclusiveschaus) Facebook: https://www.facebook.com/inclusiveschaus (https://www.facebook.com/inclusiveschaus)

The new Australian Curriculum was endorsed by education ministers in April 2022. Schools can begin teaching the content from next year, after a long deadlock over the proposed content. David de Carvalho, CEO of the Australian Curriculum Assessment Reporting Authority, discusses a "more stripped-back and teachable curriculum" that supports deeper conceptual understanding and aims to improve performance.

A decluttered Australian Curriculum featuring a renewed focus on history and a clearer maths curriculum will be rolled out to students from next year, as a final version gets the tick of approval.  A Brisbane model bullied at school for her size is continuing to break down barriers in the global fashion industry, landing a coveted campaign for Sports Illustrated.  Mark Bailey has been referred to the Crime and Corruption Commission following the release of his private emails, which the LNP says raised concerns about breaches of Cabinet confidentiality.  Defence Minister Peter Dutton has slammed Anthony Albanese for making things up after the Opposition Leader blamed Australia's lack of action on climate change for the Solomon Islands decision to sign a security pact with China.  For updates and breaking news throughout the day take out a subscription at couriermail.com.au. See omnystudio.com/listener for privacy information.

This week STEAM Powered is doing an episode swap with History Detective by Kelly Chase. History Detective is a podcast for teachers, students and lovers of history. It delves into stories from the past that don't always get told in the textbooks. This episode is about Janine Haines. Janine Haines was a teacher with a Bachelor of Arts majoring in English and Mathematics. She was a passionate advocate for girls to study mathematics and the sciences, and went on to pursue a career in politics becoming party leader of the Australian Democrats. If you enjoy this episode, please subscribe to the History Detective podcast, and if you're a teacher, every History Detective episode has resources that are aligned to the Australian Curriculum. Enjoy!

In this episode of the STEM ED Podcast, I chat with Secondary Teacher, Matt Jensen. Matt is currently on secondment with the Brisbane Catholic Office in a role looking at how they can leverage digital tools across the curriculum for innovation and deeper learning. In this episode, we chat about what innovation is, what digital tools can be used to help teachers in the classroom, some of the ins and outs of the Digital Technologies Curriculum, as well as some of the proposed changes to the Australian Curriculum.  In this episode, Matt acknowledges some excellent resources such as: Digital Technologies Hub Grok Academy Unpacking the Curriculum Resource Digital Technologies in Focus To connect with Matt, you can find him: On Twitter: @jensen_mr Issue 5 of the STEM ED Magazine was recently released, which can be ordered here. For more information about us at STEM ED Magazine, you can find us: On our STEM ED Magazine website On Twitter: @stemedmagazine On Instagram: @stemedmagazine On Facebook: @stemedmagazine

MathsTalk returns with a two-part podcast featuring host, Leanne McMahon talking to maths leader and classroom teacher Cass Lowry about the proposed changes to the Australian Curriculum. In today's teabreak, we discuss the rationale behind the changes and the 'core concept organisers.' As usual, the discussions centre around our classroom and consultancy experience and we certainly welcome your input and insights. The ACARA Maths Curriculum review documentation: https://www.australiancurriculum.edu.au/consultation/mathematics/ AMSI's response to the draft Curriculum: https://amsi.org.au/2021/07/08/amsi-responds-to-the-acara-australian-curriculum-review-consultation/ Open letter to ACARA organised by Greg Ashman (signatories included) https://mathematicalcrap.com/2021/06/02/open-letter-to-acara-and-the-acara-board/  Twitter: @AMSISchools Facebook: @amsischools CRA Model (discussed in Multiplication Matters podcast): https://www.podbean.com/ew/pb-t28tv-1091dc2 Number Sense Podcast: https://www.podbean.com/ew/pb-fwt6r-dffa7f  

This episode originally launched in 2018 as Ep 22: This episode covers the basics of the Australian Curriculum for Physical Education. This forward thinking curriculum is unique and amazing! Dr. Laura Alfrey (Twitter: @LauraAlfrey) explains how this curriculum has been designed and what it aims to deliver. This episode links to Episode 23 which covers Dr. Alrey's co-authored paper that won the PESP paper of the year award in 2017 about implementing critical inquiry with teachers. Laura is a Senior Lecturer within the Faculty of Education at Monash University, Australia, with her main responsibilities relating broadly to Health and Physical Education. Her research has inclusion and teacher professional learning as it's central threads. Recent publications have explored phenomena such as fitness testing as a context for learning, critical inquiry, and stereotypes in Physical Education. Learn more about the Australian Curriculum from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/ --- Support this podcast: https://anchor.fm/pwrhpe/support --- Support this podcast: https://anchor.fm/pwrhpe/support

Sophie Yasso, Regional Community Education Counsellor talks about her work in building cultural capability in Central Queensland Region.

The release of the draft of the new Australian Curriculum in Mathematics has caused quite a stir. While this will be discussed in our next episode, we thought it timely to rerelease one of our most popular podcasts (edited for a quicker listen). It looks at why 'learning your tables' is not enough and how teachers can become more familiar with multiplicative thinking. Host Marcus Garrett and AMSI Schools Outreach Officer Leanne McMahon discuss the difference between ‘knowing multiplication facts' and ‘multiplicative thinking'. They chat about the developmental sequence of multiplication-related concepts from the early years through to the middle years in the Australian maths curriculum. RELATED LINKS:  Download Transcript Multiplication Part 1 Multiplication Part 2 Multiplication Part 3 Multiplication and Division Multiplication of Whole Numbers Multiples, Factors and Powers

Vaccinations for public school teachers- how much do we value teachers? Statement on Australian curriculum from First Nations experts. Charter schools and church and state in the U.S.Great State School of the week- Williamstown Highwww.adogs.info

Paul Ayres is Emeritus Professor of Educational Psychology at the University of New South Wales in Australia. In this episode, Paul talks to Greg Ashman about his journey from classroom teacher in the UK to education professor in Australia. Along the way, Paul and Greg discuss models of human cognitive architecture, mirror neurons, embodied cognition, goal-free problems, what makes a Pythagoras problem difficult and measuring cognitive load. They also discuss the recent review of the Australian Curriculum and what we can do to break the cycle of bad ideas.

Robbo was joined in the studio by Dr Tas Walker, from Creation Ministries International, to hear how we can participate in the current review of the Australian Curriculum... See omnystudio.com/listener for privacy information.

TER #171 - Australian Curriculum Review with Stewart Riddle - 13 May 2021 by Teachers' Education Review Want to learn about teaching and education in Australia?

TER #171 - Australian Curriculum Review with Stewart Riddle - 13 May 2021 by Teachers' Education Review

John Sweller is Emeritus Professor of Educational Psychology at the University of New South Wales in Sydney, Australia, and is probably best know for his work on Cognitive Load Theory. He is also one of Greg Ashman's PhD supervisors. In this episode, John talks to Greg about the development of Cognitive Load Theory, its implications and some of the common criticisms levelled at the theory. Along the way, they discuss biologically primary and biologically secondary knowledge as well as their thoughts on the draft new Australian Curriculum.

How can students be expected to develop into intellectual adults if they are never exposed to the best reading that the English language has to offer? The New South Wales curriculum acknowledges that English is the national language of Australia, but what is it actually doing to educate the state's children in its use? Join us this week as we "talk English" with educationalist Dr Fiona Mueller, author of "From Education to Enstupidation -- Teaching English Language and Literature in Australia." Our regular host Salvatore Babones will be asking Dr Mueller about the proper role of English in school and university education, how reading improves writing, and the importance of great literature in the formation of young people's very identities. Dr Mueller writes that "in Australia, the globalists and quackademics now advocate unsubstantiated approaches to teaching and learning that have no grounding in national identity, intellectual rigor, and a strong moral and ethical sense of character based on disciplined, wide reading." Is that just the age-old yearning for a lost golden age? Or are we really witnessing the hollowing-out of education, and with it the betrayal of our own children? Fiona Mueller has a comprehensive background in schools, universities, and government bodies as well as a longstanding commitment to research and writing. Most recently, Fiona co-authored a policy paper on school education for the Page Research Centre. Fiona is an Adjunct Scholar with the CIS and previously held a national role as Director of Curriculum at the Australian Curriculum, Assessment and Reporting Authority (ACARA).

In this episode Kate Ingram, Regional Youth Support Co-ordinator talks about student engagement and wellbeing.

There's backlash to the latest version of the Australian Curriculum. Port Macquarie Hastings Council plan to run $90,000 poll on water fluoridation slammed as "crazy" considering $50m flood damage. Over 50s will be eligible to receive AstraZeneca's COVID-19 vaccine free from Monday under a major revamp of the troubled rollout. 16 new NRL academies set to be created across regional NSW and Queensland. For updates and breaking news throughout the day take out a subscription atdailytelegraph.com.au See omnystudio.com/listener for privacy information.

Education, like many sectors in 2020, was severely disrupted in several states and territories, with lockdowns, border closures and remote learning models all characterising the school year. Now that we're out the other side, Education Review will be talking to a range of education professionals to get a better perspective on this unprecedented experience, including the lessons learnt and how they can be applied in the future. As part of our series ‘2020: Looking back and moving forward in education’, our second guest is former teacher and director of the Australian arm of New Tech Network Australia, Brad Scanlon. The company is a school development organisation operating in both Australia and the US.  In reflecting on the year, Scanlon said that teachers should be really proud about what they achieved, particularly in regards to teacher collaboration and utilising technology to maintain momentum and connection to students. However, while acknowledging that technology was key in getting students successfully through the year, he warned it would only help educators in the future if it were used "as a tool and not a toy", aiding students in collaboration, communication and critical thinking. Moving forward, Scanlon sees much can still be done in helping educators to explicitly teach the Australian Curriculum's general capabilities, as well as moving towards more project-based, student-centred learning approaches with real-life applications.

Beth is currently the Technologies and Innovation Specialist at Coomera Anglican College, and previously worked with ACARA, and was responsible for the implementation of Australian Curriculum in Digital technologies for the North Queensland cluster of schools. We spoke with Beth earlier in the year about about how we teach technologies well, what is happening at Coomera Anglican College, and about her experiences of working with ACARA.

If you're teaching in a Christian school, this episode is for you. Keen to know how and why writing Christian curriculum requires a different approach? Cass Pendlebury, CSA EO NSW/ACT and National Curriculum, hosts this enlightening discussion with Dr Craig Murison (Christian Heritage College) about the journey of the God's Big Story (GBS) Project. Craig and Cass discuss the origins of the GBS approach, the development of the resources with CHC to help teachers in Christian schools illuminate our triune God in the Australian Curriculum plus the future steps needed to equip teachers in the integration of Biblical Worldview and curriculum.

Sharon and Phil cover a range of literacy learning insights and strategies, including:"How do I engage every child in literacy learning?"With literacy learning, what do teachers want? They want their kids to be engaged. They want to cater for all abilities and motivations.Our approaches to literacy learningIt's not about a blanket program that works for all. Not every child is the same. Some approaches are better than others - Sharon and Phil have discovered this over years of teaching.In the Cue toolkit, revealed to you on this podcast, there are some great tools and techniques that will enhance these approaches.How do we know which approaches work best?Over the years, Sharon and Phil have seen first hand the increase in engagement of the kids in their classes and those they work with. When students own their own learning, they are more engaged.Sharon and Phil talk about the three selves – self-motivated, self-regulated, self-directed.This is just a broad start!Getting started with 7 Timeless T’s of Literacy InstructionIn this episode, Sharon and Phil go through each of these as an overview and give ways they have worked in my classrooms and give techniques/tools that has been useful.TOGETHER: All the children on the same task, together. This builds a community of learners. Learning together means that as the teacher we need to know our students well enough to provide an entry point for every child and no ceiling, allowing everyone a chance to grow. TIME: Allow plenty of time for students to read or write what they choose to read or write. Without this time they don’t have an opportunity to really demonstrate what they can do. TANTALISING TEXTS: In the previous episode Sharon and Phil talked about the central role literature takes in the Australian Curriculum and other curriculums. Building a tantalising library of books the students can choose from is key. It is this choice that research tells us is the most critical aspect to engaging readers. Tools: Easy to find and appealing books in attractive baskets is the first step in creating a great classroom library. Teachers find out what is wanted by students.THINKER’S TALKING: Always make a time in literacy sessions – in the beginning, middle or end - for identified students to share to the whole group. This will be students who have gained a particular insights or discoveries that will benefit the rest of the group. Keep a roster of who is sharing so that over time all students are contributing. TRANSFORMATIVE TEACHING: Picking up on what you noticing in observations and conferring and then aligning the next steps in your teaching with the curriculum, you're honing in on where the needs of the students are – as individuals, in groups or as a whole class, you're looking for opportunities to take a group or individuals aside and teach them a new skill, as they need it, in that moment. TRUE TASKS: If tasks are meaningful they are more likely to engage the students. How do you make them more meaningful? This occurs when connections can be made across reading and writing.TRANSFORMATIVE TRACKING: When you track the learning closely it’s more powerful than a standardised test in showing the teacher and the student where they are in their learning. Summarising the key themes:● Allowing all children an entry point● Empowering students through choice vs blanket scripts that they follow/top down approaches● Learning together with Timeless T’s vs grouping students into ability groups End of episode questions:● A tantalising text - The Beetle Alphabet Book by Jerry Pallotta● A tool - Phil has mentioned a few including Reading Calendar A3 blank calendar gridConnect with us!Got any questions? Feedback? Thoughts? Email Phil: phil@cuelearning.com.auThe Teacher’s Tool Kit For Literacy is the free podcast for motivated teachers and school leaders who want the latest tips, tricks and tools to inspire their students and school community in literacy learning. Hear from literacy experts and founders of Cue Learning, Sharon and Phil Callen, and special guests.At Cue Learning, our literacy specialists draw on over 30 years of teaching and international consulting experience to deliver world-class learning solutions. We equip, empower and support teachers to become their authentic selves. To find out about upcoming webinars, and about how Cue can help you and your school, visit the Cue Learning website http://www.cuelearning.com.au/.And you can get even more amazing teaching resources, right now, at Teachific https://www.teachific.com.au/.To make sure you don’t miss any literacy learning tips and insights, please subscribe to our show on your favourite podcast player.Produced by Apiro Media https://apiropodcasts.com

Hosts Leanne McMahon and Michael O’Connor are  joined by Mike Clapper, former Executive Director and Chief Mathematician at the Australian Mathematics Trust, to talk about geometry and its importance in the Australian Curriculum. We cover everything from why we teach geometry and how to develop geometric reasoning in our students to packing your car boot on camping holidays. Mike has kindly provided some accompanying episode notes which will be available to download through our www.calculate.org.au website along with some links to other related resources.

Anna Kinnane, Manager (Digital Strategies) at Queensland College of Teacher, joins the podcast to share her incredible journey in education.  From classroom teacher to lead writer for the Australian Curriculum, Anna has made a positive impact in any role she has undertaken.

Callie Kennedy discusses P-12 CARF

Joining me today is Jordyn, an Aboriginal Australian Wiradjuri woman and teacher. Jordyn runs an awesome Instagram page called Learning to Ngangaanha, where she shares about Aboriginal culture, languages, lesson ideas and resources, as well as personal insights into her life as an educator. In Australia, the teaching of Aboriginal and Torres Strait Islander histories and cultures is one of three identified national cross-curriculum priorities.Across the Australian Curriculum, the Aboriginal and Torres Strait Islander Histories and Cultures priority provides opportunities for all learners to deepen their knowledge of Australia by engaging in reconciliation, respect and recognition of the world’s oldest continuous living cultures.As teachers, we understand our responsibility to embed teaching and learning about First Nations Cultures across the learning areas.Within the learning area of English, Jordyn is particularly passionate about helping her students to develop an awareness and appreciation of, and respect for, Aboriginal and Torres Strait Islander literature. This includes storytelling traditions (oral narrative) and contemporary literature.In this episode, Jordyn is going to take us through ways teachers can help their students make connections to people, culture and country, to expand the breadth of their learning to focus on histories and perspective of Indigenous Australians.The Australian Curriculum website provides more information about the Aboriginal and Torres Strait Islander Histories and Cultures priority:https://www.australiancurriculum.edu.au/f-10-curriculum/cross-curriculum-priorities/aboriginal-andtorres-strait-islander-histories-and-cultures/ See acast.com/privacy for privacy and opt-out information.

Special guest Dr Catherine Attard discusses her latest blog post with AMSI Outreach Officers Marcus Garrett and Leanne McMahon. In a spirited conversation, they look at how teachers and parents can discern between good and not-so-great mathematics resources in this time of information overload. They also discuss effective use of technology in Mathematics, the difference between performing and learning in maths and what 'home-schooling' really means.Podcast notes and resources can be found at www.calculate.org.au. Catherine's Blog can be found at https://engagingmaths.com/Other Links discussed in the episode:Attard, C. (2020), Teaching maths in challenging times: Keep calm and remain critical! Blog post on Engaging Maths. Retrieved from https://engagingmaths.com/2020/03/18/teaching-maths-in-challenging-times-keep-calm-and-remain-critical/.Australian Curriculum, Assessment and Reporting Authority (ACARA), 2010, Mathematics Proficiencies. Retrieved from https://www.australiancurriculum.edu.au/resources/mathematics-proficiencies/.Boaler, J. (1996), Case Studies of Alternative Approaches to Mathematics Teaching: Situated Cognition, Sex and Setting. Unpublished doctoral thesis, Kings College School of Education, University of London, UK. Retrieved from https://kclpure.kcl.ac.uk/portal/files/2934023/DX199706.pdf.Garrett, M. (2016), The Problem with Problem Solving. Blog article on Calculate by AMSI. Retrieved from https://calculate.org.au/2016/04/13/problem-with-problem-solving/.Website: Joel Speranza – Leveraging Technology for Learning. www.joelsperanza.com.YouTube Channel: Joel Speranza Math. https://www.youtube.com/c/JoelSperanzaMath/featuredLink to Dr Attard’s Research Project, ‘Investigating the impact of COVID-19 on teachers' technology-related attitudes, beliefs and practices’ (call for survey participants): https://surveyswesternsydney.au1.qualtrics.com/jfe/form/SV_6AmgoLh1N7ZDktn

A new series of research papers relating to science learning in the early years has been published by ACER (the Australian Council for Educational Research). The series aims to help educators of children in preschool to Year 2 to incorporate the latest research into science learning into their teaching. The authors discuss the significance of the particular subject, the relevant research, how it links to outcomes in the Early Years Learning Framework (or EYLF) as well as some aspects of the Australian Curriculum. They also describe a handful of activities that can be completed with children to help develop their science inquiry skills, like observing plants, and exploring light and shadows. These activities can also assist educators in monitoring the science learning of the children they’re teaching. They’re suitable for parents whose children are learning at home, as well. In this episode, we're joined by a co-author of the series, Gayl O’Connor, a Senior Research Fellow at ACER. You’ll pick up on the big emphasis on why integrating science learning in the early years is so beneficial for children and their teachers, and we also discuss identifying and managing common misconceptions children might have about science concepts; and managing a lack of confidence in science as an educator. Host: Dominique Russell Guest; Gayl O'Connor

Dads Patch Season 2 Episode 2 - That's for girls Dad! Earlier this week I was at the toy store with Taylor and I'd promised to buy him a toy for being super awesome. Whilst looking endlessly around the store and suffering rejection after rejection to the ideas I presented, I was taken aback by his answer with being presented a My Little Pony toy. Now he had only been watching the My Little Pony show that same morning but he told me "That's for girls Dad". When I asked him why, he just told me that everyone knows My Little Pony is for girls. Neither Anj or I had ever really suggested something was for boys or girls specifically but then it dawned on me that society had been sending Taylor this message ever since he was born. In this episode I talk about how we might try as hard as we can to bring up our kids to be open minded but society has its own preconceived ideas for our kids. For Dads Patch Season 2, I'm collaborating with ABC Reading Eggs. ABC Reading Eggs is the multi-award winning online reading program for ages 2–13. Your trial will include access to ABC Reading Eggs Junior, the most comprehensive learning program for toddlers aged 2–4, ABC Reading Eggs for ages 3–7, and ABC Reading Eggspress for ages 7–13. We also have our maths program, ABC Mathseeds, which makes maths fun for ages 3–9. Why you and your child will love ABC Reading Eggs • Aligned to the Australian Curriculum to prepare your child for school success • Lessons match your child's ability and are never too easy or too hard • The online library has over 2,500 e-books to nurture your child's love of reading • Exciting collectible rewards keep children motivated to keep learning • Compatible with desktop and tablets so your child can learn and play on the go! To get your FREE 30 Day Trial, just tap this link - Dads Patch x ABC Reading Eggs

Dads Patch Season 2 Episode 1 - Bedtime Stories To kick off Season 2 of the Dads Patch Podcast, I thought we could chat about Bedtime Stories. Ever since we can remember, Bedtime Stories has been a part of Taylors daily routine in the evening; shower, brush teeth, a book read by mum and then a made up Hootie story by dad. In this episode I talk about how this routine helps not with just bedtime but Taylors overall development. Oh and bedtime stories aren't just for kids, I'll mention why picking up a book at the end of the day is good for my sleep too. For Dads Patch Season 2, I'm collaborating with ABC Reading Eggs. ABC Reading Eggs is the multi-award winning online reading program for ages 2–13. Your trial will include access to ABC Reading Eggs Junior, the most comprehensive learning program for toddlers aged 2–4, ABC Reading Eggs for ages 3–7, and ABC Reading Eggspress for ages 7–13. We also have our maths program, ABC Mathseeds, which makes maths fun for ages 3–9. Why you and your child will love ABC Reading Eggs • Aligned to the Australian Curriculum to prepare your child for school success • Lessons match your child's ability and are never too easy or too hard • The online library has over 2,500 e-books to nurture your child's love of reading • Exciting collectible rewards keep children motivated to keep learning • Compatible with desktop and tablets so your child can learn and play on the go! To get your FREE 30 Day Trial, just tap this link - Dads Patch x ABC Reading Eggs

Here, on the Awesome Humans Podcast today is none other than Founder, and CEO of Silkwood School, Valerie Campbell-Hogg! Yearning to find a school well suited to her daughters, focusing on meaningful learning, this seemed to be a difficult process. So in 1999, Valerie's entrepreneurial spirit drove her to create Silkwood School, a 21st century learning design, making her a leader in the alternative education system. Valerie's vision is empowering young people to be inspired, get connected, and make a difference. Valerie developed the Silkwood approach (an educational approach), to place individual student learning plans at the centre of the educational process and uses student interest, innovative learning styles, flexible timetables and the Australian Curriculum to intentionally enhance every child's learning adventure. The Silkwood Way provides an alternative to traditional schooling and progresses young people through a developmental and student-centred approach to learning with a focus on ‘learning how to learn'. Click the play button below and hear what Valerie has to say about the education system and how her approach offers the next generations' opportunities and engagement that the current mainstream education system doesn't.

In this episode, we speak with Fida Sanjakdar. Fida is a Senior Lecturer in the Faculty of Education at Monash University specializing in the intersection of culture, religion and sexuality education. Enjoy! See Fida's Monash University Biography. For more information on Victorian Education Department policies on Special Religious Instruction in government schools  (link here).  Relationships and Sexuality Education is written into both the Australian Curriculum and Child Safe Standards. Independent and Religious schools within Victoria align to these also, however some may have their own specific policies about religious instruction and sexuality education. If you are unsure of where your school stands on this, you may like to ask. More information about Family Planning Victoria @ fpv.org.au. Contact us directly at doingit@fpv.org.au.

This podcast discusses policy, but not the boring type, the type that talks about those who enact it…teachers! This paper won the PESP best paper for 2017. Dr. Laura Alfrey explains why enacting policy doesn't always work as the writers intended through the lens of 3 teachers. Episode 22 gave a background on how critical inquiry is embedded into the Australian Curriculum. Laura (twitter @LauraAlfrey) is a Senior Lecturer within the Faculty of Education at Monash University, Australia, with her main responsibilities relating broadly to Health and Physical Education. Her research has inclusion and teacher professional learning as it's central threads. Recent publications have explored phenomena such as fitness testing as a context for learning, critical inquiry, and stereotypes in Physical Education. Cite for article: Alfrey, L., O'Connor, J., & Jeanes, R. (2017). Teachers as policy actors: Co-creating and enacting critical inquiry in secondary health and physical education. Physical Education and Sport Pedagogy, 22(2), 107-120.

This episode covers the basics of the Australian Curriculum for Physical Education. This forward thinking curriculum is unique and amazing! Dr. Laura Alfrey (Twitter: @LauraAlfrey) explains how this curriculum has been designed and what it aims to deliver. This episode links to Episode 23 which covers Dr. Alrey's co-authored paper that won the PESP paper of the year award in 2017 about implementing critical inquiry with teachers. Laura is a Senior Lecturer within the Faculty of Education at Monash University, Australia, with her main responsibilities relating broadly to Health and Physical Education. Her research has inclusion and teacher professional learning as it's central threads. Recent publications have explored phenomena such as fitness testing as a context for learning, critical inquiry, and stereotypes in Physical Education. Learn more about the Australian Curriculum from https://www.australiancurriculum.edu.au/f-10-curriculum/health-and-physical-education/

Meet Kate Kate has a background in education as a teacher, she is an author of textbooks for the Australian Curriculum and a Federal education policy-maker. Kate currently works as part of the national financial literacy strategy, providing Australian teachers with professional development and resources. She is also the Founder of Advocate, an organisation connecting young voters in Canberra with their local politicians, directly engaging young people in democracy.  What we discuss - Youth political engagement  - Exploring avenues for social change - Why education needs to innovate

Meet Kate Kate has a background in education as a teacher, she is an author of textbooks for the Australian Curriculum and a Federal education policy-maker. Kate currently works as part of the national financial literacy strategy, providing Australian teachers with professional development and resources. She is also the Founder of Advocate, an organisation connecting young voters in Canberra with their local politicians, directly engaging young people in democracy.  What we discuss We talk about: Failure, legacy, tips to Kate's younger self, and productivity.

The recent review of the national Australian Curriculum has recommended reducing arts learning in our schools. Many in the sector see the recommendations as a direct challenge to decades of research and teaching that demonstrates that students who engage in an active, demanding, high-quality arts education are more likely to excel in their academic and non-academic lives. Sydney Ideas presents a robust forum that discusses the place of arts in our schools in response to this review. It draws on recent University of Sydney research and international research that demands that all young people everywhere must have access to a strong and sustained arts education. PANEL Michael Anderson (panel chair), Faculty of Education and Social Work Tom Alegounarias, President of the Board of Studies, Teaching and Educational Standards NSW (BOSTES) Rob Carlton, a Silver Logie winning actor Andrea Connell, the Principal of Sydney Girls High School Robyn Ewing, Professor of Teacher Education Faculty of Education and Social Work Professor Julianne Schultz, founding editor of Griffith REVIEW Tamara Winikoff, Executive Director, at the National Association for the Visual Arts (NAVA) A Sydney Ideas event on 11 November 2014 http://sydney.edu.au/sydney_ideas/lectures/2014/arts_as_learning_forum.shtml

Suggested content descriptions for Health and Physical Education, English, The Arts, Design and Technologies and Science.

Presentation slideshow: The Language Learning Space: Building a digital foundation to the Australian Curriculum

This TER Live Episode brings you presentations from ‘Theatre Two’ at the EduTech Congress and Expo, held in Brisbane in on the 3rd and 4th of June, 2014. All content was recorded at EduTECH Congress and Expo, which is organised by Association and Communication Events. Time codes: 00:00 - Opening Credits 00:21 - Introduction 02:09 - Ray Fleming, Education Industry Manager with Microsoft, discussing Learning Analytics and the use of Data in Education 17:54 - John Galvin, teacher educator at OLMC Mr Pritchard in NSW, discussing Flexible Learning Spaces. 39:05 - Shane Hunt, teacher at Frankston High School in Victoria, talking about empowering students to lead their own learning. 51:47 - Dr. James Curran, Associate professor with the School of Information Technologies at the University of Sydney talks about approaches to teaching the Australian Curriculum in Digital technologies. 01:12:35 - Acknowledgements and Sign off

Barry McGaw, Chair of the Australian Curriculum, Assessment and Reporting Authority, discusses the driving forces behind Australia’s adoption of a national curriculum and how it benefits students across the country. McGaw was at Yale in March 2015 when he delivered a lecture for “Leading Educational Reforms: Opportunities and Challenges Ahead,” the second leadership program for Brazilian leaders hosted by Yale and organized in conjunction with the Lemann Foundation. This video is part of the Yale Global Perspectives series. To learn more about Yale and the world, visit http://world.yale.edu.

Main Feature: Following on from her presentation at ResearchEd Sydney, Corinne shares the story of her experience leading a consultative and research-based policy development process in school. Regular Features: Off Campus, Dan Haesler talks about the failures of the education debate; Education in the News, Cameron and Corinne discuss proposed changes to the Australian Curriculum for Primary Schools; ABC Splash, Annabel Astbury talks about upcomming Apps for Primary and Secondary Schools.

EXPLICIT LANGUAGE WARNING Presented by Sydney ideas and ACERN, this TER Live podcast includes a recording of the forum 'The Arts & Learning: Creating Australia's Future', in which a panel of experts discuss the Arts in Education in response to the review of the Australian Curriculum recommendations to reduce Arts education in schools. For links and show notes, visit www.terpodcast.com.

If research demonstrates that students who engage in an active, demanding, high-quality arts education are more likely to excel in their academic and non-academic lives, why has the recent review of the Australian Curriculum recommended reducing arts learning in our schools? Speakers include: Professor Michael Anderson (panel chair), Faculty of Education and Social Work at the University of Sydney; Tom Alegounarias, President of the Board of Studies, Teaching and Educational Standards NSW (BOSTES); Rob Carlton, a Silver Logie winning actor; Andrea Connell, the Principal of Sydney Girls High School; Professor Robyn Ewing, Professor of Teacher Education and the Arts at the University of Sydney; Professor Julianne Schultz, founding editor of Griffith REVIEW; and Tamara Winikoff, Executive Director, at the National Association for the Visual Arts (NAVA). For more info and speaker's biography see this page: http://sydney.edu.au/sydney_ideas/lectures/2014/arts_as_learning_forum.shtml

Main Feature: Cameron speaks with three Australian academics about the final report on the review of he Australian Curriculum. Dr. Nicole Mockler from the University of Newcastle talks about the broader issues of curriculum, Dr. David Zyngier from Monash University talks about the review process and the political and cultural issues raised in the report, and Dr. Michael Anderson from the University of Sydney talks about The Arts in the Australian Curriculum. Regular Features: NEW FEATURE! Listener feedback returns with teachers sharing their insights on last episodes main feature; Dan Haesler proposes four key questions to ask of teachers in 'Off Campus'; Teachers talk about the teachers who impacted on their own lives in AITSL's Teacher Feature; Cameron reflects on issues of Equity and Access to education in Education in the News.

In this episode we explore the proposed review of the Australian Curriculum, including the concerns raised about the review & the men appointed to lead it, the nature of the development of existing curriculum, and some of the concerns educators have with the curriculum. We interview Robyn Ewing from USYD, ACARA CEO Robert Randall & APPA Executive Stephen Breen. Also introducing a new segment with advice for teachers, and regular feature, 'Off Campus' with Dan Haesler.