Literacy and numeracy Festival 2019 - Educators SA · Literacy and Numeracy and Student Voice are important priorities for every school in the State. This year, as part of the Literacy

Literacy and numeracy Festival 2019

Sponsored by:

Learning partners with the Department for Education, CESA, AISSA and SACE

EdInnovators Educating NOW for the 2030s!

22-27 August 2019 Thursday 22: Parent & Community forum Friday 23: Student forum Saturday 24: Seminars for all educators Monday 26: Literacy focus day Tuesday 27: Numeracy focus day

https://web.cvent.com/event/628bd638-537e-4d09-9e8a-3c2b35e00e41/register

Outline

06:00pm Welcome and Introductions

06:05pm Acknowledgement to Country

06:10pm Minister’s Speech

06:25pm Keynote: What are the top 8 things you can do to support your children’s learning development? Professor Martin Westwell

07:10pm Questions

07:20pm Concurrent sessions:- Supporting your child’s numeracy development - Supporting your child’s literacy development

07:45pm Questions

07:55pm Gallery Walk invitation

08:00pm Close

10:00am - Student Voice in improving Literacy and Numeracy

02:00pm Purpose: to gather student views on what literacy/numeracy learning would best prepare them for their future

08:15am Registration

08:45am Seminar Series 1

10:15am Morning Tea

10:45am Seminar Series 2

12:15pm Close

Thursday, 22 August: Parents’ Community Session

Friday, 23 August: Student Action Team Forum

Saturday, 24 August: Seminars for all Educators

Outline

08:15 am Registrations

08:45 am Welcome, acknowledgment of country, keynote Dr Jon Callow

10:10 am Morning Tea

10:55 am Session 1

12:10 pm Session 2

01:15 pm Lunch

01:50 pm Session 3

03:00 pm Plenary

03:20 pm Close

08:15 am Registrations

08:45 am Welcome, acknowledgment of country, keynote Simon Pampena

10:10 am Morning Tea

10:55 am Session 1

12:10 pm Session 2

01:15 pm Lunch

01:55 pm Session 3

03:10 pm Plenary

03:30 pm Close

Monday, 26 August: Literacy Day

Tuesday, 27 August: Numeracy Day

Free Community Forum Thursday 22nd August 2019, 6:00 pm to 8:00 pm, Education Development Centre, 4 Milner Street, Hindmarsh

Parent and Community Forum Thursday, 22 August 2019

Explore with Prof Westwell

Professor Westwell is a world renowned educator with vast knowledge of early childhood education. He is currently

Chief Executive of the SACE Board. He will talk about actions you can take to impact on your child’s learning.

Literacy focus session

Numeracy focus session

Parents and families are the difference that matters

You make an enormous contribution to your child’s learning development! It’s all bout how you can support your child’s literacy and numeracy learning!

You can choose:

Click here to register

https://www.eventbrite.com.au/e/literacy-and-numeracy-parent-and-community-forum-tickets-64589905145

Literacy and Numeracy and Student Voice are important priorities for every school in the State. This year, as part of the Literacy

and Numeracy Festival, we are organising a Student Action Team Forum which will focus on how students can support their

school in improving literacy and numeracy.

The format is a facilitated workshop for an action team of students and teacher(s) from participating schools to consider how

they can engage student voice in their school to support their literacy and numeracy improvement agenda. To nominate your

school or for further information contact Educators SA at [email protected] (closing date: 31st July).

Student Action Forum Friday, 23 August 2019

Nu-

Using student voice as a key driver for improving

literacy and numeracy in your site

Action

Team

4-6

students

1-2

Teachers

Activate other students/

SRC to gain better

outcomes in Literacy

and Numeracy

mailto:[email protected]@ceasa.asn.au

Meeting diverse learning needs is everyone’s business and the Saturday

Seminars program has something in it for everyone.

These 90 minute Saturday Seminars are aimed at meeting diverse learn-

ing needs: they address educator requests for deeper learning and en-

gagement around working with groups of students with identified learn-

ing needs.

When educators identified wanting to engage with learning related to

recognising and identifying learning needs, relevant pedagogies, inter-

vening and differentiating appropriately and supporting and challenging

ALL learners to achieve their potential – we listened!

The Seminars are designed for hearing about and considering research,

connecting research and practice, interacting with examples of best

practice and practical activities and exploring transference to teaching

and designing learning. The Saturday Seminars are presented by experts

in their field, with experience in the associated research, working with

adults in professional learning and working with the students to whom

their seminar relates.

Saturday Seminars Saturday, 24 August 2019

A NEW CORE LEARNING DAY for ALL educators

Meeting Diverse Learning Needs

The Saturday Seminars are open to ALL-comers. The diverse program includes:

Dyslexia and other Reading Difficulties Technologies in Supporting Special Needs

Supporting EALD Learners - HASS Supporting EALD Learners - Science

Gifted and Talented Learners – English Gifted and Talented Learners – Mathematics

Inclusion – Working Memory and Cognitive Load

Aboriginal and Torres Strait Islander Priorities Across the Curriculum

Inclusive practice to Engage all Learners – Mathematics Learning P - 4

Inclusive practice to Engage all Learners – Mathematics Learning 4 - 7

Come along, find out more about these specialised areas, develop your skills in

catering for ALL of your students, take away some new strategies and ideas,

develop networks with like minded educators and with educational experts.


Saturday Seminars Overview

Saturday Seminars – Meeting Diverse Learning Needs – overview These 90 minute Saturday Seminars are a new strand of the Literacy and Numeracy program aimed at ‘meeting diverse learning needs’. They address educator requests for deeper learning

and engagement around working with groups of students with identified learning needs. Educators identified wanting to engage with learning related to recognising and identifying learning

needs, relevant pedagogies, intervening and differentiating appropriately and supporting and challenging ALL learners to achieve their potential.

The Seminars are designed for hearing about and considering research, connecting research and practice, interacting with examples of best practice and practical activities and exploring

transference to teaching and designing learning. The Seminars are presented by experts in their field, with experience in the associated research, working with adults in professional learning

and working with the students to whom their Seminar relates.

Session # 1 Overview # Title I Presenter(s) I Descriptors I Focus S1 Dyslexia – What is it and How Can We Support Students with Dyslexia and Other Reading Difficulties?

• Libby Brown: Manager, Special Education Resource Unit SERU, Department for Education SA

• # Dyslexia # Reading Difficulties # Differentiation # The Big 6 # Interventions

• Reception to Year 10 – Special Needs Learners – Literacy – Dyslexia and Other Reading Difficulties

S1

S1

• Birth - Year 12 - Aboriginal and Torres Strait Pedagogies - Inclusive Practices - Literacy and Numeracy

# Aboriginal Knowledges• # Aboriginal Perspectives # Aboriginal Pedagogies # Culturally Responsive Pedagogies # Cultural Competence

AustraliaDr Karen Sinclair, Program Director, Aboriginal Studies, School of Creative Industries, University of South

and Social Work, University of Sydney• Dr Sheelagh Daniels-Mayes, Lecturer and Researcher, Aboriginal and Indigenous Education, School of Education

Achieving Literacy and Numeracy Learning with Aboriginal Students by Connecting with their Life Worlds

• Year 5 to Year 10 – EALD Learners – Accelerate Language and Literacy Achievement – HASS Focus

# Guided process for participants• # Accelerate language and literacy # Learning design # Explicit language teaching # Scaffolding

Bronwyn Custance: Independent Education Consultant (EALD & Literacy)

• Bev White: Manager EALD and Literacy Programs, Learning Improvement Division, Department for Education SA

Designing Learning for EALD Students: HASS


S1 The Power of Cognitive Verbs • Janet Farrall: Senior Educational Consultant, Association Independent Schools South Australia

• # Academic vocabulary # Assessment ladders # Cognitive verbs and verb progressions # Agency, empathy, communication and collaboration # Designing effective questions and assessment tasks

• Year 3 to Year 10 – Gifted and Talented – Literacy – Powerful Language

S1 Supporting Students Who Achieve Highly in Maths • Anthony Harradine: Director Potts-Baker Institute, Prince Alfred College

• # Keeping them ticking # Nourishing the love # Value adding to the curriculum # Igniting the flame for all learners # Active engagement in the maths

• Reception to Year 12 – Gifted and Talented Learners – Mathematics

S1 Working Memory and Cognitive Load Theory: Implications for Learning • Stuart Kenny: Literacy Guarantee Unit, Learning Improvement Division, Department for Education SA

• # Working memory, cognitive load theory and underpinning research # Classroom practice # Learning design and instruction # Supporting ALL learners to learn # Differentiation strategies

• Reception to Year 12 – Inclusive Education – What the Research is Telling us and Implications for Learning

S1 ALL Learners can be Successful Mathematicians: What Mathematics Matters Most? • Lisa Jane O’Connor: Consultant, Primary Mathematics Association PMA

• # differentiating for success # powerful learning intervention actions # prioritising what mathematics matters # positive dispositions # the power of technologies for unleashing mathematical thinking

• Reception to Year 4 – Special Needs – Maths/Numeracy


Session # 2 Overview # Title I Presenter(s) I Descriptors I Focus S2 Leveraging Technology to Assist Struggling Readers and Writers

• Jim Sprialis: Project Officer, Inclusive Technology, SERU, Department for Education SA

• Candice Fiegert: Project Officer, Inclusive Education, SERU, Department for Education SA

• # Differentiation # Digital Accessibility # Learning Preferences # Engagement Learner # Independence

• Year 3 to Year 10 – Special Needs – Supporting learning through the use of technologies

S2 Incorporating the Aboriginal and Torres Strait Islander Histories and Cultures Cross-curriculum Priority in the Australian Curriculum through Innovative Practice

• Natalie Jonas: Curriculum Officer, Australian Curriculum Assessment and Reporting Authority ACARA

• # Australian Curriculum cross-curriculum priority # AC resources for ATSI perspectives # Embedded ATSI histories within the AC priorities # 95 new Science elaborations – ATSI connections # Illustrations of practice

• Reception to Year 10 – Aboriginal Education – Australian Curriculum Cross-curriculum Priority– Inclusive Curriculum

S2 Designing learning for EALD students: Science • Bronwyn Custance: Independent Education Consultant (EALD & Literacy)

Bev White: Manager EALD and Literacy Programs, Learning improvement Division, Department for Education SA

• # Accelerate language and literacy # Learning design # Explicit language teaching # Scaffolding # Guided process for participants

• Year 5 to Year 10 – EALD Learners – Accelerate language and literacy achievement – Science Focus

S2 The Power of Cognitive Verbs • Janet Farrall: Senior Educational Consultant, Association Independent Schools South Australia

• # Academic vocabulary # Assessment ladders # Cognitive verbs and verb progressions # Agency, empathy, communication and collaboration # Designing effective questions and assessment tasks

• Year 3 to Year 10 – Gifted and Talented – Literacy – Powerful Language


S2 Rpt

Supporting Students Who Achieve Highly in Maths • Anthony Harradine: Director Potts-Baker Institute, Prince Alfred College

• # Keeping them ticking # Nourishing the love # Value adding to the curriculum # Igniting the flame for all learners # Active engagement in the maths

• Reception to Year 12 – Gifted and Talented Learners - Mathematics

S2 Rpt

S2 Supporting ALL Learners to Grapple with Mathematical Understandings – Misconceptions – What, Why and How? • Mike Chartres: Consultant, Primary Mathematics Association PMA • #Big Ideas in Number # Enthusing and Engaging Learners as they Work Through the Challenges they Face

# Mathematics Misconceptions # Place Value, Multiplicative Thinking, Partitioning and Fractions # Using Diagnostic Resources

• Year 4 to Year 7– Special Needs – Maths/Numeracy

• Reception to Year 12 – Inclusive Education – What the Research is Telling us and Implications for Learning

# Supporting ALL learners to learn # Differentiation strategies• # Working memory, cognitive load theory and underpinning research # Classroom practice # Learning design and instruction

• Stuart Kenny: Literacy Guarantee Unit, Learning Improvement Division, Department for Education SA

Working Memory and Cognitive Load Theory: Implications for Learning

Two quality days of immersion in all things English – literacy and Mathematics – numeracy. Each day with a keynote. There’s something for ALL

educators including support educators, teachers and leaders, across ALL year levels ECL/Preschool to Senior schooling, including Department for

Education, Independent Schools and Catholic Education. You can learn and interact with educators across the sectors and find out what’s happening

outside of your usual sphere of influence.

Literacy and Numeracy Days Monday & Tuesday, 26-27 August 2019

The core of the festival: Choose from more than 60 sessions!


English & Literacy- from early language to

multimodal texts

“Some principles and practices from the past &

present that should shape our future”

This keynote reflects on key principles and practices

that inform our teaching of English and literacy. By

revisiting past foundational theory for understand-

ing how language develops and the role of story, we

can view the present with its increasing range of

multimodal and digital experiences, and approach it

with strong pedagogical theory and practice. As we affirm the importance of

our current professional knowledge, we are better placed to shape the

future as educators and life-long learners.

Dr Callow is an experienced teacher, having worked in schools, universities

and in professional development for teachers. His areas of expertise include

English and literacy teaching. His research areas include visual literacy,

multimodality, the use of ICT to support literacy and multimodal learning,

as well as student creativity and engagement.

Monday: Dr Jon Callow, university of Sydney

Keynotes Tuesday: Simon Pampena

Creativity, Community and Clickbait: Mathematical

Engagement in the Age of Social Media

Mathematics has become hugely popular around

the world. What use to guarantee a shudder from

the average person is now being enthusiastical-

ly embraced far and wide. With the growth of

YouTube, Facebook, Instagram, and Twitter,

millions of people are sharing and making

videos and images about maths in a way that has

never happened before… but what does this mean

for mathematical education?

Simon Pampena, Australian Numeracy Ambassador, has been part of this

global phenomenon and has a unique insight into where these developments

are headed. In his talk Pampena will present the most important

mathematical ideas that have gone viral on the internet including his own

successful videos that have garnered over 11 million hits on

the groundbreaking YouTube channel Numberphile.

Literacy Session Overview 2019

Literacy Session Overview

Session 1 10.55 – 12.00

Workshop Title I Presenter(s) I Descriptors I Audience

1 What is Literacy When Artificial Intelligence is Doing the Thinking? From Gutenberg to Skrillex

• Paul Clapton-Caputo: Learning Technologies and Professional Practice, Learning Improvement, Department for Education SA; Secretary and Board Member, Educators SA; Principal Consultant, EdTech SA

• digital literacy; fake news; social media; new-basics; digital poverty

• Birth – Year 12; Knowledge Inquirers; Broad

1 Ciao, Konnichiwa and Much More! Linking Second Languages to Literacy Development • Kirsty Jeffree: Curriculum Specialist – Languages, Australian Curriculum Assessment and Reporting Authority ACARA

• second language and literacy development; contemporary learning experiences; opportunities for making connections; learner growth and confidence; practical workshop

• Reception – Year 10; Knowledge Inquirers; EALD; Focussed

1 Not More Literacy! Exploring the Why Behind Health and Physical Literacy • Rick Baldock: Educational Consultant; Professional Learning Officer, ACHPER (SA) and Natalie Jonas: Curriculum Specialist - Primary and Health and Physical

Education Foundation – Year 10, Australian Curriculum Assessment and Reporting Authority ACARA

• transdisciplinary potential of multiliteracies - health and physical literacies; the challenge of the message - fostering critical thinking; empowering students to action transforming to a better future for themselves and others; obtain, read, understand and use information; make curriculum connections

• Reception – Year 10; Knowledge Inquirers; Focussed

1 Differentiated Approaches Informed by the Principles of Reggio Emilia Mean Literacy for All Children • Marilyn Hayward: Coordinator, Early Years, Alberton Primary School - “The Nest”

• Reggio Emilia; differentiated learning – differentiated planning and teaching; competent child; literacy learning and individual learners – it works!; developing identity

• Birth – Year 3; Practice Inquirers; Broad


1 Children's Verbal, Visual and Moving Language with Educators who Stop, Look and Listen to their Multiple Modes of Text • Dr Amy Farndale: Researcher, Lecturer (knowledge igniter), Tutor, University of SA; Preschool Teacher, DfE Kurralta Park Community Kindergarten

• communicators; English as an additional language (EAL); multilingual; pre-schoolers; bilingual

• Birth – Year 3; Knowledge Inquirers; Focussed

1 Engaging Young Writers Through Bookmaking

• Mrs Lara Whitmore: Year 1 Teacher

• bookmaking; building writer identity; how bookmaking improved my practice; challenges I faced; innovative practice

• Reception – Year 3; Practice Inquirers; Broad

1 Australian Curriculum English – Quality Design for Improvement • Lisa-Jane O’Connor: Learning Consultant, Educators SA

• Australian Curriculum: English – critical questions leaders need to ask; the 'top five'; learning entitlement counts; 'threads, overviews and communication contexts'; learners won’t get it if you don't design it in

• Reception – Year 7; Learning Design Collaborators; Broad

1 Mentor Texts, Sizzling Starts and Explicit Teaching of Grammar – a Journey to Success

• Miss Kylie Pedler: EAL Teacher, St Gabriel's School

• student agency; mentor texts; sizzling starts; teaching and learning cycle; explicit teaching leads to independent success for ALL students

• Reception – Year 7; Practice Inquirers; Focussed

1 Teach Out with Nature Play SA - A Practical Guide to Exploring Literacy in Outdoor Learning Environments

• Maria Taylor: Manager of Education, Nature Play SA

• merging the practical and the theoretical; engaging – bring the curriculum alive in the outdoors and walk away with a bag of ‘tricks’; fun ways to develop

numeracy; challenging engagement; innovative and exciting


1 UNESCO – Media and Information Literacy Curriculum: Innovation for the 2030s • Grant Brindal: President, SA Association for Media Education Inc.

• media and information literacy innovation; UNESCO and meeting global objectives that impact on education; holistic media convergence; launching a catalytic process that affects all of us; build capacities of millions of young people to meet the demands of the 2030s


Literacy Session Overview 2019 1 Using Picture Books to Explore Mental and Emotional Health

• Ms Sarah Forrest: PhD Student and Casual Academic Tutor/Course coordinator, University of South Australia

• picture books; mental health; visual literacy; learner agency-managing self; contemporary issues facing young people now and ahead

• Year 3 – Year 10; Practice Inquirers; Focussed

Session 2 12.10 – 1.15


2 Speaking and Listening: The Role of Discussion in Supporting this Important Aspect of Literacy Learning

• Kym Brown 2: Educational Consultant, Educators SA

• “The future of job (in 2030s will call for) human skills including critical thinking, persuasion, negotiation and complex problem solving..."(World Economic Forum 2018) - that's listening and speaking in our literacy learning space; effective listening and speaking; the importance and place of discussion; supporting learners to become effective inquirers, collaborators and creative problem solvers; identify possible starting points for developing discussion skills.

• Reception – Year 10; Knowledge Inquirers; Broad

2 Researching NOW to Inform Curriculum Refinement • Hilary Dixon: Senior Manager – Curriculum, Australian Curriculum Assessment and Reporting Authority ACARA

• OECD education 2030; innovation; literacy, numeracy, general capabilities and curriculum; research; presenting findings from ACARA’s research program


2 Translanguaging • Ross Hamilton: EALD State-wide Consultant, Department for Education SA

Erika von Aspern: IELP/NAP Manager, Learning Improvement Division, Department for Education SA

• translanguaging – inclusive practice encouraging learners to draw on all their languages; making sense through L1 and making meaning in L2; strong scaffolding for English language development; build on prior knowledge; participants develop their own translanguaging activities for use in R-12 settings

• Reception – Year 12; Knowledge Inquirers; EALD; Focussed


2 Inspiring a Passion for Literacy Through Kaurna Culture and Language • Mel Angel: ELC Educator and Chloe Edwardson: Educator, St Peter’s Girls’ School

• embedding Kaurna culture and language into the learning community; enriched literacy opportunities; phenomenal skill development creating a contagion for engagement with the Kaurna culture; unpacking our journey; authentic examples demonstrating learning capapcities

• Birth – Year 3; Practice Inquirers; Focussed

2 Literacy is Child’s Play • Jenny Silver: Educational Leader and Hannah Carson: Educator, The Hills Christian Community School

• literacy and the young learner; developing and enriching literacy; recognising literacy learning opportunities through children’s play; the outdoor environment and ‘bush kindy’; the importance of play and inquiry

• Birth – Year 3; Practice Inquirers; Focussed

2 Moderation –Westminster Preparatory School’s Moderation Story • Kristy Moody: Year 1 teacher and Mary-Anne Dorey: Year 6 teacher, Westminster School ELC – Year 12

• implementation aspects; engagement of staff and school support; developing quality assessment tasks; student learning and outcomes; highlights and future endeavours


2 Incorporating Computational Thinking in Literacy Learning • Sarah Atkins: Curriculum Officer - Digital Technologies in Focus Project, Australian Curriculum Assessment and Reporting Authority-ACARA

• Digital Technologies and Computational Thinking; incorporate innovative approaches to Literacy learning; Computational Thinking combined with visual programming; bringing literature to life; encouraging creativity and innovation in our students


2 A Balanced Approach to Teaching Reading

• Sabrina De Silva: Literacy and Numeracy Coordinator, Year 3/4 Teacher , Virginia Preschool and Primary School Anita Matricciani: Reception Teacher, Virginia Preschool and Primary School

• sharing our reading learning journey; teaching in response to data; real life experience; straight forward easy to implement pedagogical practices to use within classrooms; successful, engaged and confident readers

• R – Year 7; Practice Inquirers; Broad


2 Leading Change - Implementing a Phonics Approach for Improved Literacy • Paul Luke: Principal and Brooke Hamden: Year 1 Teacher, Craigburn Primary School

• leading change and getting everyone on board the bus across our site; looking at the data and deciding what to do; investigating the research; synthetic phonics and language learning; deciding on an approach and getting it up and running

• Reception – Year 7; Practice Inquirers; Leading Change; Focussed

2 Read to Write • Angela Giglio: Coordinator Literacy, R/1 teacher and Kathryn Lanthois: Coordinator Curriculum Design, Year 6 teacher , CBC Junior Campus

• everyone can write; writing is a personal experience; writing: freedom from constraints; writing is fun; I love to write!


2 Using Drama and Body-Based Strategies to Teach Literature

• Ms Sarah Forrest: PhD Student and Casual Academic Tutor/Course Coordinator, University of South Australia

• drama; literature; pedagogy; engagement; complex texts


2 Developing Literacy through the Arts – Music Focus • Luke Gray: Daily Administrator, Coordinator of Music, Trinity College North; Chairperson, Australian Society for Music Education SA Chapter; Board Member,

Educators SA

• creativity; connections to cross-curriculum literacy; music education; active learning; engaged students

• Reception – Year 10; Practice Inquirers; succinct

Session 3 1.55 – 3.00

Literacy Session Overview 2019 Workshop Title I Presenter(s) I Descriptors I Audience

3 Revelations 101: What the Research Really Reveals About the Impact of Devices in our Classrooms?

• Jodie Gordon: Innovation, eLearning and Technology Coordinator, R-12 Microsoft Innovative Educator - Expert, PhD Candidate Tatachilla Lutheran College

• latest educational technology research around 1:1 devices in K-12 classrooms; impact on student learning outcomes; where technology does and does not have the most impact; student learning and achievement in literacy; literacy and technology connections

• Reception – Year 10; knowledge Inquirers; Broad

3 Literacy and Gifted Education – Creating Passion and Enriching Learning • Becca Burton-Howard: Gifted Education Coordinator, St Peter’s Girls’ School

• highly able learners; whole school approach; challenging and enriching student learning; critical literacy; inspire and ignite passion for literacy and the wider world

• ELC – Year 10; Practice Inquirers; Broad

3 How do we Best Support Students who Struggle with Literacy in the Middle Years? • Simone Meurant: Teacher and Professional Practice Mentor, Wirreanda Secondary School

• targeted, explicit literacy instruction for struggling Middle Years learners; systematic, logical syllables in middle years; phonics for big kids; evidence-based interventions; this workshop will help educators develop empathy for the frustrations felt by many with dyslexia and other learning challenges

• Year 3-Year 12; Practice Inquirers; Focussed

3 Leading and Driving Literacy Improvement Through Data

• Kate Drew: Preschool Director, Burton Park Preschool

• using data to drive directions in your QIP; pursuing literacy improvement in preschool programs; practice and pedagogy

• Birth – Age 5; Practice Inquirer; Broad

3 Working Collaboratively to Support Children in their Development of Language and Literacy

• Anne Michael: Director, Pooraka Community Kindergarten and Eliza Mather: Speech Pathologist, Department for Education SA

• developing preschool practice; collaboration and partnership; shared learning journey; language and literacy; building educator capacity

• EYB – Age 8; Practice Inquirers; Broad

Literacy Session Overview 2019 3 What is Literacy When we don’t have Confidence, Motivation and Agency?

• Rebecca Starling: Year 4 Teacher, St Andrew’s School

• honouring learner voice and developing agency; trust – connecting with the heart of the child; innovation – connecting literacy and culture; promise, purpose and potential; confident, capable and challenged learners

• Reception – Year7; Learning Design Collaborators; Broad

3 Poetry Slams – an Inquiry into Poetry, Performance and the Power of the Spoken Word

• Sam Anderson: Birth – Year 7 Educator, Blair Athol North Birth – 7 School

• practice inquiry - sharing our journey; exploring and connecting student voice with learning spaces; professional development with writer and poet Alan Wright; confident voice and agency through publishing a poetry anthology/zine; poetry festival


3 Oral Language is Not Just Morning Talk

• Mig Colliar: Literacy Coach, Literacy Guarantee Unit, Learning Improvement Division, Department for Education SA

• oral language and literacy competence; oral language strategies; developmental pathways, life success and agency; key curriculum elements and explicit teaching; pedagogy to create a safe, respectful talking environment


•

3 Developing Literacy Through a Holistic Approach – Bookmaking makes it Happen

• Kate Ricketts: Teacher, Pembroke School ELC – Year 12

• holistic literacy; impact on learning; book making; explicit teaching and inquiry based – achieving the balance; success for ALL learners


•

3 Interfacing Aboriginal Literacies with the Australian Curriculum - Science • Dr Caty Morris: Curriculum Specialist – Aboriginal and Torres Strait Islander Education, Australian Curriculum Assessment and Reporting Authority

• on-Country and classroom project - the Australian Curriculum: Science; unpacking critical literacies; two-way science pedagogical approach; Aboriginal ecological knowledge; illustrations of practice


3 Leading Whole School Improvement & Change (with a Focus on Reading) • Ilia Tsoutouras: Principal, Sabrina De Silva and Anita Matriccianni: Teachers, Virginia Preschool and Primary School

• change - we know why – but not always how; a practical look at supporting learners as ‘balanced readers’; thought-provoking, targeted and research-driven; a focus on HOW we achieved change; practical examples on leadership, whole school and classroom levels

• Reception – Year 7; Practice Inquirers; Leading Change; Broad


3 Tackling Issues in Humanities Through Persuasive Writing

• Mr Malcolm McInerney: Manager, Humanities Education, Learning Improvement Division, Department for Education

• responding to issues in the humanities; contestability; developing persuasive writing skill; deconstructing issues; forming and expressing opinions


Numeracy Session Overview 2019

Numeracy Session Overview

Session 1 10.55 – 12.00


1 Using Visible Thinking in Mathematics • Kym Brown: Educational Consultant, Primary Mathematics Association PMA

• Mathematical thinking; Mathematics and creative problem-solving aspects of STEM; learn about the field of mathematical thinking from perspective of Project Zero (Harvard School of Education); explore array of routines to support learners in developing strong thinking dispositions; identify possible starting points for developing visible Mathematics thinking skills

• Reception – Year 10; Knowledge Inquirers; Succinct

1 Accessing Maths Learning Requires Strong Language Skills - How Can we Support Students who Struggle with Language in the Middle Years? • Simone Meurant: Teacher and Professional Practice Mentor, Wirreanda Secondary School

• targeted, explicit instruction for struggling Y5 - Y12 learners; systematic, logical syllables in middle years; phonics for big kids; evidence-based interventions; this workshop will help educators develop empathy for the frustrations felt by many with dyslexia and other learning challenges

• Year 5 - Year 12; Practice Inquirers; Focussed

1 Numeracy in The Nest with 3-6 Year Old Learners – Regio Emelia • Amber Hall: Teacher and Mel Chivers: Teacher, Alberton Primary School – The Nest

• sparking wonder, engaging and inspiring; thinking like a mathematician; playful, inquiry-based pedagogy; hands-on; noticing the mathematics

• Birth – Year 3; Practice Inquirers; Broad

1 Engagement, Questions, Challenge and Powerful Learners ... How are they Connected? • Mike Chartres: Educator; Mathematics Consultant Reception – Year 7, Primary Mathematics Association PMA

• learner engagement; challenge as a pathway to learning mathematics; purposes behind good teacher questions; developing a productive disposition to learning mathematics; teacher resources



1 Developing Number Sense in the Early Years • Juliette Camm: Teacher Year 1/2; Laura Brown, Teacher Year 2/3; Josh Proctor, Teacher Year 1/2, Cowandilla Primary School

• number; the underpinning story of our number system - teaching Base 10; systematic and developmental; introducing and developing powerful understandings; successes and challenges for teachers


1 Using the Mathematics Challenge to Inspire and Engage Learners • Kelly Rivett: Teacher, Vale Park Primary School

• mathematics and numeracy; leading the mathematics challenge in the school/ as a participating class; engaging, challenging and inspiring learners; maintaining impetus and uplifting the learning - where’s the mathematics; the role of the teacher

• Preschool – Year 7; Practice Inquirers; Focussed

1 Leading Change and Grappling with the Complexities of Intervention • Sue Lemmer: Deputy Principal; Wendy Connor: Educator; Angela Edwards: Educator - Mawson Lakes Primary School

• intervention; diverse learning needs; journey of change; grappling with complexities; a year’s progress for a year’s learning

• Reception – Year 7; Practice Inquirers; Leadership; Broad

1 Designing Learning in Mathematics –Tricks, Treats and Tips of Australian Curriculum Mathematics • Lisa-Jane O’Connor: Educational Consultant, Educators SA Early Career Digital Hub

• Australian Curriculum: Mathematics – what’s it all about; the top tricks, treats and tips you need to know to successfully design learning; learning entitlement counts; connecting maths and numeracy and engaging learners; learners wont ‘get it’ if you don’t design it in

• Reception – Year 7; Learning Design Collaborators; Early Career-Exploring Australian Curriculum Mathematics; Broad

1 Coin Carpet - Beyond the Textbook • Jenna Hewlett: Deputy Principal, Whyalla High School and Tara Lampe: Teacher, Christies Beach High School

• innovative, contemporary maths learning; engaging students beyond textbook and fluency; hooking students and encouraging thinking; interactive workshop; using ICT

• Year 6 – Year 10; Practice Inquirers; Broad


1 Funky Assessment - a SAT is not a Test. What can it be? • Angela Phillips: Pedagogy Coach & Curriculum Leader of Mathematics and Julie Engelhardt: Head of House, Westminster School

• skills and application tasks that are not tests; funky assessment and intentionality in learning design; creativity and problem solving; creativity in SACE and Australian Curriculum assessment; differentiation in assessment


Session 2 12.10 – 1.15


2 Researching NOW to Inform Curriculum Refinement • Hilary Dixon: Senior Manager: Curriculum

Australian Curriculum Assessment and Reporting Authority ACARA

• OECD education 2030; innovation; curriculum now and into the future; what the research tells us globally and in Australia - presenting findings from ACARA’s research program; what do you think about curriculum refinement?

• Reception – Year 12; Knowledge Inquirer; Broad

2 How ICT and Digital Technologies can Supercharge Numeracy and Mathematics Learning • Jodi Gordon: Innovation, eLearning and Technology Coordinator, R - 12 Microsoft Innovative Educator - Expert, PhD Candidate

Tatachilla Lutheran College • numeracy, ICTs and digital technology; advancing numeracy skills and understanding through the digital technologies curriculum and ICT capability; latest

research in technology and numeracy; useful resources-digital technologies and numeracy


2 Trihexaflexagons and Maths Memes • Simon Pampena: Presenter and Researcher – You Tube I Numberphile; Presenter and Researcher – Discovery International, Outrageous Acts of Science,

Numbercrunch – Mathematical Communication

• creative; fun; engaging; trihexaflexagons; maths memes



2 Developing Number Sense in the Preschool/Early Years Setting • Lisa Jane O’Connor: Learning Consultant, Primary Mathematics Association

• number sense – what matters for pre-schoolers; developing number sense provocations; being and becoming a powerful educator for number sense; conceptual language of number sense; sequencing learning

• Preschool – Year 3; Learning Design Collaborators; Focussed

2 A Practical, Explorative Approach to Conceptual Understanding in Mathematics • Laura Toland: Teacher Year 6/7 and Andy Thomas: Teacher Year 6/7, Northfield Primary School

• conceptual understanding; mathematical exploration; learning through doing; fostering positive dispositions; teachers having a go at new and innovative practice


2 Teach Out With Nature Play SA - a Practical Guide to Exploring Numeracy in Outdoor Learning Environment • Maria Taylor: Manager of Education, Nature Play SA

• merging the practical and the theoretical; engaging – bring the curriculum alive in the outdoors and walk away with a bag of ‘tricks’; fun ways to develop numeracy; challenging engagement; innovative and exciting


2 Leading Numeracy Improvement Across the School • Deb Postema: Deputy Principal and Katrina Sexton: Principal, Cowandilla Primary School

• leading curriculum change - it doesn’t happen overnight; making mathematics and numeracy happen; teacher mentoring; challenges and gains; making a difference

• Reception – Year 7; Practice Inquirers; Leading Change; Broad

2 What do you Mean? Statistics in the Middle Years! • Sam Capurso: Mathematics Teacher Year 7 – Year 12, Westminster School; Executive Member, Mathematical Association South Australia

• middle years; statistics; class discussions; analysis of the data collection process; critical thinking and evaluating media reports


2 Answering Life's Biggest Questions - the Philosophical Side of Mathematics • Chris Pappas: Mathematics Coordinator, Unley High School

• critical and creative thinking in mathematics – yes, really; language of the universe; inspiring philosophical debate; ethics - exploring mysteries through a

mathematical lens; preparing students to think both mathematically and ethically for a 2030s world



Session 3 1.55 – 3.00


3 Revelations 101: What the Research Really Reveals About the Impact of Devices in our Classrooms? • Jodie Gordon: Innovation, eLearning and Technology Coordinator, R - Year 12 Tatachilla Lutheran College, Microsoft Innovative Educator - Expert, PhD Candidate

• latest educational technology research around 1:1 devices in K – Year 12 classrooms; impact on student learning outcomes; where technology does and does not have the most impact; student learning and achievement in numeracy; numeracy and technology connections


3 STEM – More than the Sum of All its Parts … Putting the M in STEM in the Early Years • Mike Chartres: Mathematics Consultant R – Year 7, Primary Mathematics Association PMA

• STEM - explore it in an early years context; make sense of the world using all four STEM areas as complementary lenses; connected, authentic investigations and challenges; the power of sorting and classifying as a way to introduce STEM; think like a mathematician, scientist and engineer and explore a variety of authentic starting points

• Preschool – Year 3; Knowledge/Practice Inquirers; Focussed

3 What is Numeracy When we don’t have Confidence, Motivation and Agency? • Rebecca Starling: Year 4 Teacher, St Andrew’s School

• honouring and enabling student voice for success and engagement; learner agency; trust and building the relationship between the knower and the known; innovation; culture – site and learning spaces

• Reception – Year 7; Practitioner Inquiry; Broad

3


• numeracy-mathematics; numeracy across the curriculum; transferable key concepts; building powerful numeracy; reframing misconceptions

ACARA and Dr Caty Morris: Curriculum Specialist – Aboriginal and Torres Strait Islander Education, Australian Curriculum Assessment and Reporting Authority

• Natalie Jonas: Curriculum Specialist - Primary and Health and Physical Education Foundation – Year 10, Australian Curriculum Assessment and Reporting Authority

The big ideas of Numeracy in the AC (F-6)


3

3 Assessment – From Research to Classroom Practice, from Learning to Transfer • Anne Pillman: PhD Candidate – Research Student, Flinders University

• how do you know they’ve learnt it, what about transfer of learning - assessing and measuring transfer; impact of a range of factors on students' capacity to transfer learning to new contexts; productive struggle; translating academic findings into pedagogy; context: Year 6 Science - processes applicable to wide range of learners/learning areas, especially mathematics

• Year 3 – Year 10; Knowledge Inquirers; Focussed

3 What Teachers Do, Matters: Examining the Impact of Pedagogy for Mathematics Learning • Mark Grant: Assistant Head of Primary / Year 5 Educator, The Hills Christian Community School

• rethinking professional learning – action research; quality of instruction – student engagement; authentic tasks - designing learning; change – impact on engagement and learning; sharing practice and process


3 Goldilocks and The Toblerone • Jackie Knobloch: MS Maths and Science Teacher Henley High School and Matthew Mulree: Deputy Principal, West Beach Primary School

• measurement; prisms; volume and capacity; engaging learners in mathematics; chocolate – did we get you with chocolate?!


3 Differentiation at TVCS – Every Student Learning Different Maths at the Same Time • Emily Brookes: Director Teaching & Learning; Maths Pathways Program, Torrens Valley Christian School

• implementing a new learning and teaching model in Mathematics- 3 years in; Maths Pathway model; improved catering to all students' Zone of Proximal Development (ZPD); teachers focus on targeted instruction with small groups and individuals - individualised curriculum content; benefits and challenges



what's the mathematics in the Australian Curriculum; putting the mojo in our thinking and practice• engaging learners in mathematics through agency; connecting maths and numeracy to everyday lives without losing the maths; intentionality in learning design;

• Ali Lovegrove: UP Teacher and Whitney Schulz: UP Teacher, Mawson Lakes Primary School

Entrepreneurship across the Curriculum


3 Answering Life's Biggest Questions - the Philosophical Side of Mathematics (Repeat Workshop) • Chris Pappas: Mathematics Coordinator, Unley High School

• critical and creative thinking in mathematics- yes really; language of the universe; inspiring philosophical debate; ethics - exploring mysteries through a mathematical lens; preparing students to think both mathematically and ethically for a 2030s world


Documents

Literacy and numeracy Festival 2019 - Educators SA · Literacy and Numeracy and Student Voice are important priorities for every school in the State. This year, as part of the Literacy