learn - teach - inspire

Our courses are designed to be innovative and engaging, providing students with a unique learning experience that prepares them for the challenges of the future. From cutting-edge research techniques to multidisciplinary approaches, our courses are designed to help our students unleash their full potential.

Authentic Indigenous Perspectives

Writing has become a state and national focus after AEROs report on NAPLAN writing outcomes and the DOEs strategic focus on writing in the high school disciplines. The new 7-10 Science syllabus includes more detailed writing outcomes as part of the Working Scientifically skill of 'Communicating', building on explicit writing outcomes (expected to be taught and assessed) in the Stage 3 Science and Technology syllabus. These writing outcomes require students to understand how scientific texts such as explanations and arguments are structured to achieve a particular purpose for a particular audience. In this talk, I will provide an overview of research on writing within science and provide practical advice on how to meaningfully embed writing in Units of Work. The talk draws on data and outcomes arising from a grant awarded to a team of researchers from UOW as part of the Department of Education Strategic Fund that explored writing across the disciplines of English, History and Science.

Connecting Stages 3 & 4

 If you thought Year 7 were getting harder to teach in Science, with an ever increasing need for differentiation, you just wait! This keynote presentation will highlight the important issues raised in the new K-6 Science & Technology syllabus for high school science teachers, particularly in light of the new 7-10 Science syllabus. Key information will include the new content, changes to skills, a change in expectations and the new time allocation. Dr Simon Crook works in both primary and high schools supporting teachers and students in the sciences. He has been involved in consultations for both the new K-6 and 7-10 science syllabuses and is supporting schools with their implementation. As such he is uniquely positioned to guide high school science teachers through the impacts of the new primary syllabus. 

The rate of change in new tools such as AI is seemingly exponential.

How do teachers navigate this new frontier and ensure successful and meaningful assessment?