Ignite the spark, fuel the fire: innovative differentiation

Abstracts and bios for breakout session presenters

Breakout session 1

Differentiation in Maths - Susan Tickle (K – 6)

This is a whole school model for differentiation in Mathematics and involves working collegially in grade, stage and school teams using the Assessment for Learning Cycle. Rich, differentiated, open-ended pre-tests/tasks are used as a diagnostic tool to guide programming and teaching and learning activities. Participants will gain a greater understanding of GAT students and how to effectively assess, group, plan, program and teach through differentiating Mathematics activities.

This action research model has been successfully implemented over the last 5 years, across 2 schools, and ensures all individual student needs are catered for in Mathematics, especially those of GAT students. Student activities are differentiated and the content and pace of the curriculum is modified according to student ability level. Research based practical strategies are given. Throughout the presentation Susan will give her feedback on improvements and evaluations that have been made to culminate in a successful and practical working model. Examples of programs, differentiated assessments and templates will be provided for participants.

Participants will familiarise themselves with Assessing for Programming and Differentiation. Practical examples of how to pre - test, plot data, analyse student results within teachers’ classrooms are given and how this information can be used to easily group and provide feedback to their students. Once grouped into fluid ability levels, various classroom scenarios are scaffolded to show the ways Mathematics can be differentiated in K - 6 mainstream classes. This model takes into account the open-ended and challenging activities GATS students require as well as teaching ideas for gifted underachievers.

Susan Tickle – Deputy Principal, Killarney Heights Public School Susan Tickle is Deputy Principal at Killarney Heights PS and has been Gifted and Talented Mathematics Coordinator. She has completed a Master Degree in Educational Leadership and a Certificate of Gifted Education from UNSW. Susan has presented annually at the Department of Education GATs Conferences since 2010 and presented at the Ignite the Spark, Fuel the Fire Conferences in 2015 and 2016.

Concept-based learning - Yvonne Quinlan (K – 6)

This presentation will develop participants’ understanding of how conceptual programming and instruction across our Key Learning Areas provides educators with a framework to deliver a highly differentiated curriculum that supports the needs of our 21st Century learners and gifted and talented students.

Yvonne Quinlan – Assistant Principal, Rosehill Public School Yvonne Quinlan is a Nationally Certified Lead Teacher (2014). She has a Masters of Educational Leadership degree (2015) and has held the position of Assistant Principal, Quality Teaching and Innovation, at Rosehill Public School since 2008.

Writing for differentiation - Tony McLaughlin (Stage 2 – 5)

The presentation will look at how a GATS class is not homogeneous and by using an approach to writing that incorporates 'scraps' of ignition exercises but based around ideas and concepts, develops fluency of writing and sophistication of ideas. The approach does not assume all GATS students are capable in writing and this approach allows for all students to produce a writing product that ultimately expresses the writers' thoughts around an issue or idea which is the basic tenet of DET educational policy and the Quality teaching focus. The presentation will be interactive, with participants doing an abridged session to understand not just the philosophy, but the practice.

Tony McLaughlin – Literacy Consultant, Callaghan College Collegiate Tony taught in primary schools around the state, from one teacher schools to large primary city schools for 10 years; he held the position of Head Teacher English and Drama at All Saints College Bathurst for 10 years; he was an HSC Marker for Extension 1 and 2 English and Drama. He was a Priority Schools Consultant in the Hunter/ Central Coast region for 19 years (SEO1 and SEO2), Literacy Consultant in the Callaghan College Collegiate for 2 years, and a private Educational Consultant for 4years.

Differentiation through journalism - Priscilla Mussone (K – 8)

This presentation will outline how teachers can effectively differentiate the classroom curriculum by embedding TV and Print Journalism activities across the key learning areas. In particular, the workshop will look at how Haberfield Public School implemented its Journalism program to cater for its Gifted and Talented learners. During this workshop, participants will develop a bank of practical journalism activities to support classroom programs, see examples of student interviews and their final products, learn how journalism activities can lead to larger community projects and have the opportunity to ask questions and discuss strategies suitable for both similar and different school settings.

Priscilla Mussone – Teacher, Haberfield Public School Priscilla Mussone is a primary school teacher who has taught in a variety of schools across Sydney. For the last seven years she has been teaching at Haberfield Public School and recently completed the COGE certificate at University of NSW. Using the knowledge from 10 years of teaching and the COGE certificate, Priscilla has implemented a successful pull-out, ability-based enrichment program for the school’s gifted and talented learners. The enrichment program is in its second year and incorporates journalism, aeronautical engineering, Tournament of Minds and maths problem solving groups. She is the coordinator of science, public speaking and ICT and is always on the lookout for new and innovative ways to engage her students.

Bullying: the game changer - Dale Sadler (K – 12)

To maintain effective learning, we must first ensure emotional, mental and physical wellbeing. Unfortunately, our current thinking on anti-bullying education is failing our students on all fronts. Bullying: The Game-Changer is different from established programs as it differentiates between victims, bystanders and aggressors. Although it recognises that the victim's wellbeing is of paramount importance, it focuses of the mindset and tactics used by the bully. Understanding this empowers potential victims and bystanders to minimise and block bullying behaviours. The program is presented to students as a game. That sounds almost flippant until you realise that it's a game most people would not want to play but, statistics tell us, one day we will all be invited to participate. As in all games, the highly skilled usually control the outcome. Up until now, the aggressors have always held the trump card. Bullying:

The Game-Changer aims to change that forever. This dynamic, interactive presentation provides teachers with practical tools and insights to implement the ideas and become positive game-changers in the lives of their students.

Dale Sadler – Deputy Principal, Health & Safety Dale Sadler is an experienced educator and the author of the soon to be published book, Bullying: The Game-Changer. In a seconded role, Dale provides advice and training to Principals and executive staff in the NSW Department of Education on all criminal matters (including; social media, bullying, assaults, drugs and weapons) occurring in school settings. He is also the recipient of the Minister for Education's Quality Teaching Award for championing successful welfare initiatives. Dale is a professional speaker and consultant, presenting to schools, NSW Police and business/community groups. For more details: www.dale-sadler.com

Legal aspects of differentiation – Carol Barnes (K – 12)

Based on the specious assertions appearing on some websites and in the popular press, parents of students with disability sometimes present schools with private professionals’ reports and claim: “You have to do what this report says for my child and if you don’t, it’s illegal”. But do schools always have to acquiesce in the face of such demands? And is deciding not to implement a professional’s recommendation for a student with disability always ‘illegal’? All students with a professionally diagnosed disability, including gifted students, are in some circumstances protected by federal and State disability discrimination legislation and may be entitled to adjustments to their assessment tasks so that they can demonstrate what they know and what they can do, on the same basis as a student without disability. Depending on the level of impairment occasioned by the disability, students with disability may qualify for assessment adjustments such as extra time, rest breaks, use of a computer, a scribe or a reader, and/or separate supervision for school exams, for NAPLAN, for HSC final exams and for other State tests and entrance exams. This presentation will explain how disability discrimination law protects students with disability. What’s the difference between a law and an educational authority’s ‘policy’? What are schools always expected to do, what is optional, and what is it reasonable for parents to request and/or expect? What is really required by AITSL Teacher Standards 1.6 and 7.2? And when does the law allow schools to simply say: “No”?

Carol Barnes – UNSW School of Education Carol Barnes is an Australian-trained lawyer who is national coordinator for GLD Australia, a not-for-profit online learning community/support group focussing on gifted learners with disability (GLD). Carol also holds part-time honorary appointments as a Visiting Fellow at the UNSW School of Education and as an invited sessional lecturer at Griffith University in Queensland where she is vice-president and parent support group convenor of the Queensland gifted association’s Gold Coast Branch. Before beginning her volunteer work in GLD, Carol earned a Grad LLB/JD at UNSW in 1986 and worked as a finance lawyer with a large international firm in Sydney. Since 2009, she has provided training for parents and teachers for numerous gifted and disabilities associations, and has held PD sessions at many NSW and Queensland schools. She has made over 100 presentations at gifted, disability, medical, and legal conferences on five continents. All Carol’s work in the GLD field is done as a non-paid volunteer.

Breakout session 2

Nurturing nature: nature pedagogy as it relates to everyday early childhood practice – Ruth Garlick (P - 2)

We no longer live in a world that comprises a town or region, we are a part of a global village with global responsibility (Haas & Ashman, 2014). The Australian Curriculum requires students to demonstrate global awareness and gain knowledge about sustaining our social and natural environments and a key component of The Early Years Learning Framework (EYLF) includes social responsibility and care for the environment (ACARA, 2012). The National Quality Framework (NQF) emphasises quality and continuous improvement in the early childhood (EC) sector and its associated standards (The National Quality Standard, or NQS) require educators to embed sustainability and care for the environment into their every day practices. According to Bailie, 2012, children’s informal experiences in the natural world and connection to nature have been decreasing over the past 20-30 years as a result of living in the 21st century, posing a risk to the growth of future conservation as well as considerable risks to the health and well-being of children. This presentation acknowledges the shift in mindsets around outdoor play provision that is reflected in the various documents and frameworks cited here, and holds hope for a future where educators are enriched with knowledge and skills to inform curriculum decisions that connect children to the natural world.

Ruth Garlick - Policy Officer Early Childhood, BOSTES Ruth Garlick has taken up the role of Policy Officer, Early Childhood with the Board of Studies. She holds a Bachelor of early childhood education, a Graduate Certificate in literacy support, and a Masters of Educational Leadership. Ruth has worked in early childhood for 30 years, including long day care and directing a preschool. She has Department of Education experience, working primarily in preschools attached to schools in the Western Sydney area and in early stage 1. Ruth has also been involved with Western Sydney University, working on early literacy projects and in lecturing roles. With the introduction of the Early Years Learning Framework, Ruth was employed as a Department of Education P-2 Initiatives Officer, where she primarily supported preschool staff, including teachers, support officers, principals and school executive through the National Quality Framework assessment and rating process, as well as early childhood initiatives within schools. She was awarded the NSW Premiers Teachers Scholarship in 2013 and travelled to the UK and Europe to investigate Forest Schools and preschools.

Differentiation for EALD – Kerrie Quee (K – 6)

As an EALD specialist, it is important for me to program cooperatively with the teachers I am working with to enhance outcomes for EALD students. In this presentation I will share samples of units of work to demonstrate how activities are integrated for Beginning and Emerging phase EALD students, differentiating and scaffolding the mainstream content to ensure quality participation in the mainstream class at a level that is appropriate to students’ English language learning phase. The content is taught in a variety of ways including withdrawal intensive groups, in-class small group support and team teaching.

Kerrie Quee – EALD Leader/Mentor, Concord West Public School Kerrie has been a teacher for over 25 years, specialising in EALD for 13 years. In 2013, Kerrie filled the position of K-6 ESL Consultant in South Western Sydney and in 2014 Curriculum Advisor (EALD). Kerrie is part of an EALD mentor program in the Ultimo Principals’ Networks and is also a Western Sydney University advisor for students completing their professional practice teaching unit. Kerrie has engaged in a Department of Education EALD action research initiative in the local school, developing teacher understanding through demonstration lessons, professional

learning and the development of EALD resources. Recent presentations include the Early Years Conference (2015/2016), a lecture at the University of Wollongong and the PETAA Conference (2015) all related to scaffolding and differentiating for EALD learners.

Using data walls to differentiate instruction – Bohdan Balla-Gow (K – 10)

Ausubel (1968) claimed that the single most important factor influencing learning is to ascertain what the learner already knows and to teach him or her accordingly. But how do we do this reliably? Recently, Professor Geoff Masters (2013) reminded us that the fundamental purpose of assessment is to establish where learners are in their learning at the time of assessment, which places the focus of assessment on student learning, growth and development. Indeed, assessment that makes learning visible for teachers and students is at the heart of John Hattie’s seminal work. But HOW we as teachers hit that ‘sweet spot’ with our students on a regular basis remains a perennial question and daily challenge. Dr Barbara Kerr (2009) recognised that becoming an expert in differentiation is a long process involving hard work and the ability to be a reflective teacher, constantly learning about one’s students in order to modify their learning to meet their needs. This presentation outlines a case study of how a professional learning community collaborated to more effectively address the challenge of differentiation. Teachers used student data in a visible way through student data walls to get to know their students and how they learn. This led to dialogue and reflection on teaching and learning and teachers modifying their instruction to more effectively meet the needs of their students. Sample data-informed personalised learning plans will be provided along with a NAPLAN analysis and differentiation template which can be used by classroom teachers in differentiating their instruction.

Bohdan Balla-Gow – Head Teacher, Teaching & Learning, Auburn Girls’ High School Bohdan Balla-Gow is a Head Teacher Teaching and Learning (Stage 5) who has been R/Deputy Principal for 15 months at a partially selective high school in Sydney’s South West. As one of the school’s key instructional leaders he has led the school’s innovative professional learning program in 2015 and 2016. Bohdan has taught in comprehensive, fully selective and partially selective high schools, and has taught and supported teachers to successfully teach some of the most able and most socio-economically disadvantaged students in the state. He holds a MTeach from Sydney University and a MEd (gifted) with high distinction from UNSW. Bohdan has been a guest lecturer within the Master of Education program at UNSW and presented his innovative practices and research at National and State Conferences including the Australian Council of Educational Research (ACER) Excellence in Professional Practice Conference in 2016.

GROWTH mindset unit in Science – Carina Dennis & Fiona McCrossin (7 – 12)

The principles of developing a Growth Mindset are embedded within a differentiated unit of work in Science (Stage 4) designed to meet the learning needs of different students. Skills associated with a Growth Mindset are taught within context, making it central, rather than adjunct, to student learning. The approach includes an emphasis on mastery learning; explicit teaching of higher-order thinking skills; and self-assessment. The program includes cross-curriculum priorities (sustainability) and general capabilities, including critical and creative thinking; ethical understanding; personal and social capability. An outcome is the provision of a template for integrating Growth Mindset development into other programs.

Dr. Carina Dennis & Fiona McCrossin – Sydney Girls’ High School Carina Dennis and Fiona McCrossin teach Science at a Sydney secondary high school. Dr Dennis completed a doctorate in Genetics at the University of Oxford. She has worked as an Editor and Correspondent for the science journal Nature, where she coordinated the publication of the human genome, and has presented science over radio and television at the ABC. She has developed resources for Education Services Australia and published on differentiated learning management systems. Fiona McCrossin has over 30 years’ experience in NSW government and non-government education sectors were she has prioritised giving students opportunities to take leadership roles in real world problem solving. Concurrently, Fiona has worked for a number of Australian environment groups where she has focused on national park and wilderness protection and management.

Strength through unity – Jay-Marie Blue (7 – 12)

At the end of 2014, Brisbane Water Secondary College (BWSC) Woy Woy formed as a part of the school plan, ‘The Quality Teaching and Learning Team’. I was selected to take the lead role in ‘Differentiation’ and assist, advise and support staff in the process of differentiation, program writing, inclusive education and supporting legislation as Disability Legislation. I have been in this role now for two years and for a third in 2017.There has been a change in school culture since the fruition in 2015 physically (signage), staff professional learning, KLA Goals, Differentiation as apart of staff 'Performance and Development Plan’. I will demonstrate HOW Differentiation is embedded into the School Plan, systems and goals and regular presentations for staff PL.

Jay-Marie Blue – Home Economics Teacher, Brisbane Waters Secondary College Jay-Marie has worked with NSW Department of Education for 21 years (BWSC Woy Woy, Terrigal HS, Lake Macquarie HS, Strathfield South HS, Kingsgrove North HS, Karningual Behaviour School). She has been an HSC Marker for 13 years, NSW State Chief Judge for Hospitality HSC in 2015, Senior Marker in 2016, Year 12 Advisor at BWSC in 2016, Member of the PBL Implementation Team Hunter/Central Coast in 2008 – 2010, and PBL Coach for Ettalong Public School. She has been heavily involved in supporting Boys’ Education and disengaged students from a variety of socioeconomic and cultural backgrounds.

Nurturing GAT in a comprehensive high school – Aine De Paor & Robyn Matthews (7 – 12)

Ms Robyn Matthews, Principal, and Aine de Paor, Gifted & Talented Co-ordinator at South Sydney High School will explain programs and approaches used in our comprehensive school to nurture and encourage high aptitude learners. These include our South Sydney Club for Intelligent Minds (SSCIM), a weekly lunchtime club where students engage self-directed learning projects, congregate with like-minded peers and receive mentoring. Each year we also run Junior and Senior SSCIM Camps to offer this opportunity in a non-school setting with time for students to achieve self-identified learning goals. Our enrichment stream is now successfully in its third year as is our pilot scheme offering enrichment and extension to groups of high aptitude primary students from local schools. A major project run in 2015 - 16 that involved students with high aptitudes across a range of creative arts areas and culminated in a staging of Shakespeare's 'A Midsummer Night's Dream' in a pop-up outdoor theatre will also be explained.

Aine De Paor & Robyn Matthews – South Sydney High School Robyn has been Principal at South Sydney High School since 2013. Currently, South Sydney High School has a hub school partnership with UNSW, recognising the importance of teacher quality for advancing student learning

outcomes. Robyn is passionate about providing an array of rich, quality learning experiences for her students. She has initiated a number of programs to support engaging learning opportunities for GAT students. Previously Robyn was the Deputy Principal, Sydney Secondary College, Balmain Campus and Chester Hill High School and has also been involved in a number of high profile state-wide activities at the Curriculum Directorate.

Aine de Paor, began her teaching career in Dublin, Ireland, having completed an honours education degree at the University of Dublin, Trinity College. On completion of her Master’s degree in Theatre Studies at the University of New South Wales, Aine embarked on a career as a drama educator. Aine has worked in a variety of government and private school settings both in leadership roles and as a classroom drama teacher. Aine followed her completion of an Honours Masters, research degree in the Department of Performance Studies, Sydney University in 2012 with undertaking postgraduate study in her other area of passion, gifted education. Gaining her COGE at UNSW in 2013, facilitated Aine’s appointment to the role of Gifted and Talented Co-ordinator at South Sydney High School where she is also a Drama and English teacher. Aine enjoys the challenges and rewards of working with high aptitude students in a dynamic comprehensive school setting.

Personalised Capabilities for Student Success - Brenda Quayle & Conny Mattimore (7 – 12)

This presentation will explore the concepts of personalisation in curriculum design and delivery, aimed at considering the strategies and tools used to ‘Ignite the Spark’ for individual student achievement. It will overview the creation of a personalised learning system designed for a large comprehensive high school in Western Sydney. During this presentation we will share innovative ideas and strategies that are currently in practice at Rooty Hill High School, including the implementation of a Capabilities Driven Curriculum and the digital Learning Hub that has been designed to enable students to capture daily evidence of their ability to apply capabilities and dispositions through the ACARA curriculum.

Brenda Quayle & Conny Mattimore – Deputy Principals, Rooty Hill High School Brenda graduated from Macquarie University with a BAD DipEd in 1994. She has worked in high schools in Western Sydney for 23 years, consistently creating innovative teaching and learning practices designed to engage students from a range of diverse backgrounds. Appointed as the Deputy Principal at Rooty Hill High School in 2015, Brenda had previously operated in Head Teacher roles in the areas of Teaching and Learning, English and HSIE, as well as working with school groups in a range of contexts to refine assessment practices and create innovative strategies for implementing quality teaching and learning for all students. She is currently leading the school team to implement a Capabilities Driven Curriculum, reflective of the dispositions evident in the ACARA curriculum documents and ensuring that all students are empowered in their learning.

Conny graduated from the University of Sunderland, UK in 1994 with a BA in Design and Technology. She spent 10 years at Pennywell School in the north east of England as a technology teacher, Head Teacher of Design & Technology and Head Teacher Social Inclusion. She immigrated to Australia in 2004 and took up the position of STLA at Rooty Hill High School and was appointed to the position of Deputy Principal in 2008. She is responsible for specific areas of the school plan including Personalised Learning and supervises the work of the Head Teacher Teaching and Learning, Head Teacher Junior School, Head Teacher Senior School and the Careers Adviser. Conny’s recent project work has focussed on 21C capabilities and she is the current holder of the NSW DP Association Academy Fellowship researching the implementation of the ACARA capabilities in schools.

No limits, no boundaries – Graeme Green & Rebecca Dao (K – 12)

No Limits. No Boundaries - Daring to Revolutionise Education Authentically across Multi-dimensional Systems (D.R.E.A.M.S) in order to develop Resilient Empathetic Active Lifelong learners Inspiring Tomorrow's Youth (R.E.A.L.I.T.Y), we will challenge school leaders to explore exceptional practice that enables all students to access and participate in learning. No Limits. No Boundaries will explore the benefits of overcoming barriers to maximise life experiences, providing equity and excellence. We will investigate the realms of possibilities that may be confined by traditional boundaries found in the classroom, school and mindset. Embarking on a narrative journey of connectedness, No Limits. No Boundaries will unearth universal design for learning philosophies, opening horizons, unleashing innovations in differentiating for the diversity of learners. No Limits. No Boundaries is endeavouring to develop a comprehensive and inclusive framework to support the cognitive, emotional, social, physical and spiritual wellbeing of all learners across current traditional categorisation of mainstream and special education. We are future focussed, committed leaders with a passion to making a difference, being network drivers to revolutionise learning. No Limits. No Boundaries. Making D.R.E.A.M.S a R.E.A.L.I.T.Y

Graeme Green & Rebecca Dao – Ingleburn Public School Graeme Green is an experienced educator having held numerous leadership positions within the Department of Education including his current placement at Ingleburn Public School (7 years); Baulkham Hills North PS (5 years); and Lomandra School for Specific Purposes - for students with Emotional and Behavioural Disorders. He also served on special education management committees including state and national bodies. Graeme has presented at various local, state and national conferences in both mainstream and special education settings. His diversity of skills includes eleven years spent with Teachers’ Mutual Bank in the Marketing Department, consulting with teachers across NSW. Graeme is currently the Chairperson of the Teachers’ Mutual Bank Members’ Committee and is a member of the Education Working Party. He is a social entrepreneur driving transformation across multidimensional systems. Rebecca will be Deputy Principal of Ingleburn Public School starting term one 2017 and will be an integral part of No Limits. No Boundaries.

Assessing for differentiation: using all sources of available data to inform a quality differentiation program – Ben North (7 – 12)

Differentiation can be made easier to implement – and more successful – by making informed decisions based on the learning needs of students. By analysing the learning needs of your school context, as well as the preferences, interests, and concerns faced by individual students, these aspects can help create a rigorous, informed, but also defensible differentiation program for gifted learners. This presentation will give an overview of some principles and ideas to consider when planning school-based differentiation programs – be they for individual students, within individual subjects, or across the school. Participants will have the chance to work with other teachers to discuss and analyse the barriers and obstacles, learning needs, and particular challenges of their school’s context, and thus tailor a differentiation program that aims to meet the specific needs of their students. The presentation will draw upon Susen Smith’s Model of Dynamic Differentiation (MODD, 2015) to consider how assessment can be used as part of a dynamic process of differentiation.

Dr. Ben North – Head Teacher, Engadine High School Dr Ben North is a Head Teacher with the New South Wales Department of Education. He holds a Doctorate and Masters in Gifted Education from UNSW School of Education, supervised by Dr Susen Smith and E/Prof Miraca Gross. Ben also works casually on gifted education research programs and postgraduate coursework subjects at UNSW. He has presented research and professional practice in gifted education to a range of Australian and international schools and conferences.

Breakout session 3

Differentiation dynamics in Maths – Gretl Willett (K – 6)

Gretl is passionate about building teacher capacity and she strongly believes in personalised learning delivered through quality classroom teaching. In this workshop she will outline threshold concepts, gateways in conceptual understanding, that allow for more effective differentiation in the classroom. The workshop will also highlight successful strategies that help improve differentiation, like Visual wall-mapping, Bump-up walls, Think-a-loud WILF modelling and using Learning plans. Differentiated assessments, such as the Frayer Model, open-ended Rich Assessment Tasks, the sequenced ‘Tickle Approach’ and embedded journaling will also be explored. Teachers will come away with a clearer understanding of how to differentiate at multiple conceptual levels

Gretl Willett – Instructional Leader, Cambridge Park Public School Gretl Willett has been leading teachers and schools in developing quality mathematics programs over several years, firstly as a Quality Teaching Consultant and currently as an Instructional Leader at Cambridge Park PS. Gretl has collaborated with numerous communities and academic partnerships, and has been a guest presenter at DP conferences, at the Newcastle University Quality Teaching launch, at MANSW conferences and several Department of Education forums. Gretl has co-written journal articles and has completed her Masters Degree in Leading Educational Change. She has been an executive for several years, and worked across a dynamic range of schools. She has a wealth of knowledge in this area.

Primary STEM in action – Katherin Cartwright & Tanya Coli (K – 6)

This workshop will share how integrated STEM programs are being implemented in a number of NSW department of education primary schools as part of the Stage 3 Integrated STEM Project. It will highlight how to integrate working scientifically, working technologically and working mathematically when creating authentic project-based learning experiences for students.

Katherin Cartwright & Tanya Coli – Department of Education, State office Katherin Cartwright is the Mathematics Advisor K-6 and Tanya Coli is the Science and Technology Advisor K-6 based at state office for the NSW department of Education. They provide advice and support for primary teachers and are currently working with 35 schools as part of a STEM project.

Differentiated exams in high school – Peggy Mangovski (7 – 12)

The journey to true equity in classroom requires differentiated exams as a necessary step toward providing equitable adjustments for all learners. A model of a differentiated exam designed to build student confidence will be presented along with the steps and processes taken for development. Participants will engage in discussion regarding the challenges of differentiation in senior subjects for both practical and theoretical assessments. Tips for writing differentiated assessments will also be demonstrated. The presentation will investigate the challenges and benefits from both student and teacher perspectives of meaningful differentiation in the classroom. This particular differentiated exam model has been used as a successful tool in improving student engagement and enrolment retention in a complex subject not often heralded as accommodating to students with learning challenges. Both anecdotal and statistical data collected from the deployment of this model at West Wallsend High School will also be presented.

Peggy Mangovski – Head Teacher CAPA & Computing Curriculum, West Wallsend High School Peggy Mangovski is specialist senior computing teacher and Head Teacher managing the areas of Computing Curriculum, CAPA, Network Administration and School Promotions at West Wallsend High School. She also coordinates a variety of learning programs including GATS, STEM and teacher professional learning with additional passions for innovative learning spaces, curriculum development and equitable differentiation. Peggy's mission is to improve teacher understanding and the application of equity in the classroom. Despite providing a multitude of differentiation on practical assessments, Peggy knew more could be done and set her sights on designing a differentiated exam model. As part of her quest to improve equity and engagement in the classroom through the development of meaningful assessment, Peggy enlisted the collegial support of Ian West who worked for BOSTES as a liaison officer and as a chair of the examination committee for Software Design and Development HSC examinations.

Differentiation learning in high school Maths lessons – Katherine Edwards & Elaine McKellar (7 – 12)

Regular and detailed formative assessment not only informs teachers of their students’ growth and development, but it allows them to design tailored lesson material to better meet their students’ needs. We aim to present our journey of differentiation and tracking of student learning in Mathematics that draws upon the use of a commercial based program, Essential Assessment, an Australian formative and summative assessment tool that allows teachers to regularly track their students’ prior knowledge and growth across all areas of the new Australian Mathematics Curriculum. Our journey will focus on a 2 year pilot of the program, what we developed as teachers of Mathematics, the strategies that blended into our practice and the impact it had for our students. Now being implemented across the faculty for all classes and teachers, the approach is helping to better understand students’ strengths and weaknesses and to tailor and design learning activities and experiences that meet the diverse needs of a wide range of learners within our classrooms and across the faculty.

Katherine Edwards & Elaine McKellar – Gymea Technology High School Katherine Edwards and Elaine McKellar are teachers of Mathematics at Gymea Technology High School. Katherine is in her second year in leading the Mathematics Faculty and Elaine in her fourth year as a permanent member of the Mathematics staff. They have both enjoyed teaching all levels of high school Mathematics with experiences in teaching Year 7 through to the Mathematics Extension 2 course. Their experiences have seen them teach a diverse range of technologically savvy students with varying mathematical ability, a strong motivator for each of them to investigate quick and reliable ways to collect regular, up to date data on their student's mathematical knowledge and understanding in order to truly differentiate their lesson material and meet the needs of their students.

Oral language strategies for creative writing (EAL/D) – Kathy Corby, Hanna El-Far, Seyda Celik, Samantha Anjoul (K – 6)

Do you want to inspire creative writing through differentiated oral language strategies and improve students’ vocabulary knowledge at the same time? Does your students’ vocabulary knowledge match their writing? How do we link the teaching of writing and speaking and listening in the new K-6 English Syllabus and the K-6 Literacy Continuum? The notion of classrooms that ‘float on a sea of talk’ is one that is vital to supporting students to compose quality writing. Project based learning is a great framework for promoting creativity and encouraging reflection of learning. Auburn West Public School has a population of 98.6% EAL/D students. Executive, in collaboration with aspiring leaders, have been supporting staff understanding of integrating talk into the classroom through a variety of engaging and exciting teacher professional learning that focuses on oral language activities

which are hands-on and immerse the students in the language needed to become successful English language learners. We will share with you the learning journey of two Stage 2 open-learning classroom teachers, the Stage 2 AP mentor and EALD Assistant Principal, and how they joined forces to implement project based learning and create a learning environment that was supportive for all students, especially those with an EAL/D background.

Kathy Corby, Hanna El-Far, Seyda Celik, Samantha Anjoul – Auburn West Public School Kathy Corby is a Stage 2 Assistant Principal and Early Career Teacher Mentor who mentors a team of 8 stage 2 teachers, conducting demonstration lessons and team teaching a range of engaging lessons for a variety of key learning areas. Of the 8 teachers on Stage 2, 4 of these teachers are on their first year on class with 5 teachers classified as early career teachers. Hanna El Far is the Assistant Principal EAL/D and teaches new arrival students as well as leading a team of 5 EAL/D teachers to work collaboratively with teachers and implement engaging lessons. Seyda Celik and Samantha Anjoul are in their first year of teaching in an open learning classroom and are currently team teaching their stage 2 students through implementing innovative practices.

Shifting writing – Helen Morgani & Danielle Hajinakitas (K – 6)

This presentation will assist teachers in breaking down the writing process to enable students to maximise their writing potential. Teachers will be offered practical tips and models to assist them in teaching writing through a more balanced and systematic approach.

Helen Morgani & Danielle Hajinakitas – Chullora Public School Helen is an Assistant Principal and L3 Lead Trainer specialising in early years literacy. Danielle is an early career teacher with L3 Stage 1 training.

Breakout session 4

GAT pre-schoolers – Kerry Hodge (Early Years)

Preschool education is essentially play based. Play with open-ended materials has the potential to cater for a wide range of abilities, and it remains a recommended provision for gifted children. However, many gifted children require opportunities for more complex play along with other meaningful and rich experiences to gain a satisfying intellectual ‘stretch’ and extend their unusual abilities and interests. Some gifted children also need social and/or emotional support. My research with NSW preschool and childcare teachers indicates that they have minimal, if any, training in giftedness and lack confidence to provide adequately for gifted children. Yet the Early Years Learning Framework (DEEWR, 2009) reminds teachers to provide sufficient challenge for all children, and the National Quality Standard guidelines for early childhood education and care (ACECQA, 2013) indicate that giftedness is an additional need that ‘will require or benefit from specific considerations or adaptations’ to the curriculum (p.196). This presentation will focus on the principles of recommended practice in differentiation for young gifted children, illustrated by many practical examples of innovative enrichment and extension from preschool programs in NSW and overseas. These experiences can be targeted to individuals or groups of children with obvious strengths or be inclusive, inviting expression of unexpected strengths from ‘regular’ children, including those with other additional needs.

Dr. Kerry Hodge – Honorary Associate, Macquarie University Dr Kerry Hodge’s career in education began as a teacher and consultant in NSW government preschools, where she first became aware of children whose development was advanced. From the 1990s she has taught at Macquarie University in research-based preschool programs, conducted research on giftedness in young children and lectured on gifted education in undergraduate and postgraduate programs. She was awarded the 2009 Nancy Fairfax Churchill Fellowship to investigate overseas programs for gifted preschoolers and teacher training in early gifted education. Kerry currently wears two hats. She is Director of Research and Development at the STaR Association, a Sydney non-profit organisation that supports young children with special learning needs, and leads STaR’s gifted program. She is also an Honorary Associate in the Department of Educational Studies at Macquarie University and a member of its Children and Families Research Centre.

Art and writing – Karen Rantissi & Bonita Avery (Years 3 – 10)

Our ancestors drew upon cave paintings to express and share their stories. Today we have a wealth of artworks that ignite imaginative stories within their onlookers. Discover ways to harness arts potential to improve literacy outcomes, through artistic discussions, imaginative writing and vocabulary enrichment through creating, appreciating and conceptualising artworks. Enjoy the unique opportunity to partake in a creative writing workshop, allowing the many masterpieces from Australia’s vast national treasures to inspire us. Participate in hands-on learning activities and enjoy student samples of imaginative writing, letters, plays, poems and descriptive language activities that have been inspired by artworks. This workshop offers a wealth of learning resources, opportunities to develop and/or consolidate professional knowledge of both literacy and the arts as well as establish professional partnerships within your learning community and local arts network. This creative writing workshop was a huge success at The National Literacy Conference in Adelaide, 2016. The program has recently been adopted as a key strategy to generate youth engagement at the Northern Rivers Community Gallery, where students’ creative writing will be published and exhibited alongside selected artworks on exhibition throughout the 2017 period.

Karen Rantissi & Bonita Avery – Empire Vale Public School Karen Rantissi is a teacher of Reading Recovery, Learning and Support and is a specialist teacher of the Creative Arts at Empire Vale Public School. Karen recently completed her Masters of Education, researching the quality teaching of Creative Arts. In July, Karen presented her ‘How to get a picture to tell 1000 words’ professional development workshop at The AATE/ALEA National Literacy Conference in Adelaide, conducting writing activities within the South Australian Art Gallery. She is a member of the Teachers Panel of the Museum of Contemporary Art, Sydney and The Lismore Regional Gallery. In 2015, Karen was awarded an Australia Day Arts and Culture Award.

Differentiation in the Maths classroom – Ilhea Yen (7 – 12)

What is differentiation? What does it look like in the maths classroom? It will look like… all students are engaged in learning and happy to solve maths problems. They discuss the problems with excitement and curiosity. They actually smile at you and each other. They say things like “thank you”, “I like maths, it’s fun!” Teachers feel so encouraged and passionate about their students’ learning they wish that the bell doesn’t ring! I’ve had those experiences more than a few times using some teaching techniques that I have developed over the years. I would like to share them with you and perhaps you could share your experiences with others. For example: GOAL: Goal Oriented Achievable Learning I and II, flipped classroom, team teaching, power of challenging questions.

Ilhea Yen – Head Teacher Mathematics, Canterbury Girls’ High School Ilhea has been teaching maths for nearly 20 years. She has taught at 5 different public schools: boys, girls, co-ed, selective, remote country, inner city, 7-10 junior school, 7-12 school. She is interested in building a stronger relationship with all her students through maths by teaching maths in non-threatening ways. She is a life-long learner and always pushes herself to try new things each year.

Designing equitable school-wide programs that inspire gifted learners – Katherine Hoekman (P- 12)

The Australian Professional Standards for Teachers require that teachers know students and how they learn, stipulating the need to meet the specific needs of students across the full range of abilities. This session aims to identify practices that help address the complexities of this process to foster the competence, confidence and self-efficacy required to enable agile and responsive teaching and learning that positively impacts all students, including gifted learners. Strategies that help develop the adaptive expertise of leaders of learning, and enhance the agility and agency of teachers will be explored. Learnings from program implementation experiences within a school, across schools and across sectors will be shared. Professional learning opportunities that address the learning needs of high potential learners, including gifted learners will be shared.

Dr. Katherine Hoekman – School of Education, UNSW Katherine lectured in Gifted Education and is currently adjunct lecturer at School of Education at UNSW, as well as consulting with schools on the ways to meet the cognitive, motivational and affective needs of gifted students. She was the Director of Research and Innovative Learning at Abbotsleigh, and was the Director of the Eileen O’Connor Centre which served the needs of diverse learners using assistive technology across the Archdiocese of Sydney. She was a School Innovation Consultant at AISNSW supporting the ELEVATE: agile designs for high potential learners program. She has been an invited presenter at regional, national and international conferences. These opportunities have enabled her to apply gifted education principles with talented teachers in designing and evaluating innovative learning experiences that sustain excellence in teaching and learning from pre-school to the university level.

Teaching and learning strategies in HSIE – Chloe Williams (7 – 12)

This session will touch on the following topics: Project Based Learning in Geography to engage students with the content and skills, using technology in Geography, hands on Geography skills tasks (Amazing Race), learning intentions and success criteria for senior students. goal setting for senior students, formative assessment tools (pre and post-tests, ‘Kahoot’ and ‘Test your knowledge thus far’, individualised projects for gifted learners - enriched content, making visible thinking routines for History for critical and creative thinking, Big History (cross curricular course and access to resources).

Chloe Williams – Gifted and Talented Co-ordinator, Killara High School Chloe is a 4th Year Teacher who is both History and Geography trained. She completed her Graduate Certificate of Gifted Education early last year and is the Gifted and Talented Coordinator for her school. She teaches a Year 8 Gifted and Talented class and also runs Big History as an enrichment program. She is passionate about professional learning, having run 2 NS5 masterclasses and is a member of the Professional Learning Committee and Technology Committee. She has previously served as the Social Justice Committee Coordinator and currently is the Year 7 Assistant Year Advisor.

Innovation for Learning: Co-creating an inclusive, differentiated & responsive learning culture – Lewisham Public School (K – 6)

Lewisham Public School is a smaller, rapidly growing K-6 school in the inner-west of Sydney, becoming known for its inclusive, forward-thinking & responsive learning culture supported by a growing, active & engaged community. It has worked strategically in recent years to use its collaborative problem-solving & creative thinking capacities to innovate ways to be more responsive to the talents, capacities & changing needs of its diverse cohort of future-focused learners. At its core is the high value placed on learning, action & reflection, respectful relationships, self-confidence, self-management capabilities, collaboration, creativity, opportunity, choice, learner engagement & talent development. Teaching & learning practices as well as organisational arrangements have blended aspects of differentiation, personalised learning & individualised approaches. The team will share some of these in its presentation & invite feedback & mutual contact for further networking of ideas.

A distributed leadership model at the school promotes teacher expertise, capacity building, collaboration, creativity, problem-solving & team reflection. Quality Teaching Rounds, team-teaching approaches, mentoring & instructional leadership models are some features of the growing professional learning culture. The school has established professional learning links with Harvard University’s Project Zero through its Making Thinking Visible (2012) & Differentiating Instruction (2014) courses.

The school values its links with schools & organisations doing things differently, creatively & purposefully. It is an exciting & complex journey of stories to share with each other. Current professional priorities at the school include: multiple intelligences; project-based learning; formative assessment, growth mind-set & the work of Carol Dweck ; personalised learning & the work of Barbara Bray & Kathleen McCloskey; instructional leadership; student engagement, self-management & future-focused pedagogy.

Presenters: Lewisham Public School Tina Simou, Assistant Principal K-6: Convenor, Learning & Support. Tina is an experienced K-6 teacher with background in differentiation & personalised approaches for adjustment, enrichment and inclusion. She led the Adjusted Learning Plans initiative & is co-leading the Learning Pathways initiative. Interests: self-organised learning environments; global connections in learning; Emma Dodds, Assistant Principal K-6: Convenor, Instructional Leadership Emma taught in the UK & brings evidence-based expertise in learning intentions & success criteria in differentiated contexts. She led Quality Teaching Rounds at the school & is co-leading Learning Pathways. Interests: formative assessment; growth mind-set; & instructional leadership Angie Kairouz, Teacher: Coordinator, Initiatives Angie has led team-teaching & flexible learning through differentiation & personalised approaches in Kindergarten. She leads Positive Choices for Learning K-6 & Ready for School, which begins early learning pathways in June each year. Interests: digital literacies; project-based learning; personalised approaches at play Liz Davis, Principal Liz is an experienced K-6 teacher & school leader who has also worked extensively in the arts, curriculum development, teacher education & change management. She has worked as a drama consultant for NSW Dept. of Ed & chaired NSW Creative Arts K-6 Syllabus Committee. Interests: innovative learning cultures; leadership capacity building; equity & inclusion in learning; global connections in learning; mindfulness, well-being & growth mindset in learning

Breakout session 5

Aligning ES1 to nature pedagogies – Ruth Garlick (P - 2)

This presentation highlights the need to create a continuity of learning for children from prior to school services to the more formal schooling of Kindergarten. It looks specifically at this through the lens of outdoor play and nature connections, aligning the pedagogy of nature with both the Early Years Learning Framework and the NSW English, Maths and Science Syllabus documents.

Ruth Garlick - Policy Officer Early Childhood, BOSTES Ruth Garlick has taken up the role of Policy Officer, Early Childhood with the Board of Studies. She holds a Bachelor of early childhood education, a Graduate Certificate in literacy support, and a Masters of Educational Leadership. Ruth has worked in early childhood for 30 years, including long day care and directing a preschool. She has Department of Education experience, working primarily in preschools attached to schools in the Western Sydney area and in early stage 1. Ruth has also been involved with Western Sydney University, working on early literacy projects and in lecturing roles. With the introduction of the Early Years Learning Framework, Ruth was employed as a Department of Education P-2 Initiatives Officer, where she primarily supported preschool staff, including teachers, support officers, principals and school executive through the National Quality Framework assessment and rating process, as well as early childhood initiatives within schools. She was awarded the NSW Premiers Teachers Scholarship in 2013 and travelled to the UK and Europe to investigate Forest Schools and preschools.

Differentiation in Maths – Carol Spencer & Helen Polios (K – 6)

Teachers at Whalan PS actively and knowledgably differentiate student learning across all aspects of Mathematics using research- and curriculum-based integrated concept sequences. This presentation will:

- provide participants with these innovative proven strategies to support them in differentiating Number concepts along integrated concept sequences, catering for the diversity of all of their students, those with giftedness, special needs, ATSI, socio-cultural backgrounds, EAL or others.

- deepen participants’ understanding of syllabus outcomes, develop in participants a deep understanding of the concept sequences, and the relationships between concepts

- allow participants to immediately and effectively differentiate learning in their own classrooms - demonstrate quality pedagogy of questioning to build meta-language and capacity to explain - deepen participants’ understanding and effective implementation of embedded formative assessment

strategies, allowing EVERY student to move forward in their learning as soon as they are ready - engage participants in investigations, differentiated along sequences of understanding, based on curriculum

and continuums - embed problem solving into lessons - use resources that are both targeted and easily accessible, including playing cards, small and large

connecting blocks and 10 frames, The presenters include an expert in the field of mathematics teaching, and teachers from Whalan Public School, both early career and later career.

Carol Spencer – Mathematics consultant & Helen Polios – Relieving Principal, Whalan Public School Carol Spencer has over 25 years successful experience as teacher and leader in schools in 3 countries (Australia, New Zealand and UK), is a writer and presenter of mathematics curriculum support material for Education Boards and Departments, and A Learning Place A Teaching Place, is an expert provider of research- and evidence-based mathematics professional learning in-class, in-school and out-of-school.

Helen Polios - has over the last 8 years developed a sustainable professional learning culture using a layered and multi-faceted approach across the school. Teacher professional learning includes the use of experts and provides time for teachers to gain point-of-need professional learning as well as opportunities to support deep knowledge of syllabus documents and classroom practice that is highly differentiated for learners.

Weaving threads of gold – writing – Elizabeth Chase (5 – 8)

The English Textual Concepts and Processes were devised as a partnership between the Department of Education and the English Teachers Association. They provide a foundation for teaching English in a richer way to support the English Syllabus in great depth. In addition, these concepts and processes provide a weave which can be used for programming for enrichment tasks for gifted students. This session will showcase highly engaging literature response tasks devised as enrichment tasks for students in upper primary and lower secondary. These tasks build upon the Concepts and Processes and demonstrate how they simplify and deepen programming for English because of their Syllabus links. Programming can be different now - the potential for our students is exciting because the Concepts and Processes weave together threads across the Syllabus to support creativity, reasoning, experimentation and reflection.

Elizabeth Chase – Instructional Leader, Blacktown West Public School Lizzie Chase has been an Instructional Leader at Blacktown West Public School in 2015-6. She has taught English at high school and has been a middle years Literacy Consultant. She enjoys writing English and enrichment resources. It is fun to teach using these resources and to adapt them, in collaboration with teachers. Her websites with free teaching resources can be viewed at www.pinterest.com/lizziemchase - MY TEACHER SITES.

FutureCasting: laying the groundwork for personalised learning – Angela Housand (K – 12)

When we consider gifted students’ interests, values, and needs while planning instruction, we engage these students in learning that is personally meaningful and aligned with their goals. FutureCasting, a digital portfolio framework, provides a bridge for students to communicate who they are, what they want to learn, and their future aspirations. With this knowledge, teachers can create instruction that is personalized for the student and reflects rigorous academic standards. Join us as we explore activities that can be implemented immediately and begin the work of helping students chart the course of their life!

Dr. Angela Housand - Associate Professor, University of North Carolina Wilmington Angela is an associate professor and the coordinator of the Academically and Intellectually Gifted graduate programs at the University of North Carolina Wilmington. Over the years, her work has been presented internationally and published in the Journal of Advanced Academics, Gifted Child Quarterly, High Ability Studies, and Gifted Education Communicator, just to name a few. As a former teacher, she brings an applied focus to her instructional programs for in-service and pre-service teachers. Her research tests the effectiveness of the FutureCasting® framework. In addition to teaching and research, Dr. Housand serves the National Association for Gifted Children in both elected and appointed positions. The goal of her work is to support teachers as they challenge gifted students to achieve their potential. For more information, go to http://www.angelahousand.com

Developing Growth Mindset in a gifted classroom through Learning Intentions and Success Criteria (LISC) – Michele Beach (K – 6)

This presentation will outline the learning progress of students in a Year 6 OC class over 2016. Student Voice is featured, with students creating a major part of the presentation; projecting their perspective. Their task was to create a product that informed educators about how they have transformed their learning in the Mathematical Olympiads (APSMO) through the use of LISC. Learning in the classroom is innovative, with students making informed choices regarding how and where they learn. Visible learning featured in their first year as a class (Year 5 2015), however, it was not until 2016 that students and their teacher understood themselves as learners. All schools in the Pemulwuy Learning Community have been implementing LISC in classrooms as part of a long term plan to create a growth mindset in the greater community. Students who created the products are: Aaryan, Aathan, Abinesh, Aditya, Anthony, Arroon, Arya, Asha, Ashvin, Bill, Bodhi, Cassandra, Etash, Henson, Hiya, Ian, Jessica, Joseph, Kaelan, Kaviya, Kovin, Nandini, Nihasan, Pragash, Sanctus, Shanu, Sivakaami, Siya, Skye and Vishesh.

Michele Beach – Assistant Principal, Greystanes Public School

Michele is currently Assistant Principal and OC class teacher at Greystanes Public School. She leads a dynamic Stage 3 team and the school’s Blended Learning, and Gifted and Talented teams. As part of the school’s executive team, Michele has built strong links within the Pemulwuy Learning Community of Schools, where innovation and collaboration are fostered and supported between schools. She was previously the Western Sydney Region’s Gifted and Talented Project Officer, working with both primary and secondary schools. A major project during her consultancy was Dreaming on the Riverfarm, in association with UWS Hawkesbury and a number of other consultants. In 2012, Michele co-organised the first Ignite the Spark (Gifted and Talented) conference with her line manager, Zdena Pethers. She is now on the organising committee for the current Ignite the Spark, Fuel the Fire conferences.

Aurora College: Collaboration is the key – Virginia Cluff (7 – 12)

The use of online teaching and learning platforms has transformed the way we design, deliver and provide feedback for our students. Are you interested in:

- spending less time in lesson preparation? - delivering more engaging content to your students? - having your students collaborate with each other in a safe online environment? - providing real time feedback to your students? - brainstorming and sharing ideas with your fellow teachers?

Come along and learn about the online platforms which make this possible!

Virginia Cluff – Head Teacher Science, Aurora College Based in Dunedoo NSW, Virginia teaches online at Aurora College, a virtual selective high school for rural and remote students in NSW, providing an opportunity for rural and remote students to study English, Maths and Science in a virtual setting. Virginia is the wife of a cattle farmer and has 3 children. She is a passionate teacher and has been teaching for the last 8 years. Prior to that she was a global pharmaceutical scientist in the USA and Australia. She loves the fact that her real-life scientific knowledge can be used daily to inspire and ignite passion in our future scientists in this virtual teaching environment.

Breakout session 6

Rich, engaging & active learning – Lynda Lovett & Ariana Abeni-Davis (K -6)

An outline of innovative differentiation and active, engaged learning (K-6) using 21st century skills occurring in our flexible learning environments.

Lynda Lovett & Ariana Abeni-Davis – Balmain Public School Lynda has been an OC teacher for over 24 years. She has completed postgraduate work at UNSW in gifted education, as well as a Masters degree in Educational Psychology. Lynda has designed and led many professional learning opportunities, delivered presentations at conferences and mentored teachers not only in the area of gifted education, but also in student engagement and developing an understanding of the needs of diverse students. Lynda has been involved in the planning and implementation of student enrichment programs across the Greater Sydney region. Ariana has qualifications and considerable expertise in early childhood years (birth to 12 years). She is a proponent of investigative learning, such as Self Organised Learning Environments (SOLE) and has completed training and successfully implemented play based learning in her ES1 Classes.

‘Elevate’ and high potential learner clusters – Meredith Tomkins & Janet Agostino (K- 6)

ELEVATE Project

In 2015 Our Lady of Good Counsel (OLGC) was one of 15 primary and secondary cross - sector schools chosen to participate in an AISNSW/Government funded project called ELEVATE. The purpose of the program is to ‘reshape schools to optimise the strengths of all learners’. The participating schools are being supported through an innovative process by the UK- based Innovation Unit aimed at lifting the learning outcomes for all high potential learners. OLGC has based their project on engaging the use of human and material resources in the wider community and incorporating futurist perspectives into existing inquiries, resulting in different ways of thinking. We have linked with a Software engineer and have introduced Virtual Reality into the school.

Cluster groupings

The cluster-grouping model was introduced to Our Lady of Good Counsel in a pilot project designed to address the needs of some identified gifted learners. The program was expanded and currently has cluster groups in Years 1-6. Cluster grouping was selected as a strategy as it is reported to “deliver a full-time cost-effective programme for gifted and talented students” if used in conjunction with differentiation, pull-out programmes and effective professional development (Biddock, 2009). We implement the program through the Diverse Learners team which is responsible for the needs of students who require differentiation due to learning support needs, ESL and gifted abilities. This model represents best practice in a mainstream setting and has relevance for school educators interested in meeting the needs of high-achieving gifted students. Meredith Tomkins - Principal, Our Lady of Good Counsel Catholic School, Forestville Meredith Tomkins has been a principal for 17 years in three primary schools in the Diocese of Broken Bay. She is currently the principal of Our Lady of Good Counsel Catholic Primary School in Forestville where Meredith has built a strong culture of optimism, creativity and positive relationships for students, teachers and the wider school community.

With her focus firmly on the future, Meredith is committed to providing dynamic and innovative learning opportunities for students and teachers that assist them to adapt and thrive in the increasingly globalised and

rapidly changing world. She has established a vibrant culture of inquiry in every school she has led and she is a strong advocate for re-imagining the role of teacher as a co-designer and co-learner inspiring learners to think beyond the existing educational paradigms.

Janet Agostino - Our Lady of Good Counsel Catholic School, Forestville Janet is an educator with over three decades of teaching experience across a range of settings, including special schools and mainstream primary and high schools. She holds a Bachelor of Education (Macquarie University), Graduate Diploma in Primary/Infants teaching (UNE), Graduate Diploma in Special Education (UTS), and a Master of Gifted Education from UNSW as well as a Fellowship in Classical Guitar performance. Janet is passionate about students achieving through systematic and structured teaching. She focuses on motivating students to understand how to learn efficiently and to set and achieve their goals. At Our Lady of Good Counsel school , she leads the ‘Diverse Learners’ team, working with students with learning support needs as well as gifted students and collaborating with teachers on curriculum differentiation, programming and resources. The school is considered a leader in pedagogy, engaging and challenging students through Inquiry-based learning.

Problem-based learning in the middle years – Robyn Lonergan (Years 5 – 8)

Problem-based learning (PBL) is becoming a more common teaching approach in secondary schools. This presentation examines the intended goal perspectives, significant concepts and key practices of PBL, and reports on a study of this teaching approach in middle schools. Ten Year 8 Science classes in two comprehensive public schools in urban Sydney completed a 3-week PBL unit. Level of capacities identified as significant to PBL goal achievement (knowledge, problem-solving skills, and self-regulation skills) were measured pre- and post-implementation, and results reported at the whole cohort, school and identified exceptional learner (higher ability, English language issues and learning difficulty) level. Findings are considered within the embedded context of learner communication and motivational issues. Implications for the higher ability learner within diverse classrooms using this teaching approach are discussed.

Robyn Lonergan – University of NSW Robyn Lonergan was a Science teacher for many years, and completed a MEd (gifted) under Emeritus Professor Miraca Gross. Her school experience includes three years setting up a gifted department in a large international school in Beijing. Most recently she worked part-time at UNSW School of Education, both tutoring and in Professional Experience, before commencing her PhD in 2014. Her research study examines the implementation of problem-based learning in diverse middle school science classrooms.

Mapping differentiation practices for the gifted in classrooms: using action research for multi-faceted purposes – Nicole Sabbadin (7 – 12)

Gifted students need learning to be pitched at a level which matches their cognitive abilities. However, how can teachers always determine if their lesson is pitched suitably? This presentation will detail one method I devised incorporating an action research cycle to measure challenge levels for gifted students through comparing teacher and student quantitative and qualitative data. The research was developed in response to my specific context. Working in a Sydney North Shore girls’ independent school, the students are often obliging, polite and quietly respectful, rarely voicing their opinion about the challenge level of lessons. In response, action research was trialled in my own classroom and, consequently, the data tools were refined. Under my guidance, the research was then implemented by teachers in various departments, where I compiled all data and reported back to the teachers involved to aid the action research cycle, a cycle which is continuing. I will share the purposes of the research,

which was multifaceted, my original and refined data tools, and some results of the research. The most significant purpose resulted in documentation of ways in which staff are challenging gifted, and interventions taking place due to the action research cycle, which will be shared. Additionally, specific information about individual gifted students was revealed, and some of this data was illuminating.

Nicole Sabbadin – Gifted and Talented co-ordinator, Loretto Kirribilli Nicole Sabbadin is Gifted and Talented Coordinator at Loreto Kirribilli, an independent Catholic girls' school. After graduating, Nicole worked in secondary schools in the United Kingdom, where her passion for gifted education was stimulated. Since returning to Australia in 2008, Nicole has worked at two additional girls’ schools, Pymble Ladies' College and Wenona School, teaching, managing and inspiring students in English literature, and she is dedicated to the education and empowerment of young women. Nicole received her Masters in Educational Psychology from the University of South Australia, and is currently studying a Masters of Education at UNSW, specialising in Gifted Education. She has published papers about target setting and reflection, and the Teaching for Understanding frameworks in MYSA, presented at a past ETA conference and developed a poster presentation for the 2016 AAEGT Conference.

Differentiation for innovation: scaffolding today’s student potential to become tomorrow’s self-regulated innovators – Susen Smith (K – 12)

Teachers apply myriads of strategies in different ways for meeting the diverse range of student needs in their classes every day. But, it is ‘how’ these strategies are woven into a coherent, consistent, and interrelated process that sustains differentiation for students’ learning needs. The Model of Dynamic Differentiation (MoDD) can be used to plan interrelated differentiated teaching strategies with engaging learning content, dynamic processes, and relevant products in varied learning environments. This presentation provides a link between teachers’ current practice and ways to add further innovative strategies to nurture students’ imagination, creativity, and innovative outcomes. Recognition of the characteristics necessary for talent development and the support needed to ensure the growth of innovative talent are the origins of the emergence of innovative potential. Characteristics, such as high intellect, healthy imagination, metacognition, creativity, and curiosity, may lead to students using their imagination creatively, thinking divergently, experimenting with novel ideas, taking risks, and real world problem-solving for evolving innovations. While gifted students can use their characteristics to produce imaginative ideas, they may need support to apply their creative ideas for innovative outcomes to ensue. Therefore, what can we do as educators to promote innovation within the talent development process to help nurture today’s potential to become tomorrow’s innovators? This session will explore interrelated differentiation strategies to scaffold innovative potential by providing real case studies of children as innovators and support teachers as innovative educators.

Dr. Susen Smith - GERRIC Snr Research Fellow, Snr Lecturer (Gifted & Special Ed), School of Education, UNSW Susen is GERRIC Senior Research Fellow and Senior Lecturer in Gifted & Special Education at the School of Education, UNSW. She has over three decades of leadership, teaching, and research experience from Pre K to Tertiary. Her specific research interests include dynamically differentiating curriculum and pedagogy for student diversity using integrated strategies within the Model of Dynamic Differentiation (MoDD), taxonomies and matrices for multi-disciplinary problem-based learning for student diversity in inclusive contexts, including students with giftedness, underachievement, twice- or multi-exceptionalities, and learning difficulties. She has been a visiting scholar at Columbia University, Hunter College CUNY, and the Hong Kong Institute of Education, has published in international journals, such as the Gifted Education International, Journal for the Education of the Gifted, and The

International Journal for Talent Development and Creativity. Susen has presented her work as an invited keynote speaker at Australian and international conferences. Making learning purposeful - Jim Hayden (K -12)

Challenge Based Learning (CBL) is an effective learning framework that empowers students and teachers to address local and global challenges. When coupled with iPad, CBL becomes a powerful way for learning to be deep, engaging, meaningful, and purposeful. CBL and iPad provides learners with a unique opportunity to combine STEM and humanities to make a real-world difference in their community. In this interactive workshop you will explore Challenge Based Learning and learn how you can introduce the process into your own classrooms.

Jim Hayden – Apple Education