Term 3 2020

Session 1 will begin

Wednesday Week 2 29/7/2020

Register here

Registered Courses

Speech Pathology Update

This new course is designed to develop teachers’ knowledge of practical classroom strategies that can best support students with speech disorders. Participants will explore how students’ capacity to communicate, through listening and speaking, can be improved through modification of classroom practice.

Standards Addressed: 1.1.2, 1.5.2, 1.6.2

Mind Matters - Be You (Online)

Mind Matters is a mental health initiative for secondary schools that aims to improve the mental health and well-being of young people. It is a PL course that functions as a ‘framework’ for schools, through providing structure, guidance and support while enabling schools to build their own mental health strategy to suit their unique circumstances. In this course, participants will complete online PL modules to improve their knowledge of tools and resources that can promote positive mental health in school. See https://www.mindmatters.edu.au/ for more information.

CESE: Cognitive Load Theory & Effective Practices in High Growth Schools (5.5 hours reg- Online) JCL

This course allows educators to engage with contemporary literature on cognitive load theory - how the human brain learns and stores knowledge. Participants will be asked to connect their understanding of the research to their own practice.

This course allows educators to engage with research on practices identified as effective in high value-add schools, and connect this research to their own context.

It will also focus on ‘How schools can improve literacy and numeracy performance’ – educators will examine contemporary literature to develop best practice in these areas.

For more information visit: https://www.cese.nsw.gov.au/professional-learning

Standards addressed: 6.2.2

CESE Assessment and Feedback (Online)

In this course, participants will complete two Centre for Education Statistics and Evaluation (CESE) courses which focus on improving student achievement. They will engage in collegial discussion about how to improve student results at CHS.

This course involves connecting educational theory and research with your own context. Sessions will include:

'Effective assessment'- Effective assessment is known to support school improvement and enhance the learning outcomes of our students.

'Effective feedback'-Effective feedback is one quality teaching practice that is known to support school improvement and enhance the learning outcomes of our students.

'Use of data to inform practice'- Use of data to inform practice is one quality teaching practice that is known to support school improvement and enhance the learning outcomes of our students.

Standard addressed: 6.2.2

CESE Wellbeing and Achievement (Online)

In this course, participants will complete two Centre for Education Statistics and Evaluation (CESE) courses which focus on student wellbeing. They will engage in collegial discussion about how student wellbeing can be supported at CHS. This course allows educators to engage with contemporary literature on student wellbeing and connect it to their own practice. The course will cover the following:

'Student wellbeing'- Wellbeing is one quality teaching practice that is known to support school improvement and enhance the learning outcomes of our students. It will focus on the themes of wellbeing, engagement, social and emotional learning.

'Classroom management'- Classroom management is one quality teaching practice that is known to support school improvement and enhance the learning outcomes of our students

Standard addressed: 6.2.2

Classroom Management Boot Camp

In this course, teachers will learn about a theoretical and practical approach to classroom management. The course will focus on 3 different approaches to behaviour management and how it will look in the classroom. Teachers will apply the theories to case studies and discuss the effectiveness and limitations to the different approaches. By the conclusion of the course, teachers will gain a greater understanding of the variety of strategies available and possibly adopt elements of a strategy or adapt to their own methods to create a more effective learning environment.

Standards addressed: 4.2.2, 6.2.2

STARS - 2:25 - 3:25 PM each session to meet the 5 hours course requirements.

S.T.A.R.S. in Schools: supporting students from refugee backgrounds – this 5 hour registered professional learning course helps schools to support the successful resettlement of refugee students, to promote effective teaching and learning and to assist school staff in responding with sensitivity and awareness to behavioural issues that may arise for refugee students. It is based on the STARS framework, developed by UNICEF. STARS stands for Safety, Trust, Attachment, Responsibility and Skills.

Standards addressed: 4.4.2, 6.2.2, 6.3.2

Teacher Identified Courses

Supporting Support Students -

This course is designed to guide teachers in supporting students who require additional support. Participants will explore the challenges that students face, learn how to recognise and support behaviours in the classroom, and improve their capacity to differentiate to cater for students’ unique learning needs.

Standards addressed: 1.1.2, 1.5.2, 1.6.2, 6.3.2

Teacher’s Tacklebox: Engaging them hook, line and sinker! -

In this course, teachers will build their capacity to differentiate existing teaching programs to cater for the needs of diverse learners at Cabramatta High School.

Using research based methodology by Ralph Pirozzo, teachers across subjects will be provided with tools and methods of differentiating teaching and learning.

Teachers will be provided with models and strategies for implementation.
Teachers will be able to adapt the resources provided to create their own differentiated programs for classroom use.
At the conclusion of the course, teachers will evaluate the effectiveness of these programs for classroom use.

As a result, teachers will build their capacity to engage learners across stages 4-6. By producing differentiated learning opportunities, teachers will provide educational equity and improve the educational outcomes for students at Cabramatta High School.

Standards addressed: 1.1.2, 1.3.2, 1.5.2, 2.5.2

Dive into data -

This is a course designed to support teachers in navigating SCOUT, the DoE’s new platform for data and analysis. Teachers will be supported in accessing student NAPLAN data, analysing the data and producing reports to assist with monitoring student performance at CHS.

Standards addressed: 5.4.2

Leadership Essentials -

This course is an opportunity for teachers to discuss the roles and responsibilities for a second in charge of a faculty or a person wanting to have greater responsibility within a faculty. Teachers will be provided with support, information and networking opportunities. Definitely good for 2ICs.

Standards addressed: 6.1.2, 6.2.2, 7.4.2

EVERY STUDENT IS KNOWN, VALUED AND CARED FOR IN OUR SCHOOL -

Take a step in the shoes of our students and follow their journey through their eyes. Know how they face each day, what they value and how best we can care for their needs. A walk on the other side isn’t as green as we think!

This course addresses the DoE policy Every Student is Known, Valued and Cared For in Our Schools. This policy and its understanding is a critical step to addressing and supporting student well-being.

Standards addressed: 1.1.2, 1.22, 1.3.2 , 4.1.2, ,4.3.2, 4.4.2, 3.12, 3.5.2, 3.7.2 , 5.1.2

Reading Between the Lines (Mandatory for all current literacy teachers) -

Confused about literacy data?

Not sure where your class stands with their literacy skills?

Would you like more access to resources and activities for your class?

This course is designed for current literacy teachers as well as those who are looking to teach literacy in the future. You will have the opportunity to analyse your class data, see where the class fits in relation to the literacy progressions, and learn how we can apply relevant resources to further develop students’ skills and understanding to improve their literacy.

Standards addressed: 1.1.2, 1.2.2, 1.5.2, 2.1.2, 2.2.2, 2.5.2, 3.1.2, 3.2.2, 3.4.2, 3.6.2, 5.4.2, 6.2.2, 6.3.2, 6.4.2

Youth Mental Health First Aid Awareness and Intervention -

Staff to gain knowledge and skills to provide better initial support to someone who is developing a mental health problem, has a worsening of an existing mental health problem or is in a mental health crisis.

1. Introduction to Mental Health Problems and Mental Health First Aid

Mental Health Problems on Australian Youth

Adolescent Development

Mental Health First Aid and Young People

2. First Aid for Depression in Young People

What, Risk factors, Interventions, Importance of interventions, Mental Health First Aid Action Plan, Helpful resources

3. First Aid for Anxiety Problems in Young People

What, Risk factors, Interventions, Importance of interventions, Mental Health First Aid Action Plan, Helpful resources

4. Eating Disorder, Psychosis, Substance Use Problems in Young People

What, Risk factors, Interventions, Importance of interventions, Mental Health First Aid Action Plan, Helpful resources

5. First Aid for Mental Health Crises

First Aid for suicidal thoughts and behaviours, non-suicidal self-injury, panic attacks, adults affected by traumatic event, severe psychotic states, severe effects from alcohol or drug use and aggressive behaviours

Standards addressed: 4.3.2, 4.4.2

Casual Teachers

These sessions are designed to support the development of casual teachers at CHS. Enrol through MyPL for each session you attend.

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