In 2016 WestWords is partnering with Western Sydney University to deliver professional learning development opportunities to teachers through their “Education Knowledge Network” scheme.
The Education Knowledge Network (EKN) at Western Sydney University offers a wide range of high quality professional learning opportunities to assist teachers in adapting to the challenges they face in improving student learning, engagement and wellbeing. Courses focus on new and emerging practices and the theories that underpin them to promote innovation in teaching practice and are designed to bring teachers together with the opportunity to network and learn about initiatives in education. A full program of courses has been developed with input from teachers, schools, DET and CEO and University advisors. These courses have been designed to support teachers in their professional development and learning in a practical, stimulating and pertinent way.
Courses are offered for early childhood, primary and secondary teachers. The Education Knowledge Network is an endorsed provider of professional development for the maintenance of accreditation and all primary and secondary courses are accredited at the Proficient level with the Board of Studies, Teaching and Educational Standards (BOSTES).
For more details visit:https://www.westernsydney.edu.au/soe/education/courses/ekn/courses/the_creative_riddle
Please email R.Kershaw@westernsydney.edu.au or phone 4736 0732
Also on our radar, the English Teachers Association NSW is bringing a very important event to Western Sydney teachers:
Teaching English through concepts
When: 9.00 am- 3.30 pm March 10th, 2016
Where: Rooty Hill RSL
Cost: Members: $175 (incl GST) Non members $210 (incl GST and Associate Membership of the English Teacher’s Association NSW)
Associate Membership for primary teachers provides access to all online materials at www.englishteacher.com.au, webinars and English teacher conferences.
This professional learning activity will bring to life creative and dynamic learning pathways for the primary classroom. Based on engaging texts and practical classroom strategies, this course introduces textual concepts that lie at the heart of English.
Throughout the day you will be introduced to a framework that systematically maps the processes and textual concepts that underpin a student-centred approach to English teaching. Explicit teaching of these concepts and processes will help your students to respond to and compose texts of increasing complexity. Students will develop greater specificity, clarity and confidence.
Throughout each session specific teaching strategies and a range of texts will be provided to demonstrate how these processes and concepts can enrich learning experiences for students.
Participants will need to bring along a text that they can use as a focus text for the day. This could be a picture book, poem, YouTube clip, advertisement, short film or novel – whatever you might be using with your class this year.
Presenters: Catherine Thomson, Ann Small et al.
9.05 – 10.30 Textual Concepts in English at work
This session introduces two key components of English Textual Concepts by contextualising them in a learning pathway based on a familiar text, Nadia Wheatley’s My Place. This session will include a variety of learning and assessment experiences and suggestions for related texts.
10.30 – 10.50 Morning tea
10.50 – 12-00 Exploring processes
In this session the developmental distinctions between the processes will be examined. Focusing on the concept of connotation, imagery and symbol, participants will develop key questions and teaching activities that demonstrate these distinctions.
12.00– 12.05 Transition
12.05 – 1.15 Exploring concepts
In this session participants will deepen their understanding of what each concept entails. Using a variety of short texts, participants will examine how specific concepts are realised in texts and develop a classroom learning activity for a specific concept.
1.15 – 2.00 Lunch
2.00 – 3.15 So, how does this work in a specific text?
Focusing on their chosen text, in this session participants will develop a sequence of lesson activities for a specific stage or year. Participants will select some concepts and processes to be taught, create a teaching activity and develop focus questions for classroom use.
3.15 Close and evaluation
For more details contact firstname.lastname@example.org