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On Demand

Video on demand (VOD) is a system which allows users to select and watch/listen to video content whenever they choose, 
rather than at a scheduled broadcast time. 

We record all our live presentations and then make them available for you to access in our Our ON DEMAND system.

The ON DEMAND catalogue allows you to access Professional Development sessions with past presenters at a time of your choosing whilst also obtaining certificates of completion for your VIT Registration Requirements.

The following is a list of on-demand courses that you are able to view for FREE!

The courses have been divided into 3 categories (click on the titles to skip to those collections):

                          1. The 2018 Collection

                          2. The 2019 Collection

                          3. The 2020 Collection

The 2018 & 2019 Collections can be accessed at any time from now. The 2020 Collections will become available after the live courses have run. If you would like to attend one of the Live Webinar sessions from the 2020 Collection, please CLICK HERE to be redirected to the Live Training registration page. 

Once you have watched a recorded session, please come back to this page and click the “CLICK HERE to apply for your certificate” button that is located with each course. This button will navigate you to a form that you can fill out to apply for your certificate of completion. Once this has been completed, the TLN staff will process the application and will issue your certificate. 

If you have any questions or queries regarding certificates please contact the TLN at admin@tln.org.au

To watch these recordings you will need download the FREE Adobe Connect program to your computer. You can access the link to download the Adobe Connect Program for free by CLICKING HERE

The 2018 Collection

OD1 – CREATING A SCHOOL COMMUNITY THAT CELEBRATES CULTURAL DIVERSITY

Course Length: 1 Hour

Learning Intention: To explore strategies that encourage celebration of the cultural backgrounds of the wider school community

Course Description

Schools are hubs of the community as they are one of the only places people from all different backgrounds come together for a common purpose. While this can sometimes cause tensions teachers are quite good at putting structures in place that encourage participation and co-operation. This course will look at effective ways to celebrate cultural diversity within the wider school community and how to increase the engagement levels of families and students in a collaborative and understanding manner.

Standards Addressed

  • 1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

  • 3.7.2 Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

Course Length: 1 Hour

Learning Intention: To identify how an after school study program can be setup and implemented.

Course Description

Teachers are quite capable of assessing student need and tailoring learning programs and materials to suit. Time always plays an issue in being able to provide the explicit attention to support students who need a bit extra. This course will explore how an after school study program can be setup and the decision making that goes along with ensuring it can run effectively and benefit students.

Standards Addressed

  • 2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

  • 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

OD3 – EXTENDING THE LEARNING BEYOND THE CLASSROOM FOR DISADVANTAGED OR LOW SES STUDENTS AND FAMILIES

Course Length: 1 Hour

Learning Intention: To identify how an after school study program can be setup and implemented.

Course Description

Teachers are great at identifying student needs and catering for that in the classroom. To see real change in student ability, particularly students who are struggling, requires the learning to continue beyond the classroom. This course will look at strategies to support students and their families to reinforce the learning undertaken at school and to implement change for the benefit of these students.

Standards Addressed

  • 2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

  • 3.7.2 Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing

 

OD4 – SEEKING AND IMPLEMENTING INPUT FROM KOORIE COMMUNITIES IN YOUR SCHOOL

Course Length: 1 Hour

Learning Intention: Explore strategies to engage with and encourage participation of indigenous members of the school community.

Course Description

Teachers are often quite good at trying to incorporate the interests and understanding of students in the class. However looking at ways to be inclusive of indigenous students at a whole school level can become more challenging. This course will look at strategies to seek input from the local indigenous population and implement real change in the way schools engage all students in a collaborative and understanding way.

 

Standards Addressed

  • 1.4.2 Design and implement effective teaching strategies that are responsive to the local community and cultural setting, linguistic background and histories of Aboriginal and Torres Strait Islander students.

  • 2.4.2 Provide opportunities for students to develop understanding of and respect for Aboriginal and Torres Strait Islander histories, cultures and languages.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing

 

OD5 – EAL FOR REFUGEE STUDENTS – EXTENDING THE LEARNING BEYOND THE CLASSROOM

Course Length: 1 Hour

Learning Intention: To identify ways to extend learning activities beyond the classroom environment for EAL and refugee students.

Course Description

Students with English as an Additional Language (EAL) often have specific educational needs particularly those who have arrived as refugees. Intergrating students into the wider school community can present an number of challenges. This session will emphasise the importance of understanding the prior-educational experiences of these students and will present practical ideas and evidence-based tools to help assist these students and support them beyond the immediate classroom environment.

Standards Addressed

  • 2.2.2 Organise content into coherent, well-sequenced learning and teaching programs.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

Course Length: 1 Hour

Learning Intention: Gain an understanding of Middle-Eastern Christianity and the cultural issues students may face.

Course Description

Leaders, teachers and Education Support Staff are constantly faced with complex issues which are based on cultural differences. Creating inclusive environments is essential to promoting good teaching and learning practices. This is a session for those who are seeking a better understanding of the cultural background of Middle-Eastern Christian students and strategies to create a environment that encourages co-operation amongst the wider school community.

Standards Addressed

  • 1.1.2 Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

  • 1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

  • 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

Course Length: 1 Hour

Learning Intention: To identify strategies to support and build resilience in students.

Course Description

Being able to cope with difficult situations, be it with other students or with traumatic events outside of the classroom, can be difficult to handle. Having problems like this or experiencing bullying behaviour can wear down a students ability to cope with social pressures. This course will look at strategies to help identify problems and develop ways to encourage resilience and coping mechanisms to enable to students to address and resolve the issues they face.

Standards Addressed

  • 4.4.2 Ensure students’ wellbeing and safety within school by implementing school and/ or system, curriculum and legislative requirements.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

OD8 – DISLOCATED STUDENTS: ORIENTATION TO VICTORIAN EDUCATION FOR NEW ARRIVALS

Course Length: 1 Hour

Learning Intention: To identify strategies to make the Victorian education system inclusive for new arrivals.

Course Description

Starting at a new school is never easy for a student, particularly one who has just arrived from a different place due to undesirable circumstances. This difficulty can be compounded by differences in language. This course will look at how to integrate new arrivals into the Victorian education system in a supportive and productive way.

Standards Addressed

  • 3.1.2 Set explicit, challenging and achievable learning goals for all students.

  • 3.2.2 Plan and implement well-structured learning and teaching programs or lesson sequences that engage students and promote learning.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

OD9 – SOURCING LEARNING RESOURCES FOR DISADVANTAGED STUDENTS

Course Length: 1 Hour

Learning Intention: To explore strategies to find and develop resources to assist disadvantaged students.

Course Description

It is well documented that students who are struggling with their education often require extra resourcing and support. This course will identify strategies to provide extra support for disadvantaged students through increased access to learning resources and how to find and use resources to increase their engagement levels.

Standards Addressed

  • 3.4.2 Select and/or create and use a range of resources, including ICT, to engage students in their learning.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

Course Length: 1 Hour

Learning Intention: To explore strategies to develop and implement reading programs beyond the classroom.

Course Description

Reading for pleasure can open a world of understanding and imagination. Reading in class can teach essential skills but continuing to read outside of the classroom can consolidate the learning. This course will explore how to setup a reading program that will support and encourage students to read outside of the classroom environment.

 

Standards Addressed

  • 2.5.2 Apply knowledge and understanding of effective teaching strategies to support students’ literacy and numeracy achievement.

  • 3.7.2 Plan for appropriate and contextually relevant opportunities for parents/ carers to be involved in their children’s learning.

  • 7.3.2 Establish and maintain respectful collaborative relationships with parents/ carers regarding their children’s learning and wellbeing.

OD11 – UNDERSTANDING DIFFERENT PRACTICES OF JUDAISM

Course Length: 1 Hour

Learning Intention: Gain an understanding of Judaism and the cultural issues students may face.

Course Description

Leaders, teachers and Education Support Staff are constantly faced with complex issues which are based on cultural differences. Creating inclusive environments is essential to promoting good teaching and learning practices. This is a session for those who are seeking a better understanding of the cultural background of Jewish students and strategies to create a environment that encourages co-operation amongst the wider school community. 

Standards Addressed

  • 1.1.2 Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

  • 1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

  • 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

Course Length: 1 Hour

Learning Intention: Gain an understanding of Hinduism and the cultural issues students may face.

Course Description

 

Leaders, teachers and Education Support Staff are constantly faced with complex issues which are based on cultural differences. Creating inclusive environments is essential to promoting good teaching and learning practices. This is a session for those who are seeking a better understanding of the cultural background of Hindu students and strategies to create a environment that encourages co-operation amongst the wider school community.

Standards Addressed

  • 1.1.2 Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning. 

  • 1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

  • 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

Course Length: 1 Hour

Learning Intention: Gain an understanding of Sikhism and the cultural issues students may face.

Course Description

Leaders, teachers and Education Support Staff are constantly faced with complex issues which are based on cultural differences. Creating inclusive environments is essential to promoting good teaching and learning practices. This is a session for those who are seeking a better understanding of the cultural background of Sikh students and strategies to create a environment that encourages co-operation amongst the wider school community.

Standards Addressed

  • 1.1.2 Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

  • 1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

  • 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

OD14 – UNDERSTANDING DIFFERENT PRACTICES OF BUDDHISM

Course Length: 1 Hour

Learning Intention: Gain an understanding of Sikhism and the cultural issues students may face.

Course Description

Leaders, teachers and Education Support Staff are constantly faced with complex issues which are based on cultural differences. Creating inclusive environments is essential to promoting good teaching and learning practices. This is a session for those who are seeking a better understanding of the cultural background of Sikh students and strategies to create a environment that encourages co-operation amongst the wider school community.

Standards Addressed

  • 1.1.2 Use teaching strategies based on knowledge of students’ physical, social and intellectual development and characteristics to improve student learning.

  • 1.3.2 Design and implement teaching strategies that are responsive to the learning strengths and needs of students from diverse linguistic, cultural, religious and socio-economic backgrounds.

  • 4.1.2 Establish and implement inclusive and positive interactions to engage and support all students in classroom activities.

OD15 – CONNECTING WITH CLASSROOMS ACROSS THE GLOBE

Course Length: 1 Hour

Learning Intention: To identify strategies to building links with other classrooms from school around the world and integrate this into the curriculum.

Course Description

 

Technology has increased opportunities for teachers and students to access real time information about communities and places around the world. Incorporating this into the learning program can be a great benefit to students. This course will look at how a class can make links with other classes around the world and how this can be integrated into the classroom curriculum

Standards Addressed

  • 2.6.2 Use effective teaching strategies to integrate ICT into learning and teaching programs to make selected content relevant and meaningful.

  • 3.3.2 Select and use relevant teaching strategies to develop knowledge, skills, problem-solving, and critical and creative thinking.

The 2019 Collection

OD16 – WORKING WITH STUDENTS WITH DYSLEXIA – UNDERSTANDING THE CONDITION

Course Length: 1 Hour

Learning Intention: To identify strategies to building links with other classrooms from school around the world and integrate this into the curriculum.

Course Description

Engaging with the curriculum can be difficult for a student when they experience challenges with literacy and numeracy skills. For students with dyslexia this is not something that is addressed by simply doing more work. Teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia.  This session will focus on strategies that a teacher can use to create that positive learning environment.

Standards Addressed
 
  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities
  • 4.1.2 Support student participation

OD17 – WORKING WITH EAL STUDENTS – WORKING WITH FAMILIES

Course Length: 1 Hour

Learning Intention: To identify different ways that a teacher can set up programs to help engage students’ in a way that encourages family involvement with practical ideas and activities.

Course Description

Students with English as an Additional Language (EAL) often have specific educational needs which can extend on to the whole family. Parents who speak and read English as an additional language or dialect themselves often want to support their children at school but are unsure how to do so. This session looks at different ways that a teacher can set up programs to help engage students’ in a way that encourages family involvement with practical ideas and activities.

Standards Addressed
 
  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
  • 3.7.2 Engage parents/carers in the educative process

OD18 – WORKING WITH STUDENTS WITH DYSLEXIA – RESPONDING EFFECTIVELY IN THE CLASSROOM

Course Length: 1 Hour

Learning Intention: To explain the condition of dyslexia and explore how the condition impacts on learning and ability to manage the typical classroom.

Course Description

There is an increasing awareness of the number of students who experience dyslexia. In this session the presenter will explain the condition of dyslexia and explore how the condition impacts on learning and ability to manage the typical classroom. The focus of the session is on the condition and the student.

Standards Addressed

 

  • 1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

  • 1.6.2 Strategies to support full participation of students with disability

  • 4.1.2 Support student participation

OD19 – WORKING WITH STUDENTS WHO HAVE EXPERIENCED TRAUMA

Course Length: 1 Hour

Learning Intention: To understand the different types of trauma experienced by students and to learn new strategies that will help manage the behaviours that result.

Course Description

Trauma can manifest in unexpected ways. Supporting students who have experienced trauma requires special attention to approach the situation appropriately. This session will focus on supporting teachers to understand the different types of trauma experienced by students and to learn new strategies that will help manage the behaviours that result.

Standards Addressed
 
  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 4.1.2 Support student participation
  • 4.4.2 Maintain student safety

OD20 – WORKING WITH EAL STUDENTS – USING STUDENT PRIOR KNOWLEDGE

Course Length: 1 Hour

Learning Intention: To understand the importance of understanding the prior-educational experiences of these students and will present practical ideas and evidence-based tools to help assist these students and include them in whole class activities.

Course Description

Students with English as an Additional Language (EAL) often have specific educational needs and teachers are faced with the challenge of providing extra assistance to them while still teaching the rest of the class. This is often achieved by either providing alternative work or modifying activities for these students. This session will emphasise the importance of understanding the prior-educational experiences of these students and will present practical ideas and evidence-based tools to help assist these students and include them in whole class activities.

Standards Addressed

  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 1.3.2 Students with diverse linguistic, cultural, religious and socioeconomic backgrounds
  • 1.5.2 Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD21 – WORKING AS A LEARNING SUPPORT OFFICER – DEVELOPING A TOOLKIT OF RESOURCES

Course Length: 1 Hour

Learning Intention: To understand the resources that the presenter, an experienced Additional Needs Coordinator and author of Right to Learn, and her team have developed to support student learning.

Course Description

Learning Support Officers (integration aide, additional needs aide) have a challenging and important role in the contemporary classroom. Many teachers will rely on Learning Support Officers to use their knowledge, experience and resources to support students to achieve the intended learning outcomes. As a Learning Support Officer, you can develop a suite of resources that are readily transferable to different ages, learning needs and environments. In this session the presenter, an experienced Additional Needs Coordinator and author of Right to Learn, will explain the resources that her team has developed to support student learning.

ESS Course

OD22 – INCORPORATING ABORIGINAL PERSPECTIVES, KNOWLEDGE & CONTENT

Course Length: 1 Hour

Learning Intention: To explore how to integrate aboriginal perspectives, knowledge and culture into your daily teaching practice.

Course Description

The aboriginal people have been the custodians of this land for over 50,000 years and have a strong ongoing presence in the community. Teachers have a responsibility to integrate aboriginal perspectives, knowledge and culture into their daily teaching. However, many teachers have little background in how to do this sensitively and in accordance with local aboriginal protocols. This session is a starting point for teachers to start their own knowledge journey and improve their practice.

Standards Addressed

  • 1.4.2 Strategies for teaching Aboriginal and Torres Strait Islander students
  • 2.4.2 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

OD23 – WORKING WITH ASD STUDENTS: TEACHING SOCIAL & EMOTIONAL SKILLS

Course Length: 1 Hour

Learning Intention: To explore approaches to teaching social and emotional skills for students with ASD that will benefit them as well as all students in the class.

Course Description

We have high expectations of student behaviour. Many students will know intuitively how to behave appropriately, however students with Autism Spectrum Disorder typically don’t learn these things as easily as others. Behavioural expectations should  be explicitly taught and practiced as a class.  We often assume behavioural errors to be deliberate. But students with ASD may simply not have been taught what is expected, and have not had the appropriate reinforcement for ‘getting it right’. This session will outline approaches to teaching social and emotional skills for students with ASD that will benefit them as well as all students in the class.

Standards Addressed

  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 1.6.2 Strategies to support full participation of students with disabilities
  • 4.1.2 Support student participation

OD24 – EDUCATION SUPPORT STAFF: WORKING WITH EAL STUDENTS

Course Length: 1 Hour

Learning Intention: To explore importance of understanding the prior-educational experiences of these students and will present practical ideas and evidence-based tools to help assist these students.

Course Description

Students with English as an Additional Language (EAL) often have specific educational needs. Education Support Staff are faced with the challenge of providing assistance to them while  completing class work or modifying activities for these students. This session will emphasise
the importance of understanding the prior-educational experiences of these students and will present practical ideas and evidence-based tools to help assist these students.

ESS Course

 

OD25 – EDUCATION SUPPORT STAFF: WORKING WITH STUDENTS WITH ASD

Course Length: 1 Hour

Learning Intention: To explore practical ideas and strategies that school support staff can implement in the classroom in partnership with teaching staff to support students in the classroom, working one on one or in small groups.

Course Description

Students with Autism Spectrum Disorder (ASD) may experience difficulty when planning, preparing for, getting started and completing work tasks. Students will benefit from explicit instruction on how to approach work tasks.  For a student with ASD, this may provide vital
pieces to the confusing puzzle that is school. This session will outline practical ideas and strategies that school support staff can implement in the classroom in partnership with teaching staff to support students in the classroom, working one on one or in small groups. While the focus will be predominantly on classroom interactions, the information will also be useful for school support staff who interact with students outside of the classroom e.g. library, administration.

ESS Course

OD26 – EDUCATION SUPPORT STAFF: WORKING WITH STUDENTS WITH DYSLEXIA

Course Length: 1 Hour

Learning Intention: To explore strategies that can be used by school support staff when communicating with students who experience dyslexia.

Course Description

 

School support staff are being asked to work with an increasing number of students who experience dyslexia. In this session the presenter will briefly explain the condition of dyslexia and how the condition impacts on students learning and ability to manage the typical classroom. The session will then focus on strategies that can be used by school support staff when communicating with students who experience dyslexia. While the focus will be predominantly on classroom interactions, the information will also be useful for school support staff who interact with students outside of the classroom e.g. library, administration.

ESS Course

OD27 – EDUCATION SUPPORT STAFF: DEVELOPING CLASSROOM COMMUNICATION SKILLS

Course Length: 1 Hour

Learning Intention: To explore typical classroom communication skills such as: issuing a set of instructions to a group; non-verbal communication strategies; and various types of written communication that are typically used in the classroom.

Course Description

Classrooms have particular forms of interaction and communication. It is helpful for school support staff working directly with students in the classroom (such as learning support officers or integration aides) to be skilled in classroom communication. This helps them appreciate the instructional practice of the teacher and improve their own communication with students. In this session the presenter will outline typical classroom communication skills such as: issuing a set of instructions to a group; non-verbal communication strategies; and various types of written communication that are typically used in the classroom.

ESS Course

OD28 – WORKING WITH STUDENTS WITH ASD: BUILDING ON FIXED INTERESTS

Course Length: 1 Hour

Learning Intention: To explore how to build on a student’s fixed interests to broaden their learning, and use that fixed interest to promote new learning for other students in the class.

Course Description

One of the characteristics of students with ASD is a focus on fixed interests. This manifests as an intense focus on a narrow topic. For a student with ASD it can be understood as finding familiar territory in an unpredictable world. As teachers we have a challenge to broaden the student’s world to incorporate learning across many topics, concepts and dimensions. In this session the presenter will focus on how to build on a student’s fixed interests to broaden their learning, and use that fixed interest to promote new learning for other students in the class.

Standards Addressed

  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 1.6.2 Strategies to support full participation of students with disabilities
  • 4.1.2 Support student participation

Course Length: 1 Hour

Learning Intention: To explore  instructional practice framework to meet the needs of students with ADHD while still accommodating the learning needs of all students in the classroom.

Course Description

Attention deficit hyperactivity disorder (ADHD) makes it difficult for people to inhibit their responses in everything from movement to speech to attentiveness. In this session the presenter will explore the condition and how it manifests in the classroom. The presenter will outline an instructional practice framework to meet the needs of students with ADHD while still accommodating the learning needs of all students in the classroom.

Standards Addressed

  • 1.1.2 Physical, social and intellectual development and characteristics of students
  • 1.6.2 Strategies to support full participation of students with disabilities
  • 4.1.2 Support student participation

The 2020 Collection

Course Length: 1 Hour

Learning Intention: To discuss the key concepts behind colonisation and explore ways in which you can discuss and address this with the students/children in your group

Course Description 

There has been a vigorous debate around Australia Day and what this means with regards to Australian identity. In this session the presenter will explore the concept of colonisation in Australia and the impact that has had on who we are as a nation. The presenter will discuss the key concepts behind colonisation and explore ways in which you can discuss and address this with the students/children in your group

Standards Addressed

  • 2.2.2 – Content selection and organisation

  • 2.4.2 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

OD31 – STUDENT VOICE AND AGENCY: BUILDING TEACHER AND STUDENT CONNECTIONS

Course Length: 1 Hour

Learning Intention: To explore techniques to use student agency to give students control over their own learning, creating independent and self-regulating learners

Course Description 

Contemporary schools and early childhood services encourage students and children to share their voice. The research demonstrates that enabling student voice creates better connections with teachers and adults, and can strengthen and support student learning outcomes. This session will explore strategies to promote student voice that strengthen the teacher and student/child relationship. The session will also outline techniques to use student agency to give students control over their own learning, creating independent and self-regulating learners. 

Standards Addressed

  • 2.1.2 – Content and teaching strategies of the teaching area
  • 4.1.2 – Support student participation

OD32 – TRAUMA AWARE TEACHING: THE BERRY STREET EDUCATION MODEL

Course Length: 1 Hour

Learning Intention: To explore techniques to use student agency to give students control over their own learning, creating independent and self-regulating learners

Course Description 

Trauma can play a major role in changing the ways in which students engage with learning, their peers and their teachers.  With an increase in the number of students in our classrooms experiencing trauma, it is important that teachers have the knowledge and skills to support these students/children and to respond to their learning needs. Berry Street Education have developed a model to support education communities to develop trauma-aware teaching practices. In this session, the presenter will explore the model and discuss its application for teachers. The content of this session builds on TLN Journal Vol. 26 No. 2 Trauma Aware Teaching.

Standards Addressed

  • 1.5.2 – Physical, social and intellectual development and characteristics of students

  • 4.3.2 – Manage challenging behaviour

OD33 – STUDENTS WITH ADDITIONAL LEARNING NEEDS: UNDERSTANDING DYSLEXIA

Course Length: 1 Hour

Learning Intention: To unpack the condition of dyslexia. This session will also directly link to SETLN2026 which will explore ways to engage students with dyslexia.

Course Description 

Students and children with dyslexia are members of almost every group of students/children. As a teacher it is helpful to understand the characteristics of dyslexia and how it manifests in the classroom or the group. This session will unpack the condition of dyslexia. This session will also directly link to SETLN2026 which will explore ways to engage students with dyslexia.

Standards Addressed

  • 1.1.2 – Physical, social and intellectual development and characteristics of students

  • 1.2.2 – Understand how students learn

OD34 – EAL/D IN THE MAINSTREAM: STRATEGIES FOR SUCCESS

Course Length: 1 Hour

Learning Intention: To explore teaching strategies that have been successful with students across all levels in the education community.

Course Description 

Students with English as an Additional Language or Dialect (EAL/D) are now part of the fabric of most classes. In this session the presenter will explore teaching strategies that have been successful with students across all levels in the education community.  This session is for teachers who have no formal training in working with EAL students.

Standards Addressed

  • 1.1.2 – Physical, social and intellectual development and characteristics of students

  • 1.2.2 – Understand how students learn

OD35 – TRAUMA AWARE TEACHING AT OUR SCHOOL: A PANEL DISCUSSION

Course Length: 1 Hour

Learning Intention: To discuss the challenges and rewards that have come with educating teachers and staff about these new practices.

Course Description 

Trauma-aware teaching is growing across the education community. Teachers are increasingly aware that there are new approaches being developed to identify and support students who have experienced trauma. In this session, TLN has gathered together  teachers who have implemented trauma-aware teaching in their workplace. The panellists will discuss the challenges and rewards that have come with educating teachers and staff about these new practices. The content of this session builds on TLN Journal Vol. 26 No. 2 Trauma Aware Teaching.

Standards Addressed

  • 4.3.2 – Manage challenging behaviour

  • 1.5.2 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD36 – STUDENTS WITH ADDITIONAL LEARNING NEEDS: UNDERSTANDING ASD

Course Length: 1 Hour

Learning Intention: To explore strategies that you can implement that promote productive working and learning relationships with those who experience ASD.

Course Description 

ASD or Autism Spectrum Disorder is a condition experienced by many students and adults in the education community. In this session, the presenter will focus on understanding the condition of ASD; what are some typical characteristics of a person with ASD and how do they manifest themselves in social situations such as schools or early childhood services? The session will explore strategies that you can implement that promote productive working and learning relationships with those who experience ASD. If you are teaching students with ASD in your school or early childhood service you should also consider the partner session SETLN2022

Standards Addressed

  • 1.1.2 – Physical, social and intellectual development and characteristics of students

  • 1.2.2 – Understand how students learn

OD37 – UNDERSTANDING ONLINE BULLYING AND BYSTANDER BEHAVIOUR

Course Length: 1 Hour

Learning Intention: To explore strategies that you can implement that promote productive working and learning relationships with those who experience ASD.

Course Description 

Students regularly interact on a variety of social media platforms. Bullying has once again reared its ugly head in the form of cyber bullying. Recent campaigns have started to address the concept of “by standing” behaviour when associated with bullying, but what does this all mean for the students in my class? In this course we will explore cyberbullying and discuss a variety of ways in which students are engaging and experiencing bullying. We will also address the concept of “by standing” and how this can affect the social and educational environment for the students in our classrooms.

Standards Addressed

  • 4.3.2 – Manage challenging behaviour

  • 4.4.2 – Maintain student safety

OD38 – STUDENTS WITH ADDITIONAL LEARNING NEEDS: UNDERSTANDING ADHD

Course Length: 1 Hour

Learning Intention: To unpack the condition of ADHD. This course will also directly link to SETLN2025 which will explore ways to engage students with ADHD.

Course Description 

Students and children with Attention Deficit Hyperactivity Disorder (ADHD) are members of almost every group of students/children. As a teacher it is helpful to understand the characteristics of ADHD  and how it manifests in the classroom or the group. This session will unpack the condition of ADHD. This course will also directly link to SETLN2025 which will explore ways to engage students with ADHD.

Standards Addressed

  • 1.1.2 – Physical, social and intellectual development and characteristics of students

  • 1.2.2 – Understand how students learn

OD39 – BULLYING PREVENTION IN THE LEARNING SPACE

Course Length: 1 Hour

Learning Intention: To explore different techniques to identify and deal with bullying in the learning space and strategies to prevent this behaviour from affecting student learning.

Course Description 

Bullying is an issue that many students face, and while it often occurs outside of the classroom, it frequently finds its way into our learning space which can affect the ways in which students interact in the learning environment. This session will explore different techniques to identify and deal with bullying in the learning space and strategies to prevent this behaviour from affecting student learning.

Standards Addressed

  • 4.3.2 – Manage challenging behaviour

  • 4.4.2 – Maintain student safety

OD40 – USING NAIDOC THEMES FOR CURRICULUM PLANNING

Course Length: 1 Hour

Learning Intention: To explore different techniques to identify and deal with bullying in the learning space and strategies to prevent this behaviour from affecting student learning.

Course Description 

The aboriginal people have been custodians of this land for over 50,000 years and have a strong ongoing presence in the community. This presence is celebrated by the National Aborigines and Islanders Day Observance Committee or NAIDOC week, and this celebration can be used to create explicit links between what the week stands for and the curriculum that you plan and deliver in your learning spaces. In this course, the presenter will explore techniques and strategies to form strong bonds between your classroom and NAIDOC week celebrations and show you how you can integrate this important celebration into your classroom.

Standards Addressed

  • 2.2.2 – Content selection and organisation

  • 2.4.2 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

OD41 – TEACHING EAL/D STUDENTS THROUGH PLAY-BASED PEDAGOGY

Course Length: 1 Hour

Learning Intention: To explore techniques that teachers can use to immerse the EAL/D students in the classroom and to enhance their connectivity to the learning and their fellow students.

Course Description 

Students with English as an Additional Language/Dialect (EAL/D) requirements can have trouble connecting to the learning as well as other students in their class. However, using a play-based pedagogy the language barriers can be dropped and students of all backgrounds can become immersed in the learning that is happening in the classroom. In this session, the presenter will explore techniques that teachers can use to immerse the EAL/D students in the classroom and to enhance their connectivity to the learning and their fellow students.

Standards Addressed

  • 1.4.2 – Physical, social and intellectual development and characteristics of students

  • 1.5.2 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD42 – INCLUDING AND DEVELOPING KNOWLEDGE OF ABORIGINAL PERSPECTIVES IN DAILY PRACTICE

Course Length: 1 Hour

Learning Intention: To explore and develop knowledge in a way that encourages everyone to be creative and have a go and will also identify networks that can be accessed to draw on expertise and resources that are readily available.

Course Description 

Incorporating aboriginal perspectives into the curriculum can be daunting for many teachers. It is particularly hard to know where to start especially for those who don’t feel they have a lot of knowledge and confidence to speak with authority. This session will explore and develop knowledge in a way that encourages everyone to be creative and have a go and will also identify networks that can be accessed to draw on expertise and resources that are readily available.

Standards Addressed

  • 2.2.2 – Content selection and organisation

  • 2.4.2 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

OD43 – STUDENTS WITH ADDITIONAL LEARNING NEEDS: ENGAGING STUDENTS WITH ASD

Course Length: 1 Hour

Learning Intention: To explore strategies that can assist students with ASD to successfully achieve their learning goals in your learning space. This course will also directly relate to SETLN2025

Course Description 

Students who experience the condition of ASD, or Autism Spectrum Disorder, have specific learning needs. As a teacher it is important that you have a wide range of strategies to meet the learning needs of students and children who experience this condition. For example, one of the key characteristics of students with ASD or Autism Spectrum Disorder is a focus on fixed interests. This can manifest as an intense focus on a narrow topic and can be used by teachers to engage students with ASD in the learning that is happening in the classroom. In this session the presenter will explore strategies that can assist students with ASD to successfully achieve their learning goals in your learning space. This course will also directly relate to SETLN2025.

Standards Addressed

  • 1.1.2 – Physical, social and intellectual development and characteristics of students

  • 1.5.2 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD44 – STUDENTS WITH ADDITIONAL LEARNING NEEDS: ENGAGING STUDENTS WITH ADHD

Course Length: 1 Hour

Learning Intention: To explore ways in which you can engage students with ADHD in your environment while still catering for the learning needs of all students. The course will build on the knowledge in an earlier course on understanding ADHD SETLN2024

Course Description 

Students with Attention Deficit Hyperactivity Disorder (ADHD) can struggle to engage with the learning that is happening in the classroom or group. Teachers need time and the opportunity to learn how to meet the learning needs of students with ADHD. This session will explore ways in which you can engage students with ADHD in your environment while still catering for the learning needs of all students. The course will build on the knowledge in an earlier course on understanding ADHD SETLN2024.

Standards Addressed

  • 1.2.2 – Physical, social and intellectual development and characteristics of students

  • 1.5.2 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD45 – USING THE ULURU STATEMENT ‘FROM THE HEART’ IN YOUR CLASSROOM

Course Length: 1 Hour

Learning Intention: To explore ways in which you can engage students with ADHD in your environment while still catering for the learning needs of all students. The course will build on the knowledge in an earlier course on understanding ADHD SETLN2024

Course Description 

In 2017, Aboriginal and Torres Strait Islander leaders gathered at Uluru on the lands of the Anangu people. Their deliberations led to the Uluru Statement from the Heart which called for a ‘First Nations Voice’ in the Australian Constitution and a ‘Makarrata Commission’ between governments and Aboriginal and Torres Strait Islander peoples. Teachers across Australia can play an important role in leading students and children toward understanding the Uluru Statement. This session aims to increase your knowledge of the Statement and suggest ways that you can incorporate the ideas from the Statement into your teaching. The session will also provide an insight into the Imagination Declaration 2019 that was developed by the Youth Representative Council at the 2019 Garma Festival.

Standards Addressed

  • 2.2.2 – Content selection and organisation

  • 2.4.2 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

OD46 – MENTAL HEALTH: SUPPORTING STUDENTS WITH ANXIETY AND DEPRESSION

Course Length: 1 Hour

Learning Intention: To explore techniques that you can use when you are working with students who suffer from anxiety and depression, helping you to reengage the students while they deal with their condition.

Course Description 

There is an alarming increase in numbers of students who are suffering from anxiety and depression in today’s classrooms, and these issues often prevent them from engaging in the learning or achieving their potential. These barriers can be frustrating for the teacher and the student and can often lead to the student removing themselves further from the school community. In this course we will explore techniques that you can use when you are working with students who suffer from anxiety and depression, helping you to reengage the students while they deal with their condition.

Standards Addressed

  • 4.3.2 – Manage challenging behaviour

  • 1.5.2 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD47 – STUDENTS WITH ADDITIONAL LEARNING NEEDS: ENGAGING STUDENTS WITH DYSLEXIA

Course Length: 1 Hour

Learning Intention: To explore techniques that you can use to increase the engagement of students with dyslexia. The course will build on the knowledge in an earlier course on understanding dyslexia SETLN2027.

Course Description 

For students with dyslexia many simple literacy tasks are beyond their comprehension. However, teachers can create a learning environment and use instructional practices that maximise the learning outcomes for all students, those with and without dyslexia.  This session will focus on techniques that you can use to increase the engagement of students with dyslexia. The course will build on the knowledge in an earlier course on understanding dyslexia SETLN2027.

Standards Addressed

  • 4.3.2 – Manage challenging behaviour

  • 1.5.2 – Differentiate teaching to meet the specific learning needs of students across the full range of abilities

OD48 – UNDERSTANDING TREATY WITHIN THE EDUCATION COMMUNITY

Course Length: 1 Hour

Learning Intention: To explore what the Victorian assembly is, what the inaugural plan is and how this can be incorporated into planning documentation to ensure there are explicit links to education within the learning environment.

Course Description 

Working towards Treaty is a major undertaking for society and has implications for how we operate within the education community in a tolerant, understanding and informed way. This session will explore what the Victorian assembly is, what the inaugural plan is and how this can be incorporated into planning documentation to ensure there are explicit links to education within the learning environment.

Standards Addressed

  • 2.2.2 – Content selection and organisation

  • 2.4.2 – Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians

OD49 – MENTAL HEALTH FIRST AID: IDENTIFICATION AND FIRST RESPONSE

Course Length: 1 Hour

Learning Intention: To explore a variety of different mental health disorders that you may face within a school environment and discuss appropriate guidelines as to how you can deal with a variety of situations as a first responder.

Course Description 

With the increase in mental health disorders in society it can be tricky to understand the various issues that people are facing and how to deal with episodes when they occur. In this session we will unpack and explore a variety of different mental health disorders that you may face within a school environment and discuss appropriate guidelines as to how you can deal with a variety of situations as a first responder.

Standards Addressed

  • 4.3.2 – Manage challenging behaviour

  • 4.4.2 – Maintain student safety

Live Webinar Sessions

On Demand Courses

Professional Certificate

Discussion Forum

Help Centre

(03) 9418-4992

available from 9:00am – 5:00pm

Address 126 Trenerry Crescent,
Abbotsford, VICTORIA 3067

Email admin@tln.org.au

This program is facilitated by the
Teacher Learning Network or the TLN
and is funded by the
Victorian State Government

As a part of the Strategic Partnership Program