ROBERTS-SMITHBEN

LAMBERTDR PHIL

LEADING THE WAY WITH THE AUSTRALIAN CURRICULUM

BRANDPROF. JEFFREY

OXFORD UNIVERSITY PRESS AUSTRALIA PRESENTS

OXFORD EDUCATION CONFERENCE30 MAY 2014SYDNEY

GREEN/LIME: PMS 382C + four colour process

PROGRAMME8:00AM – 8:30AMREGISTRATION

8:30AM – 8:45AMINTRODUCTION AND WELCOME TO COUNTRY

8:45AM – 9:45AMKEYNOTE 1bEN RObERTS-SMIThfRoNtLINE LEadERShIP - thE battLE foR SuCCESS

9:50AM – 10:50AMWORKShOP SESSION 1

10:50AM – 11:10AMMORNING TEA

11:10AM – 11:55AMKEYNOTE 2 DR PhIL LAMbERTthE auStRaLIaN CuRRICuLuM: aCtIoN to datE, obSERVatIoNS aNd CuRRENt SItuatIoN

12:00PM – 1:00PMWORKShOP SESSION 2

1:00PM – 1:40PMLUNCh

1:40PM – 2:25PMKEYNOTE 3 PROF. JEFFREY bRANDGaMIfYING thE NatIoNaL CuRRICuLuM: ENGaGING LEaRNERS aNd KICKING GoaLS

2:30PM – 3:30PMWORKShOP SESSION 3

3:30PMCLOSE

Leadership and learning are indispensable to each other. – John F. Kennedy

Oxford University Press (OUP) is one of the largest, oldest and most respected educational publishers in the world. As a department of Oxford University, we are committed to the dissemination of knowledge. Profits earned in our enterprise are devoted to furthering the University’s objective of excellence in research, scholarship and education.

The Australian Curriculum is a profound educational reform. It represents a singular opportunity to improve teaching and learning outcomes. Oxford University Press is delighted to host this event, designed to support the New South Wales educational community in realising implementation from 2014.

KEYNOTES

GAMIFYING ThE NATIONAL CURRICULUM: ENGAGING LEARNERS AND KICKING GOALSEducation professionals face both challenges and opportunities due to changes in educational technologies and the advent of the Australian Curriculum. This presentation will outline ‘gamification’ as an approach to these challenges, the state of gamification as a pedagogical tool and education resource, and how gamified content can work with educators, administrators, publishers and learners. It will cover applications and opportunities for gamification in ACARA’s Australian Curriculum, and offer a simple worksheet for planning gamified experiences within that framework.

AbOUT PROFESSOR JEFFREY bRANDProfessor Brand is Professor of Communication and Creative Media at Bond University. He conducts research for government and industry on emerging and interactive media and is author of the Interactive Australia and Interactive New Zealand biennial reports on interactive game audiences. He writes and speaks regularly to national and international audiences about the intersection of games, books and content regulation and policy. His teaching focuses on emerging and interactive media. In 2013 he was awarded a national Excellence in Teaching Citation from the Australian Office of Learning and Teaching.

ThE AUSTRALIAN CURRICULUM: ACTION TO DATE, ObSERVATIONS AND CURRENT SITUATIONDr Lambert will provide an overview of the action to date in relation to the Australian Curriculum. He will outline new developments in the curriculum, discuss key issues with both a global and local focus and present his observations on the curriculum and its implementation. Dr Lambert will indicate progress on particular curriculum projects, the current review of the Australian Curriculum and the monitoring processes being undertaken by ACARA.

AbOUT DR PhIL LAMbERTDr Lambert has extensive experience in education as a principal, inspector, Executive Director, Assistant Director-General, Regional Director and General Manager. In the 2012 Queen’s Birthday Honours he was awarded the Public Service Medal for his outstanding contribution to education and was acknowledged for his outstanding community work and leadership in a unanimous resolution in the Parliament of NSW. In 2006 he represented NSW at the World Educational Leadership Conference in Boston, USA and in 2010 represented NSW at the World Expo in Shanghai, China. He was a member of the Australian team at the 2013 Global Education Leaders Program held in New Delhi, India.Dr Lambert is both an Adjunct Associate Professor at the University of Sydney and Adjunct Professor at Nanjing Normal University, China. He was the 2013 recipient of the prestigious Australian College of Educators’ award, the Sir Harold Wyndham Medal.

FRONTLINE LEADERShIP – ThE bATTLE FOR SUCCESSImplementing the Australian Curriculum is a large and onerous task for Australian teachers and requires dedication, collaboration and teamwork to achieve the best possible outcomes for students and teachers alike. Join Ben Roberts-Smith as he offers his insights as a leader and discusses proven methodologies to drive success within your educational team. For his generation, Ben is the most highly decorated serviceman within the Commonwealth and is one of Australia’s proven leaders.  

AbOUT bEN RObERTS-SMIThBen Roberts-Smith joined the Australian Regular Army in 1996, and in 2003 attempted and passed the legendary Australian SAS selection course. Ben’s impressive list of combat operations include two tours of East Timor including INTERFET in 1999, Fiji, Iraq and six tours of Afghanistan. Ben was on his second operational tour of Afghanistan in 2006 when he was awarded the Medal for Gallantry for his actions as a patrol sniper in the Chora Valley. It was on June 11, 2010, on his fifth tour of Afghanistan, that he was involved in his Victoria Cross action. The Victoria Cross, together with the Medal for Gallantry make Ben his generation’s most decorated serving soldier in the Commonwealth. He retired from full-time Army duties in October 2013 and is currently pursuing further education, commencing a Master of Business Administration at the University of Queensland.

PRof. JEffREY bRaNd

dR PhIL LaMbERt

bEN RobERtS-SMIth

foR MoRE INfoRMatIoN aNd to REGIStER Go to: www.oup.com.au/2014_OEC_NSW

WORKShOP SESSION 1 9:50AM – 10:50PM1.1 DIGITAL TExTS IN ThE AUSTRALIAN CURRICULUM: ENGLIShjan nichollSENIOR PROJECT OFFICER, ENGLISH, ACARAThe emergence of digital communication media has broadened the traditional view of literacy. Developing students’ ability to read and view digital texts is an important aspect of teachers’ work. This presentation will examine the opportunity for using digital texts in the Australian Curriculum.

1.2 ThE ThINKING bEhIND ThE AUSTRALIAN CURRICULUM: hISTORY darren taylerSENIOR PROJECT OFFICER, HUMANITIES AND SOCIAL SCIENCES, ACARAThis session will examine the organisation and content of the Australian Curriculum for Year 7 to Year 10, with a focus on the contemporary nature of the curriculum and the important ideas that underpin it. The session will explore the implications for the teaching of the curriculum, and for students’ historical thinking and their understanding of the nature and practice of history. There will be an opportunity to discuss how the curriculum enables flexible approaches to teaching the content.

1.3 MAKING CONNECTIONS ACROSS ThE DISCIPLINES OF SCIENCEmelanie isaacsSENIOR PROJECT OFFICER, SCIENCE, ACARAIt is important for secondary students’ future decisions that they understand the unique nature of each science discipline. However, as the science they learn and apply becomes increasingly interconnected, they also need to be able to make generalisations and identify links between those disciplines. This session will explore how to use interrelated strands and overarching ideas to help students develop rich schema to learn and apply science concepts.

1.4 AUSTRALIAN CURRICULUM MAThEMATICS: USING ThE PROFICIENCIES TO ENhANCE MAThEMATICS LEARNINGmargaret bigelowSENIOR PROJECT OFFICER, MATHEMATICS, ACARAThis session will explore the use of the proficiencies in the way they were intended to be embedded in the learning of mathematics. The focus will be on how the proficiencies can be used to enrich teaching and learning and can form a basis for assessment practice.

1.5 DIGITAL TOOLS FOR PLANNING AND GAThERINGmatthew estermanST SCHOLASTICA’S COLLEGETo ‘google’ has become synonymous with ‘research’ for many students. Unfortunately, simply typing in the question or topic of an assignment does not necessarily correlate to gaining excellent, relevant and reliable sources of information. This session will explore the planning and gathering stages of research with special reference to additional functions of Google searching, alternatives to Google, using social bookmarking and evaluating sources of information. Please note there are no knowledge prerequisites for this workshop.

1.6 ThE POWER OF EFFECTIVE FEEDbACK: hOW CAN IT IMPROVE ThE LEARNING?anna bennettEDUCATION CONSULTANTFeedback gained from oneself, one’s peers, and the teacher enhances the learning process. Effective teachers use multiple approaches to monitor student progress. They constantly probe and collect information from the learners they work with in class to inform the learning and teaching process. Feedback is also effective if it clearly relates to the learning intention/s. Too often students are confused by either too little or too much feedback and frequently it is unrelated to the learning intention/s. As a result students can be misguided or confused about how to improve. This workshop will explore the following questions: What are the forms of feedback that students can receive about their learning? Which of these are most effective and why? What do l need to consider when providing feedback? How do l collect and use student feedback? How can l use self assessment and peer feedback to enhance the learning of my students?

WORKShOP SESSION 2 12:00PM – 1:00PM2.1 TWENTY-FIRST-CENTURY ASSESSMENT IN ENGLIShpaul groverLECTURER, CHARLES STURT UNIVERSITYEnglish teaching is being transformed by 21st century literacies and digital technologies. The ways we assess students’ knowledge and skills in English also face a transformation. The tools and technologies of English teaching challenge and excite students, and they can transform our approaches to assessment. This workshop session explores contemporary ideas about authentic and engaging assessment in English, and presents a rich range of 21st-century assessment strategies and resources.

2.2 ‘MORE ThAN ThE FACTS MA’AM’hISTORICAL KNOWLEDGE – bEYOND ThE FACTS IN AUSTRALIAN hISTORYdr bruce dennettLECTURER, MACQUARIE UNIVERSITYThe ability to recall facts often poses as historical knowledge. Historical knowledge, however, transcends the facts alone. More than ever we need to teach historical understanding. It is a common lament that the younger generation does not know history. This complaint is often linked to the inability of students to name certain figures, order events or recall dates. Teaching real historical knowledge transcends the name, date and fact approach.

2.3 DEVELOPING A CULTURE OF INQUIRY INThE SCIENCE CLASSROOMalex abela PENLEIGH AND ESSENDON GRAMMAR SCHOOLInquiry-based methods, when supported appropriately and used effectively, provide opportunities for deeper, richer learning and teaching experiences. They also provide a suitable mesh for general capabilities such as critical and creative thinking. This session aims to demystify inquiry-based learning and provide teachers with practical examples of what critical and creative thinking can ‘look like’ when it is implemented and assessed in the Science classroom.

WORKShOPS

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2.4 MAKING IT REAL – TAKE REAL DATA INTO YOUR MAThS CLASSROOM USING AUSTRALIAN bUREAU OF STATISTICS EDUCATION RESOURCESfrances mawdsleyASSISTANT DIRECTOR OF EDUCATION SERVICES, AUSTRALIAN BUREAU OF STATISTICSLooking for different ways to use and teach statistics in the classroom? In this session, teachers will the get the opportunity to familiarise themselves with the new look Australian Bureau of Statistics (ABS) Education Services’ website which provides free teaching and learning resources aligned to the Australian Curriculum. We will look at the CensusAtSchool program, a free and student-centred approach to learning about statistics. You will get a bumper goodie bag and be prepared for a fast-moving website tour that you can follow on your own device!

2.5 PLEASE ExPLAIN! mike wheadon IT INTEGRATORWith hundreds of thousands of apps in app stores, it can be hard to find the best apps to enhance teaching and learning. There is a growing number of apps that can help teachers and students to demonstrate learning. Explain Everything is one such app. This session will show how to use Explain Everything to explain concepts and rich learning content to your students. This can then be posted online so students can review the content whenever they need it, providing ‘anytime, anywhere’ learning. We will also explore how students can use Explain Everything to demonstrate the depth of their learning. Participants should bring an iPad with Explain Everything already installed. You will be invited to explore and share ways that apps such as Explain Everything can be used to enhance teaching and learning for you and your students.

2.6 WhAT DOES DIFFERENTIATION LOOK LIKE IN MY CLASSROOM TOMORROW?anna bennettEDUCATION CONSULTANT‘The idea of differentiating instruction to accommodate the different ways that students learn involves a hefty dose of common sense, as well as sturdy support in the theory and research of education, (Tomlinson & Allan, 2000). It is an approach to teaching that advocates active planning for student differences in classrooms. This workshop will investigate the following questions: What does differentiation actually mean? Where does it sit in the teaching and learning process? What should occur at the planning stage? How can l use formative assessment to inform the differentiation process?

WORKShOP SESSION 3 2:30PM – 3:30PM3.1 ExPLORE…ExCITE….ENThUSE…jane sherlockEDUCATION CONSULTANTEnriching Literature is one of the many ways we can excite and enthuse our students in the new Australian Curriculum. This session will explore a rich variety of texts to excite Stage 4 and 5 students which will help teachers meet a range of outcomes and some of the Cross Curriculum Priorities. This session will also provide you with practical teaching suggestions and inspiring texts for you and your students to enjoy.

3.2 POPULAR CULTURE AND hISTORY: UNDERVALUED AND UNDERUTILISEDbernie howitt PRESIDENT, NSW HISTORY TEACHERS’ ASSOCIATIONThis workshop will work through a teaching program for the Year 10 Popular Culture depth study and show how this topic allows students to develop key historical skills, while working with material with a high level of student interest. Examples of potential primary sources will be discussed, and a possible assessment task presented. The workshop will make the case for the value of popular culture as an essential element of History and History teaching.

3.3 SCIENTIFIC RESEARCh IN AN INQUIRY ENVIRONMENT jenny zhangST GEORGE GIRLS’ HIGH SCHOOL One of the key changes to the new syllabus is the focus on scientific literacy, but how do you teach literacy and research skills to students who have grown up as digital natives? Whilst students have a basic understanding of how to use the computers, they often use brute force when trying to research information. Improving the efficiency of their research skills, as well as their understanding of how to problem solve is the first step in scientific research. This workshop looks at how to improve efficiency of research, how to teach students about reliability of secondary sources, as well as how to structure an experimental report to help with true inquiry.

3.4 IMPLEMENTING AND PROGRAMMING AUSTRALIAN CURRICULUM: MAThEMATICS 7–10john leyMATHS CONSULTANT This presentation will examine the NSW Mathematics curriculum for Years 7 to 10. There will be an emphasis on the implementation and programming of Year 8 and Year 10, particularly the three pathways in stage 5, assessment, the presentation of examples to maximise learning and the development of numeracy and thinking skills in a non-calculator mathematical context. Examples of technology that promote new ways of thinking will be demonstrated.

3.5 DIGITAL TOOLS FOR ANALYSING AND PRESENTINGmatthew estermanST SCHOLASTICA’S COLLEGE This workshop will explore the ways we analyse information that we gather. We will discover different methods of collecting and organising data as well as discus the myriad products that we can expect from our students. If time allows, the workshop will also explore the benefits of blogs, wikis and other tools as methods of developing student portfolios. Please note there are no knowledge prerequisites for this workshop.

3.6 ThE FUTURE IS bLENDEDwarrick wynneMETHODIST LADIES’ COLLEGEThe latest research tells us what we have always felt: that good teaching is critical to student learning and that feedback to students is also critical. New technologies provide teachers with powerful tools to organise, collaborate and give feedback and to re-envision the classroom for the 21st-century learner. In this workshop participants will get a snapshot of the latest learning theory and play with some digital tools in a range of platforms that can have immediate application in any classroom. The future is not digital, but it is blended.

foR MoRE INfoRMatIoN aNd to REGIStER Go to: www.oup.com.au/2014_OEC_NSW

alex abelaAlex has taught Science in independent schools in Victoria for 20 years and has extensive experience in leading faculties through times of curriculum innovation and change. She is currently a Science Teachers’ of Victoria (STAV) councillor and a previous member of STAV’s executive team. Alex is senior Chemistry teacher at Penleigh and Essendon Grammar School’s Infinity Centre and is undertaking studies in Harvard University’s Visible Thinking Project. Alex’s research interests include curriculum development in the middle years.

anna bennettAnna is a highly regarded leader in the educational field. Her passions and expertise include gifted education, professional learning cultures, beginner teachers and formative assessment. Prior to this she was College Head of Professional Development at a multi-campus independent school and instigated the development of the gifted program in the middle school. Over the last 20 years Anna has held a variety of teaching and leadership positions at both the primary and secondary level.

margaret bigelowMargaret has had a long and varied career in Mathematics education and was a teacher for many years in schools across NSW. She has been actively involved in teacher associations and professional development of teachers. Margaret is currently Senior Project Officer for Mathematics at the Australian Curriculum Assessment and Reporting Authority (ACARA) to develop the Mathematics Curriculum F–10 and the Senior Secondary Mathematics Curriculum.

dr bruce dennettBruce has taught History in the NSW State Education system for over 30 years. In addition to formerly teaching at Baulkham Hills High School, Bruce has been a member of the NSW History Syllabus writing committee and has marked Modern History and Ancient History for the HSC. He was also the Supervisor of Marking for History Extension and is an active member of the NSW History Teachers’ Association. He is currently writing textbooks for Oxford University Press and is a part-time lecturer at Macquarie University.

PAUL GROVER

bERNIE HOWITT

jOHN LEY

WARRICk WYNNE

ALEX AbELA

MARGARET bIGELOW

DR bRUCE DENNETT

MATTHEW ESTERMAN FRANCES MAWDSLEY

DARREN TAYLER

jENNY zHANG

ANNA bENNETT

jAN NICHOLL

MELANIE ISAACS

MIkE WHEADON

jANE SHERLOCk

PRESENTERS

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matthew estermanMatt is currently a History teacher and eLearning Coordinator at St Scholastica’s College in Sydney and is responsible for leading the successful integration of technologies for amplifying teaching and learning. Matt is heavily involved in the TeachMeet movement in Australia, and has been a Board member of the ICT Educators of NSW. He holds a Bachelor of Arts with the Diploma of Education, Master of Learning Science and Technology, Master of Arts in Modern History and is currently undertaking the Master of Research degree at Macquarie University.

paul grover Paul has been a teacher in NSW high schools for more than 35 years and has worked as a Supervisor of Marking in HSC English for the Board of Studies NSW for over 10 years. He has authored a number of books in English and History and is currently Lecturer in Education at Charles Sturt University.

bernie howittBernie is currently President of the NSW History Teachers’ Association. He has been teaching History since the 1970s and is a lecturer in Method at the University of NSW. The winner of two NSW Premier’s History scholarships, he has worked on syllabus development for both the Board of Studies NSW and ACARA.

melanie isaacs Melanie is the ACARA Senior Project Officer responsible for the Foundation to Year 12 Science curriculum. She has coordinated the development of the draft curricula for Biology, Earth and Environmental Science, Chemistry and Physics and previously worked for the Victorian DEECD as a coordinator of statewide professional development and teacher resources for Science.

john ley John is currently Assistant Principal at Xavier College, Llandilo, and a member of the 2012 HSC Assessment Committee. He was formerly Head of Mathematics at Caroline Chisholm College, NSW, and has held a number of teaching positions including Technology Coordinator, Mathematics Coordinator and Assistant Principal. John is the author of the Oxford Insight Mathematics series in NSW.

frances mawdsleyFrances is the Assistant Director of Education Services at the Australian Bureau of Statistics (ABS). Prior to commencing this role in 2012, she began her career at the ABS as a statistical trainer, followed by specialisation in mortality data production and analysis. Frances is a qualified secondary school teacher, with seven years’ teaching and leadership experience in the Victorian government education system in the areas of Psychology and English.

jan nichollJan is the Senior Project Officer for English at ACARA and has been working on the development of national curriculum in English from Foundation to Year 12. Prior to her work at ACARA Jan worked at the Victorian Curriculum and Assessment Authority (VCAA) taking responsibility for the VCE implementation program and providing professional development for teachers. She has worked as an English teacher in a number of schools, has managed a diverse range of projects and has a particular interest in the development of curriculum and assessment materials.

jane sherlockJane Sherlock has been an experienced, enthusiastic and passionate public education teacher of English for 35 years. Her most recent position was as Head Teacher at Kiama High on the south coast of NSW. Currently, Jane is the NSW English Teachers’ Association project officer for the HSC student days that are run throughout the year. In 2009 Jane received the Australian College of Educators award for her contribution to education. Jane is also an author of a number of English textbooks including the national award–winning Oxford HSC English.

darren taylerDarren is the Senior Project Officer for the Humanities and Social Sciences (History, Geography, Economics and Business, Civics and Citizenship) at ACARA. The main focus of his role has been curriculum development. He previously worked in an implementation role at the Curriculum and Learning Innovation Centre (CLIC) in DECS NSW. This included multimedia resource development for humanities and social sciences subjects, ICT in teaching and learning, and teacher professional development. He has taught in metropolitan, rural and remote areas and was a winner of a NSW Premier’s History Scholarship.

mike wheadonMike has 13 years’ experience in ICT integration in schools, and before that 20 years of classroom teaching practice. He works closely with teachers and students to plan and implement effective integration of ICT in teaching and learning through the use of digital tools. He assists and leads teachers to find innovative ways to improve students’ learning outcomes through the use of ICT. In 2012 he completed his Master of Education degree, specialising in ICT in education.

warrick wynneWarrick has extensive experience teaching English and Literature in government and independent schools across all year levels and is passionate about the possibilities of technology to enhance learning. He has presented at several conferences on ‘new’ learning and teaching, as well as VATE workshops. Warrick is widely published as a poet and through several resource books for VCE English. He is Director of Learning and Curriculum at Methodist Ladies’ College. He blogs at learningau.com.

jenny zhangJenny is currently a Science teacher at St George Girls’ High School. She completed a degree in Advanced Science, majoring in Microbiology and Genetics. Jenny has always had a keen interest in teaching and her passion for science communication has allowed her to educate students both in a formal and informal setting. Jenny’s interests in education include gifted and talented education as well as inquiry-based science.

how to registerTo register, go to www.oup.com.au/2014_OEC_NSW and complete the online registration form. Or you can print a registration form from the website and fax or mail to us, if you prefer.

registration feeearly bird registration: $225Early bird registrations must be received BY 5pm on Wednesday 9 April 2014.

standard registration fee: $275The standard registration fee is payable on all registrations received AFTER 5pm on Wednesday 9 April 2014.

registrations close 5pm friday 23 may 2014Registrations received after this date cannot be guaranteed conference participation.

for more informationShould you have any questions about this conference, or your registration, please contact Tina Cornell by phone on 03 9934 9220 or email tina.cornell@oup.com.

2014OXFORDEDUCATIONCONFERENCEFRIDAY 30 MAYAUSTRALIAN TECHNOLOGY PARk SYDNEY, NSW

www.oup.com.au/2014_oec_nsw

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