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Workshop 1: Making the Most of Paraprofessional Support in Class

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Workshop 1: Making the Most of Paraprofessional Support in Class

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Location: SC1
Presenter: Matt Steenson

This session explores how to strategically and purposefully utilise Educational Support Officers (ESOs) in the classroom and is particularly recommended for teachers with students currently accessing paraprofessional support. ESOs will be present to contribute insights and reflections, helping bridge the gap between planning and practice. The workshop will give participants a chance to learn how collaborative task planning, prompting, and support strategies with ESOs works. There is nothing you need to bring or prepare in advance, so just come along ready to explore and reflect.

Standards Alignment:
• 1.6 – Strategies to support full participation of students with disability
• 3.5 – Use effective classroom communication
• 4.1 – Support student participation
• 6.3 – Engage with colleagues and improve practice
• 7.4 – Engage with professional teaching networks and broader communities

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Workshop 2: Challenging the Capable: Extending Learners and Supporting Twice-Exceptional Students

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Workshop 2: Challenging the Capable: Extending Learners and Supporting Twice-Exceptional Students

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Location: SC2

Presenter: Emma Itsimaera

This session will explore practical ways to identify and respond to the needs of high-potential learners, including those who are twice-exceptional. The workshop will examine how to differentiate complexity and cognitive challenge while also embedding appropriate support. We will unpack strategies for designing inclusive, strengths-based learning opportunities that stretch thinking and promote engagement. We will also explore how differentiated tasks may uncover hidden potential, particularly in students who may have a disability, show disinterest, or are underachieving.

Standards Alignment:

1.2 – Understand how students learn

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

4.2 – Manage classroom activities

6.2 – Engage in professional learning and improve practice

6.3 – Engage with colleagues and improve practice

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Workshop 3: Adjusting the Learning Environment: Making Spaces Work for All Learners

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Workshop 3: Adjusting the Learning Environment: Making Spaces Work for All Learners

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Location: SC3
Presenter: Izzy Fuller

This hands-on session will guide staff through a simple Sensory Audit Checklist to help identify features of their classroom environment that may support or challenge students’ sensory needs. We’ll explore realistic, evidence-based strategies that can be applied straight away to create a calmer, more inclusive space for all learners. Students whose sensory needs and preferences are considered are more likely to feel comfortable, focused and engaged in their learning. Doing a sensory check of your classroom/s will benefit all students, but particularly those with diverse learning profiles. The focus will be on practical adjustments that promote regulation, participation and access across year levels and learning areas.

Standards Alignment:
• 1.2 – Understand how students learn

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

• 4.2 – Manage classroom activities

• 6.2 – Engage in professional learning and improve practice

• 6.3 – Engage with colleagues and improve practice

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Workshop 4: Strategies for Managing Cognitive Load in Neurodivergent Learners

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Workshop 4: Strategies for Managing Cognitive Load in Neurodivergent Learners

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Location: SC4

Presenter: Elise Capper

This workshop explores how understanding and managing cognitive load can enhance learning access and wellbeing for neurodivergent students,  while benefiting all learners in the classroom. Drawing on evidence-based strategies and inclusive education principles, participants will walk away with practical, easy-to-apply adjustments that can significantly reduce stress and increase engagement. Designed for those new to inclusive practice as well as those looking to refine their approach, this session provides practical tools to support the creation of responsive, respectful and supportive learning environments across both primary and secondary settings.

Standards Alignment:
• 1.1 – Physical, social and intellectual development and characteristics of students

• 1.2 – Understand how students learn

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

• 3.3 – Use teaching strategies

• 4.1 – Support student participation

• 6.2 – Engage in professional learning and improve practice

• 6.3 – Engage with colleagues and improve practice

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Workshop 5: EAL/D Bandscaling Verification in P–6 (PRIMARY CORE TEACHERS ONLY)

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Workshop 5: EAL/D Bandscaling Verification in P–6 (PRIMARY CORE TEACHERS ONLY)

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Location: AS5

Presenter: Elise Cheneen

This workshop is designed to support P–6 core teachers in developing confidence and consistency when verifying EAL/D Bandscales. Teachers will actively verify their own student Bandscale assessments in collaboration with the EAL/D Coordinator to support accurate, evidence-based judgements. The session will unpack how to interpret student evidence across all language modes, clarify distinctions between Bandscale levels, and explore sample statements to support professional calibration. Whether you’re new to Bandscaling or looking to refine your current practice, this session provides practical strategies, collaborative opportunities, and clarity around key expectations. There is nothing you need to bring or prepare in advance, so just come along ready to explore and reflect.

Standards Alignment:
• 1.3 – Students with diverse linguistic, cultural, religious and socioeconomic backgrounds

• 5.1 – Assess student learning

• 5.3 – Make consistent and comparable judgements

• 6.2 – Engage in professional learning and improve practice

• 7.4 – Engage with professional teaching networks and broader communities