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We could be the PR agents at the conference. Learning across the curriculum is extremely important. 

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We could be the PR agents at the conference. Learning across the curriculum is extremely important. 

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Absolutely- even pairing a couple of faculties together to ease the transition before trying to bridge the gap between all faculties. For example- language and HSIE

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Absolutely- even pairing a couple of faculties together to ease the transition before trying to bridge the gap between all faculties. For example- language and HSIE

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I love being involved in the delivery of quality PD - so happy to help in any way I can. I would not call myself an expert in this area though - I have been involved in many STEM projects but not ongoing, imbedded, school-wide systems

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I love being involved in the delivery of quality PD - so happy to help in any way I can. I would not call myself an expert in this area though - I have been involved in many STEM projects but not ongoing, imbedded, school-wide systems

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I'm happy to share how this integrates into the Big Picture model of learning

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I'm happy to share how this integrates into the Big Picture model of learning

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(Linden from Newcastle High)

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Perhaps get stage teams together e.g. Stage 4 - look at the syllabuses and find the points of commonality or a capability that would be suitable for certain KLAs to focus on.

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Perhaps get stage teams together e.g. Stage 4 - look at the syllabuses and find the points of commonality or a capability that would be suitable for certain KLAs to focus on.

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I was speaking with my English HT yesterday about creative writing in subjects and other than English, something which teachers are really closed to.  Eg students writing a narrative as a piece of food going through the digestive system for science and how this can allow students to deeply learn about the digestive system, or other content

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I was speaking with my English HT yesterday about creative writing in subjects and other than English, something which teachers are really closed to.  Eg students writing a narrative as a piece of food going through the digestive system for science and how this can allow students to deeply learn about the digestive system, or other content

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I would like to volunteer Natalie from the Hunter TENs group. She is the HT of a cross curricular faculty and she has some incredible examples of cross KLA units/projects

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I would like to volunteer Natalie from the Hunter TENs group. She is the HT of a cross curricular faculty and she has some incredible examples of cross KLA units/projects

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Having people seated amongst the audience to guide discussions and talk about their experience at table groups for more indepth discussions/Q&A

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Having people seated amongst the audience to guide discussions and talk about their experience at table groups for more indepth discussions/Q&A

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Student work samples, such as portfolios from design thinking/program based learning style initiatives (such as Passion Projects at NHS)

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Student work samples, such as portfolios from design thinking/program based learning style initiatives (such as Passion Projects at NHS)

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Providing an example of how we could break down the walls between KLAs. Perhaps using Project-based learning??

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Providing an example of how we could break down the walls between KLAs. Perhaps using Project-based learning??

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It was my understanding that thhey were trying to remove common content across subjects (e.g. water cycle in HSIE and Science) so would the discuss be about identifying common skills?

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It was my understanding that thhey were trying to remove common content across subjects (e.g. water cycle in HSIE and Science) so would the discuss be about identifying common skills?

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Case studies that we can share- even if we work together at the conference to find a common priority and create a unit or map out how to horizontal align this

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Case studies that we can share- even if we work together at the conference to find a common priority and create a unit or map out how to horizontal align this

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Sub-groupings are beneficial as it helps to breakdown barriers and allows us to see the links in subject content and skills

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Sub-groupings are beneficial as it helps to breakdown barriers and allows us to see the links in subject content and skills

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Examples of how this looks in a school e.g. cross-KLA assessment tasks or teaching and learning activities, STEAM projects - E.g. Tiny House design.

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Examples of how this looks in a school e.g. cross-KLA assessment tasks or teaching and learning activities, STEAM projects - E.g. Tiny House design.

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Cross curricular groups - KLAs with links eg Science-Geography but maybe even those that don't seem like a natural fit Maths-English (or more than 2 subjects of course), possibly event cross stage to look at the development of the skills (this perhaps is vertical rather than horizontal)

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Cross curricular groups - KLAs with links eg Science-Geography but maybe even those that don't seem like a natural fit Maths-English (or more than 2 subjects of course), possibly event cross stage to look at the development of the skills (this perhaps is vertical rather than horizontal)

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Using the capabilities as the point of commonality for all KLAs. Theme or problem based units e.g. Sustainability - reuse, recycle (Stage 4 Geography chose an item and develop a product links with English - persuasive text and Maths - data collection (survey), Science - impact on environment?)

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Using the capabilities as the point of commonality for all KLAs. Theme or problem based units e.g. Sustainability - reuse, recycle (Stage 4 Geography chose an item and develop a product links with English - persuasive text and Maths - data collection (survey), Science - impact on environment?)

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Using similar skills in a variety of subjects, situations and contexts to promote flexible thinking- teaching students to pivot their understanding to new situations

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Using similar skills in a variety of subjects, situations and contexts to promote flexible thinking- teaching students to pivot their understanding to new situations

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Skills that align across KLAs - not necessarily the links between the content  - how we can think about the content??

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Skills that align across KLAs - not necessarily the links between the content  - how we can think about the content??

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identifying, emphasising and linking KLAs through common content or skills

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identifying, emphasising and linking KLAs through common content or skills

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The skills which are relevant beyond the KLA

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The skills which are relevant beyond the KLA

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Seeing the common KUDs in the various KLAs and building students' understanding and skills by calling them out (drawing attention to it) E.g. Bivariate data analysis and the IRP in Science or viewing representing task in English with Visual Art.

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Seeing the common KUDs in the various KLAs and building students' understanding and skills by calling them out (drawing attention to it) E.g. Bivariate data analysis and the IRP in Science or viewing representing task in English with Visual Art.

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EG: water cycle in science and geography