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Non-Negotiables - Entry and Exit Routine

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Non-Negotiables - Entry and Exit Routine

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Transparent Background - download to use

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How To: Sequence using the SA Curriculum

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How To: Sequence using the SA Curriculum

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Strategies to support the enhancement of teaching and valuing the dispositions in student learning. 

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SA Curriculum - Introduction Presentation 

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SA Curriculum - Introduction Presentation 

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Strategies to give students the opportunity to express their thoughts, ideas, and opinions (voice) and empower them to make decisions and take control of their own learning (agency).

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Establishing a culture of 'Partners in Learning' is created through both small scale and large initiatives with aim to ensure that students, teachers and parents are actively engaged in the learning process and contributing to student success.

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Strategies and activities to encourage students' to make thoughtful and informed decisions about their learning processes. This involves evaluating the best approaches for tackling learning and assessment tasks, and identifying any new knowledge or skills they may need to acquire to succeed. By developing discernment and judgement, learners become more autonomous.

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SA Curriculum - Dispositions Presentation

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SA Curriculum - Dispositions Presentation

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Unpacking Learning Intentions and Success Criteria

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Unpacking Learning Intentions and Success Criteria

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SA Curric. Visual Art 7-10 Overview 2025

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SA Curric. Media Arts 7-10 Overview 2025

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SA Curric. Design and Technologies 7-10 Overview 2025

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SA Curric. Digital Technologies 7-10 Overview 2025

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SA Curric. Economics and Business 7-10 Overview 2025

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SA Curric. Civics and Citizenship 7-10 Overview 2025

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What Meaning Making can look like in the classroom, including some resources to support planning.

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Strategies for developing students 'Strategic Awareness' in the classroom - for our students we will need to frequently model and share strategies with students, however inviting peer collaboration to share strategies further builds capacity for strategic awareness.

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Effective metacognitive strategies get learners to think about their own learning more explicitly, usually by teaching them to set goals, and monitor and evaluate their own academic progress.

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EL - Metacognition and Self-Regulation (2)

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Jan 2026

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Explicit Instruction: Five Essential Phases for an Instructional Process

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Explicit Instruction: Five Essential Phases for an Instructional Process

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Guess the hidden word in 6 tries. You can also share your own word!

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Create custom puzzles based on the Connections New York Times daily game

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Using Metacognitive Strategies to Support Student Self-REgulation and Empowerment

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A summary of the dispositions for each learning area across Year 7 to 10.

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These resources build your awareness and understanding of Aboriginal and Torres Strait Islander histories, cultures, and contributions. Doing these professional learning activities helps you deliver your Reconciliation Action Plan (RAP) Actions. The activities are teacher-led. You can use them solo, in small groups or during staff meetings.

Each resource aligns with:

the National Quality Standard (early learning)

the Australian Professional Standards for Teachers (primary and secondary)

at least one RAP Action.

You can also register for  Narragunnawali webinars and workshops for more insights on reconciliation in education.

Time spent engaging with this professional learning can be added to your Elective Professional Development hours. Please check the professional development guidelines with the Teacher Accreditation Regulatory Body in your state or territory.

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Narragunnawali supports all schools and early learning services in Australia to develop environments that foster a high level of knowledge and pride in Aboriginal and Torres Strait Islander histories, cultures and contributions. Narragunnawali (pr

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'What was before Lord Vestey born and I born? It was blackfella country.' Vincent Lingiari (Wattie Creek 1966)

Australia's First Peoples have been living on the Australian continent for millenia.

Aboriginal and Torres Strait Islander Australia is made up of many different and distinct groups, each with their own culture, customs, language and laws. They are the world's oldest surviving culture; cultures that continue to be expressed in dynamic and contemporary ways.

The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia. It was created in 1996 as part of the Encyclopaedia of Aboriginal Australia project and attempts to show language, social or nation groups based on published sources available up to 1994.

The map shows only the general locations of larger groups of people which may include smaller groups. There are also variations in the way that some language or group names are spelt. You can view some of these alternate spellings on the list of alternate spellings for names on the AIATSIS map of Indigenous Australia below.

Note that the borders between groups are purposefully represented as slightly blurred and are not meant to be exact. Some of the information shown on the map is contested and may not be agreed to by some traditional custodians - the map isn't suitable for native title or other land claims.

The map isn't the only source of information; if you would like more information about Australian Indigenous languages please see our Austlang database. The National Native Title Tribunal also produces maps that show native title claims determinations.

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The AIATSIS map serves as a visual reminder of the richness and diversity of Aboriginal and Torres Strait Islander Australia.

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This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

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This Aboriginal pedagogy framework is expressed as eight interconnected pedagogies involving narrative-driven learning, visualised learning processes, hands-on/reflective techniques, use of symbols/metaphors, land-based learning, indirect/synergistic logic, modelled/scaffolded genre mastery, and connectedness to community. But these can change in different settings.

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“Is this an appropriate First Nations resource?” - A checklist for educators

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DeadlyED - Appropriate First Nations resources

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DeadlyED - Appropriate First Nations resources

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“Is this an appropriate First Nations resource?” - A checklist for edu

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We get that it can be tricky to work out what resources are appropriate to facilitate Aboriginal perspectives. So, we’ve created an easy-to-use and accessible checklist to help you work that out. Download here

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Subject Outline and LAP - Trimester (Year 7 and 8 Electives Only)

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Subject Outline and LAP - Trimester (Year 7 and 8 Electives Only)

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Updated SACE teacher work documents - 2026.

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GSC Behaviour Record Escalation 2026 V2 (3)

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Heads Up On: Services for Youth on the Fleurieu

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Heads Up On: Services for Youth on the Fleurieu

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This guide is intended to assist those working with young people (aged 12-25) in the Fleurieu region to navigate the complex range of services available. It includes support focused on strengthening family relationships but does not extend to NDIS services and community-based youth activities.