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What are the key ideas/concepts - knowledge, skills & understandings - that preservice teachers need to know by the end of each year of their program?

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What are the key ideas/concepts - knowledge, skills & understandings - that preservice teachers need to know by the end of each year of their program?

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Specialisation visioning and planning- MEDC/F

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Specialisation visioning and planning- MEDC/F

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Learning Design, theoretical underpinnings, content addressing recommendations, partnerships with industry, leadership, connection, industry needs, and how we ensure that the assessment aligns to the way our learners want to engage.

Susan Carter

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-Voice workshop

-thriving, not just surviving, in your first year of teaching (for 4th years) - working with your mentor, managing your workload, prioritising your wellbeing

-tips for the first five days (of prac or your real job)- getting to know your context, what do to if you find yourself in unfamiliar territory etc

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open to any year level, EC education staff, secondary staff in Cert program. Michelle T

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Academic writing

APA use

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Embedding Intellectual virtues

Preparing for Prac (e.g.code of conduct, what to expect etc)

Taking feedback on board

Collecting evidence

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Michelle T

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Invite presentations from staff

Michelle T

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from the EC perspective. Michelle T

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Michelle T

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scholarship programs, policy development. Michelle T

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Career opportunities with an EC degrees 

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Career opportunities with an EC degrees 

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advocacy for children, new news, - Michelle T

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in EC for cultural competencies. Michelle T

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Intercultural Learning - A Mile in Serey's Shoes

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Intercultural Learning - A Mile in Serey's Shoes

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Preventing exploitation of school-aged girls (Cambodia linked intercultural PD Opportunity) offered by Free to Shine

Walk a mile in Serey’s shoes. During this interactive experience you will be dropped into the shoes of Serey, a Cambodian mother. Your mission, should you choose to accept, is to keep your children safe no matter what life throws at you. The challenges come in thick and fast. The stakes are high, and the pressure is on.

You will learn about life in rural Cambodia, the challenges families face daily, and Free To Shine’s approach to preventing the exploitation of school-aged girls. (Katie and Lisa)

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Do you want to visit a rural village, but don't want to disrupt families? Do you want to better understand the challenges faced by families in Cambodia?
Book Now

The Details

What you need to know when making a booking.

Have you booked your AMISS Experience?
Book Now

What You'll Learn

You'll learn about common challenges faced by rural Cambodian families and be asked to make difficult decisions on topics including traditional vs. modern medicine, microfinance loans and debt, child labour, orphanages, migration, food scarcity and more. The Free To Shine team will provide information and facilitate critical discussion about life in rural Cambodia and Free To Shine's approach to preventing the exploitation of school-aged girls.

What You'll Receive

A deeper connection to life in rural Cambodia.
A chance to connect with Free To Shine's team and learn
more about their work supporting some of the most
disadvantaged girls and families in Siem Reap Province.
Delicious Cambodian snacks, an informational booklet, a
wealth of knowledge, and lots of fun.

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Siem Reap Charity Activities | Find Your Own Adventure with AMISS

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Walk a mile in Serey's shoes. During this interactive experience you will be dropped into the shoes of Serey, a Cambodian mother. Your mission, should you choose to accept, is to keep your children safe no matter what life throws at you. The challenges come in thick and fast.

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These are broad ideas that might be of interest or apply across our programs, such as Exploring Sustainability, Social Impact, Inclusive Pedagogies.. etc

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it would be good to have some teaching of reading enrichment as students would like more in this area

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it would be good to have some teaching of reading enrichment as students would like more in this area

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United Nations Sustainable Development Goals in early childhood education (18 separate enrichment sessions) [Vicki C]

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United Nations Sustainable Development Goals in early childhood education (18 separate enrichment sessions) [Vicki C]

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Sesion 1: Intro to the SDGs - what they are, why they matter.

Sessions 2-18: Explain each of the SDGs, with ways of embedding the SDG into your EC teaching (this could also be created for primary & secondary)

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Lisa R

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What is the 2030 SDGs Game?

The 2030 SDGs Game is a multiplayer, in-person, card-based game that simulates taking the "real world" into the year 2030.

Designed in Japan in 2016, this experience has become a powerful and impactful social phenomenon in Japan, earning extensive media coverage and reaching over 300,000 participants.

2030 SDGs Game events are held in corporate, governmental, educational, and community settings. We currently have over 1200 certified facilitators in Japan and around 100 globally.

What are the SDGs?

The SDGs, also known as the Global Goals, are 17 goals and 169 targets set to achieve by the year 2030 to end poverty, protect the planet and ensure prosperity for all as part of a new sustainable development agenda. Achieving the SDGs requires the partnership of governments, private sector, civil society and citizens alike to make sure we leave a better planet for future generations. For more information about the SDGs, click on the button below:

When and Where?

To find 2030 SDGs Game events to join, please click on the button below:

Who are we?

Imacocollabo-the game creators-are partnering with their friends to bring the 2030 SDGs Game to the world.

Want to host an event?

Send us a message if you are interested in hosting us or if you have any questions using the form below.

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The 2030 SDGs Game is a multiplayer, in-person, card-based game that simulates taking the "real world" into the year 2030.

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Many students need support with basic academic literacies (e.g., reading, writing, working with data, etc.). While these skills are addressed briefly within courses, some larger programmatic support would be useful.

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Many students need support with basic academic literacies (e.g., reading, writing, working with data, etc.). While these skills are addressed briefly within courses, some larger programmatic support would be useful.

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Evidencing the Australian Professional Standards [Vicki C] 

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Evidencing the Australian Professional Standards [Vicki C] 

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One session for each of the APSTs with an explanation of how students can evidence these within their portfolios. These could be sessions specific to Early childhood, primary, secondary

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I have been approached by Positive Partnerships (a federally funded teaching autistic students in schools  program). They have expressed an interest in working with UniSQ to provide and work through some of the resources they have for teachers to support autistic students. I have run a similar additional session and had over 200 registrations including pre-service teachers, current teachers etc. It was well received and very valuable learning for everyone. Karen Glasby

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I have been approached by Positive Partnerships (a federally funded teaching autistic students in schools  program). They have expressed an interest in working with UniSQ to provide and work through some of the resources they have for teachers to support autistic students. I have run a similar additional session and had over 200 registrations including pre-service teachers, current teachers etc. It was well received and very valuable learning for everyone. Karen Glasby

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Encouraging positive body image for children and students 

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Encouraging positive body image for children and students 

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Applicable to very young children (EC), young children (Primary), teens (Secondary) [Vicki C]

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The Body Image Movement (BIM) is an internationally recognised crusade that was founded on the belief that your body is not an ornament, it's the vehicle to your dreams. BIM believes that everyone has the right to love and embrace their body, regardless of shape, size, ethnicity or ability.

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Children's learning in natural environments (could be developed for each program) Based on PhD data

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As the special and inclusive ed team we would be very interested in offering more detailed sessions on strategies for inclusive education e.g., MTSS, UDL etc. It would also be really interesting for various groups such as special and inclusive ed and First Nations education etc. regarding effective strategies for inclusion of all. Karen Glasby

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As the special and inclusive ed team we would be very interested in offering more detailed sessions on strategies for inclusive education e.g., MTSS, UDL etc. It would also be really interesting for various groups such as special and inclusive ed and First Nations education etc. regarding effective strategies for inclusion of all. Karen Glasby

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Supporting risky play for children - Early childhood [Vicki C] 

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Supporting risky play for children - Early childhood [Vicki C] 

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Based on a 2023 research project

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'Support' group for preservice teachers working on PPT.

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'Support' group for preservice teachers working on PPT.

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Regardless of the area e.g. inclusive education, numeracy/literacy etc. could we work closely with schools and have school staff put together presentations/videos etc. to demonstrate how some of the course content 'looks' in practice. Students could then work together  in groups/pairs to connect course content and practice. Karen Glasby

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Regardless of the area e.g. inclusive education, numeracy/literacy etc. could we work closely with schools and have school staff put together presentations/videos etc. to demonstrate how some of the course content 'looks' in practice. Students could then work together  in groups/pairs to connect course content and practice. Karen Glasby

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'Support' group for preservice teachers in the Turn to Teach and Trade to Teach programs.

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'Support' group for preservice teachers in the Turn to Teach and Trade to Teach programs.

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Sessions working with students who require additional support for LANTITE. Tony Dowden

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Sessions working with students who require additional support for LANTITE. Tony Dowden

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Group time, songs, fingerplays - Early childhood [Vicki C]

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Group time, songs, fingerplays - Early childhood [Vicki C]

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Teaching PSTs songs, rhymes, fingerplays to use on professional experience as impromptu siging, transitions, etc.

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third year- what is a professional learner? What are the critical identity traits of a professional learner? How do we turn teacher experiences into drivers for professional learner identity development?

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Being an active participant on the mentoring process

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Being an active participant on the mentoring process

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Responding to feedback about your teaching

Contributing to mentoring conversations

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can invite careers staff as well as QCT/AITSL experts in this to address what to collect, how to annotate etc. (lisa)

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About the free Indigenous 8 Ways Pedagogy board game

It is up to us as educators to de-colonise the classroom

This is a free game that can be played by anyone in Years 7 to 12 who wants to learn about Indigenous Ways and Knowledge.

It is based on the 8-Ways Pedagogy (Yunkaporta, 2009) and includes the following FREE resources:
1. An A3-sized printable board;
2. A range of question cards and Who Am I cards with different
difficulties for differing Year groups in different KLAs;
3. Links to an online interactive question and answer
website (Kahoot - there is no joining or personal
information required)
3a. go to our Kahoot game HERE; and

4. Basic instructions and options on how to play.

Please read about the 8 Ways Pedagogy, then go to

our FREE DOWNLOADS page where you can obtain all the elements you need for the game.

The free resources you'll find here have been checked by
Dr John Hunter of WSU and NSW Dept of Education to ensure they incorporate the 8 Ways Pedagogy properly and respectfully.

This website and the game was created by Masters of Teaching (Secondary) students at Western Sydney University.

Why does the Indigenous 8 Ways Pedagogy matter?

School attendance by young Indigenous Australians shows a significant - and sometimes increasing - gap between Indigenous and Non-Indigenous Australians from Year 1 to Year 10 and with even lower rates of attendance in remote areas (Australian Government, 2015, p. 12).But, as Riddle and Fogarty (2015, np) point out, "measures to Close the Gap in [Australian] Indigenous education outcomes aren't working". This simplistic analysis of the Australian Government's Closing the Gap Report, 2015 shows that the key areas of access to education are "not met" and improvements for Indigenous students in literacy and numeracy are "not on track". Only the halving of the gap for Year 12 attainment rates is "on track" (Australian Government, 2015, p. 5).

Riddle and Fogarty (2015) also highlight how geographical isolation, cultural and socio-economic factors all influence Indigenous children's access to education. Indeed, Riddle and Fogarty (2015) and Watkins (2011) both show the interlinking and complexity of access to health, employment, incarceration rates and housing all impact [usually negatively] an Indigenous student's equitable access to education. So, while those with power to make decisions about education and social policy may be seen to be attempting to ensure equity and access, at present in Indigenous Australian education, the programs are not achieving their goals (Australian Government, 2015).

Post-colonial ways of knowledge creation through power
This lack of efficacy could be [and usually is] attributed to Western Euro-centric understandings of learning pedagogies that often draw upon a (narrow) post-colonial approach to ways of knowledge creation and learning - and even the formation of the structures of the Australian education system.

Access to myriad social and life opportunities that rely upon, or at least are enhanced by, quality education are neither always readily accessible nor culturally appropriate to Indigenous students (Gibb, 2003, 2006; de Guevara and Hernández, 2012; Carey and Prince, 2015). Klenowski (2009) is especially critical of the equity and fairness of assessment for Indigenous Australian students and points to McGaw who argues that Australian education is "high quality-low equity" (2005, p. 25) due to wide-ranging differences in social background, achievement and inequitable post-compulsory schooling among Indigenous Australians.

Indeed, Klenowski draws upon Murphy, Hall , McCormick and Drury (2008, p. x) in positing that there are "funds of knowledge" - or significant cultural capital - ignored or even discarded through the post-colonial approach to learning and specifically assessment - i.e. testing of students' reading and writing. This results in Indigenous ways of learning through oral histories, symbols, value and belief systems - often transmitted by "practice, modeling and animation rather than the written word" (Battiste, 2002, p. 2) - becoming both irrelevant through a Eurocentric pedagogy which is insufficient and discriminatory in its cultural sensitivity - especially to Australian Indigenous knowledge/s and ways of learning and knowing.

Further, this perpetuates the 'othering' of Indigenous learnings through selective discrimination. Importantly, to ensure that Indigenous learnings aren't treated as a 'novelty' but a pedagogy of value, difference and quality, Carey and Prince (2015, p. 270) argue that the valorising of a romanticised notion of Indigenous knowledges only reproduces and perpetuates the binary of Western/non-Western education epistemologies. As educators, it is up to us to de-colonise the classroom - and the 8 Ways Pedagogy is a great framework upon which to be based.

References

Australian Government. (2015). Closing the Gap: Prime Minister's Report 2015. Department of the Prime Minister and Cabinet. Canberra, Australia.

Battiste, M. (2002). Indigenous knowledge and pedagogy in first nations education: A literature review with recommendations. National Working Group on Education and the Minister of Indian Affairs, Indian and Northern Affairs Canada. Ottawa, Canada.

Carey, M. & Prince, M. (2015) Designing an Australian Indigenous Studies curriculum for the twenty-first century: Nakata's 'cultural interface', standpoints and working beyond binaries. Higher Education Research & Development, 34(2), 270-283, DOI: 10.1080/07294360.2014.956691.

de Guevara, L & Hernández, M. (2012). Access to Elementary Education for Indigenous Girls. Resources for Feminist Research, 34(1/2), 127-138.

Gibb, H. (2003). Problematising remote and Aboriginal distance education. Paper presented at the Association of Qualitative Research Conference, Sydney, New South Wales.

Gibb, H. (2006). Distance Education and the Issue of Equity Online: Exploring the Perspectives of Rural Aboriginal Students. Australian Journal of Indigenous Education. 35, 21-29.

Klenowski, V. (2009). Australian Indigenous students: addressing equity issues in assessment, Teaching Education, 20(1), 77-93, DOI: 10.1080/10476210802681741.

McGaw, B. (2007, August 1). Resourced for a world of difference, The Australian, p. 25.

Murphy, P., Hall, K., McCormick, R., & Drury, R. (2008). Curriculum, learning and society: Investigating practice. Masters in Education. Maidenhall, UK: Open University.

Riddle, S. & Fogarty, B. (2015, February 11). Closing the Gap in education report card: needs improvement. The Conversation. Retrieved on April 3, 2016 from: https://theconversation.com/closing-the-gap-in-education-report-card-needs-improvement-37455.

Watkins, M. (2011). Complexity reduction, regularities and rules: Grappling with cultural diversity in schooling, Continuum, 25:6, 841-856, DOI: 10.1080/10304312.2011.617876

Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. Professional Doctorate (Research) thesis, James Cook University, Australia.

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About the free Indigenous 8 Ways Pedagogy board game It is up to us as educators to de-colonise the classroom This is a free game that can be played by anyone in Years 7 to 12 who wants to learn about Indigenous Ways and Knowledge.