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Discussing how to embed critical and creative thinking strategies into the syllabus

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Discussing how to embed critical and creative thinking strategies into the syllabus

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Get some clarity about expectations for LAC in syllabuses.

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identifying ways to embed LAC into our syllabus

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identifying ways to embed LAC into our syllabus

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Furthering the understanding of the approach of LaC across KLAs

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Furthering the understanding of the approach of LaC across KLAs

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How civics and citizenship can float to the surface of all learning in K-2

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How civics and citizenship can float to the surface of all learning in K-2

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How specifically do we need to spell-out CCT content ie. with/without using the terminology

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How specifically do we need to spell-out CCT content ie. with/without using the terminology

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Definition of LAC; what does this actually mean to all syllabuses? How is it different in each syllabus?

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digital literacy across the curriculum and what we really mean by digital literacy

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digital literacy across the curriculum and what we really mean by digital literacy

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How to make connections of content to LAC clear for teachers

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How to make connections of content to LAC clear for teachers

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How will LAC be tagged? Who will undertake this work?

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- importance of applying knowledge in real world settings, students need to learn to apply what they've learnt to unseen problems
- if you separate knowledge and skills students can suffer
- need disciplinary knowledge AND skills in applying disciplinary knowledge

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Using the workshop opportunities to strengthen the understanding and view of LaC and the primary curriculum. Exploring the role of LaC in the application of knowledge etc...

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Using the workshop opportunities to strengthen the understanding and view of LaC and the primary curriculum. Exploring the role of LaC in the application of knowledge etc...

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Where are the LAC skills taught, specifically? Do they need to be called out as such?

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Where are the LAC skills taught, specifically? Do they need to be called out as such?

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Should there be a separate progression of learning in LAC content, or is it best integrated into the core content?

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Should there be a separate progression of learning in LAC content, or is it best integrated into the core content?

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With the removal of icons what is LAC going to look like

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With the removal of icons what is LAC going to look like

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What happened to Asia and Australia's engagement with Asia? Seems to be less of a priority to the Aboriginal and Torres Strait Islanders Histories and Cultures priority.

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What happened to Asia and Australia's engagement with Asia? Seems to be less of a priority to the Aboriginal and Torres Strait Islanders Histories and Cultures priority.

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need to have knowledge in order to think critically and young children are capable of this

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Evidence of learning is very hard to show. Tests areinadequate measures

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Evidence of learning is very hard to show. Tests areinadequate measures

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Very insightful and happy to see the notion of 'deep learning/knowledge'. (Not an acknowledgement of that program though!)

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The importance of background knowledge to critically think

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The importance of background knowledge to critically think

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how we ensure critical and creative thinking is authentically embedded in languages? how we ensure students have enough knowledge to do it?

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Knowledge without process/practice is limiting

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Knowledge without process/practice is limiting

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How does LAC look when embedded as content, rather than layered over the top of content?

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How does LAC look when embedded as content, rather than layered over the top of content?

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Liked the notion that critical thinking will be different in different subject contexts.

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Deep content knowledge is needed in order to apply critical thinking but students can begin to think critically from a very young age (prior to having a lot of content knowledge)

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Deep content knowledge is needed in order to apply critical thinking but students can begin to think critically from a very young age (prior to having a lot of content knowledge)

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Critical thinking in the 'early years', what are realistic expectations for students?

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We need to deliberately teach students 'thinking strategies' in each domain to scaffold their learning

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We need to deliberately teach students 'thinking strategies' in each domain to scaffold their learning

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How the general capabilities differ from the cross curriculum priorities and other identified priorities

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How the general capabilities differ from the cross curriculum priorities and other identified priorities