A name that better reflects this might be necessary.

It also could be split into two roles if required, though one person doing them makes sense in that respect as well (both sides focus on QCAA requirements, so it's the same knowledge).

a. Version 9 roll out

b. senior curriculum development- This is the first year for year 12

c. Supporting out of area teachers as they retrain to take junior German (Natascha Olhoff in 2024, Teka Ryan in 2024)

• 2026 focus will be:

a. Developing marking guides in all 7-10 assessments

b. Finish version 9 roll-out

c. Supporting out of area teachers who have opted to learn how to team German

Would support fewer case managers with greater time release to have more cases if it was possible.

• 13 tasks (grade 7 and 8 only) and corresponding marking to date (complete re-writes due to v9 change)

• In addition to this, they made all modified tasks for 9 and 10 CORE and elective subjects

A refresh / re-communication of HOD TnL would then clarify the PAR requirements.

I have had year cos from my faculty say that time allocations making them eligible for supervisions can add another layer of complexity to an already dynamic role that has them pivoting all day. When timetabling, I find it frustrating to see a great teacher with 70-140 minutes available that’s used in IR instead of a class where they would have more of an impact. Co teaching isn’t always ideal. That isn’t to say that their NCT should be reduced. If anything, I think it should be increased but, ideally, that would be by 70-140 minutes so they don’t have IR adding another variable to their day. We’d need to plan for how that would fit with the collaborative planning schedule.