On Demand Courses

2020 Courses

ETLN2001 Creating inviting play spaces for young children
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ETLN2002 Water play and drought
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ETLN2003 Warm relationships with families
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ETLN2004 Maths – seeing the maths built into preschool equipment
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ETLN2006 Technology – digital ideas to support storytelling in ECEC
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ETLN2007 Bush and nature kindergarten – getting children into nature
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ETLN2008 Communication – visual communication tools in ECEC
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ETLN2009 Balancing free play and structure in preschool programs
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ETLN2010 Celebrating with community
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ETLN2011 Literacy – 10 steps to reading stories with preschool groups
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ETLN2012 Emotional regulation and early childhood learning
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ETLN2013 Capable learners – teaching three year olds
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ETLN2014 Transitions for a calm preschool
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ETLN2015 What is leadership in an early childhood context?
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ETLN2016 Mentoring pre-service and graduate teachers in ECEC
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ETLN2017 Science – Making science visible
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ETLN2018 The 100 languages of children- using clay every day in ECEC
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ETLN2019 Communication – learning languages in preschool
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ETLN2020 Gender in play
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ETLN2021 Risky play in ECEC
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ETLN2022 Talking to children about climate change
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ETLN2023 Nature kindergarten – how working in nature affects pedagogy
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ETLN2024 Critical reflection and the National Quality Standard for early childhood
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ETLN2025 Planning in ECEC – planning for learning rather than activities
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ETLN2026 Teacher registration – my inquiry project on science in ECEC
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ETLN2027 Literacy – making and using puppets
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ETLN2028 Supporting children with challenging behaviours
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ETLN2029 Human leadership- building capability in others
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ETLN2030 Getting buy in from the team for your QIP
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ETLN2031 The 100 languages of children – choosing and presenting drawing and painting materials for pre-schoolers
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ETLN2032 Mental health in early childhood
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ETLN2033 Maths – what is involved in learning to count
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ETLN2034 Technical Leadership – managing finances and a budget
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ETLN2035 Intentionality in interactions with children
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STLN2001 Developing a behaviour management plan
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STLN2002 Managing critical incidents in the classroom
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STLN2003 Getting a class back on track
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STLN2004 Classroom management – establishing routines and relationships
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STLN2005 Classroom management – dealing with distracting classroom behaviours
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STLN2006 Non-violent crisis intervention in schools
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STLN2007 Management of actual or potential aggression in schools
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STLN2008 Promoting feedback from students to teachers
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STLN2009 Promoting feedback from teachers to students
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STLN2010 Promoting peer feedback amongst students
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STLN2011 Digital tools to promote feedback
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STLN2012 Techniques to save time on assessment
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STLN2013 Digital technology for assessment
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STLN2014 Tools for formative assessment
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STLN2015 HITS #5 – Unlocking collaborative learning in the classroom
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STLN2016 HITS #9 – Thinking about metacognitive strategies in the classroom
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STLN2017 HITS #2 – Strong lesson structures for the classroom
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STLN2018 HITS #10 – Utilising differentiation in the classroom
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STLN2019 Leading your team to review data
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STLN2020 Using data for differentiation
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STLN2041 New to leadership – an introduction to education leadership
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STLN2042 Presenting PD to your colleagues – delivering professional learning online
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STLN2043 Communicating as a leader – challenging conversations with students
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STLN2044 Communicating as a leader – challenging conversations with colleagues
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STLN2045 Communicating as a leader – challenging conversations with parents
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STLN2046 Leading a team focused on Positive Education
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STLN2047 Your wellbeing as a leader – understanding yourself as a leader
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STLN2049 Coaching and mentoring pre-service and graduate teachers in the school environment
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STLN2050 Leadership as Narrative – leading your colleagues
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STLN2051 Leadership as Narrative – leading change
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STLN2052 Presenting PD to your colleagues – structuring a professional learning session
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STLN2053 Leading a team focused on student voice and agency
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STLN2054 Leading a team focused on inclusive practice
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STLN2055 Numeracy in the secondary classroom – tasks for real life learning
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STLN2056 Numeracy in the primary classroom – 3 problem solving ideas for cross curriculum projects
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STLN2057 Numeracy in the primary classroom – 5 games to improve numeracy skills
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STLN2058 Literacy in the primary classroom – strategies for improving reading and writing
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STLN2059 Literacy in the secondary classroom – strategies for improving reading and writing
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STLN2060 Literacy in the classroom – strategies to support struggling readers
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STLN2061 Literacy in the classroom – incorporating one to one students conferencing into a literacy program
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STLN2062 Working with gifted students
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STLN2063 Icebreakers for your classroom
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STLN2064 Technology to support differentiation
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STLN2065 Implementing schoolwide positive behaviour support
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STLN2066 Student voice and agency in the classroom
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STLN2067 Reasonable adjustments for students with additional learning needs
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STLN2068 Scaffolded and differentiated learning in the classroom
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STLN2069 Five practical techniques to build rapport with students
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STLN2070 Five examples of incorporating student interest into the curriculum
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STLN2071 Implementing a Project Based Learning approach
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STLN2092 Coaching experienced colleagues to implement current pedagogies
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SETLN2021 Students with additional learning needs – understanding ASD
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SETLN2022 Students with additional learning needs – engaging students with ASD
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SETLN2023 Student voice and agency: building teacher and student connections
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SETLN2024 Students with additional learning needs – understanding ADHD
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SETLN2025 Students with additional learning needs – engaging students with ADHD
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SETLN2026 Students with additional learning needs – engaging students with dyslexia
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SETLN2027 Students with additional learning needs – understanding dyslexia
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SETLN2028 EAL/D in the mainstream – strategies for success
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SETLN2029 Talking to students about colonisation
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SETLN2033 Using the Uluru statement ‘from the heart’ in your classroom
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SETLN2034 Understanding Treaty within the education community
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SETLN2035 Trauma-aware teaching – the Berry Street Education Model
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SETLN2036 Trauma aware teaching at our school – a panel discussion
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SETLN2037 Mental Health – supporting students with anxiety and depression
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SETLN2038 Mental Health First Aid – identification and first response
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SETLN2039 Understanding online bullying and bystander behaviour
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SETLN2040 Bullying prevention in the learning space
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SETLN2048 New to leadership – setting team goals and developing a plan for 2021
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SETLN2072 My Career – planning a career in education
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SETLN2073 My Career – building your personal teaching brand in the digital environment
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SETLN2074 My Career- women in teaching, building a career in education
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SETLN2075 My Career -teacher ethics and code of conduct
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SETLN2076 My Wellbeing – learning to say ‘No’ in a professional manner
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SETLN2077 My Wellbeing – time management strategies
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SETLN2078 My Wellbeing – mindfulness and gratitude
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SETLN2079 My Wellbeing – protecting yourself in the digital environment – online safety
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SETLN2080 My Wellbeing – developing a growth mindset
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SETLN2081 My Skills – Teacher Presence: be seen, be heard, be confident
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SETLN2082 My Skills – Teacher Presence: managing light, sound, and space
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SETLN2083 My Skills – presenting with PowerPoint at parent evenings
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SETLN2084 My Skills – coding skills for teachers
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SETLN2085 My Skills – practical technology skills
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SETLN2086 My Knowledge – understanding positive psychology in education
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SETLN2087 My Knowledge – understanding early childhood education (or what are they doing to my 4 year old?
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SETLN2088 Conversations #1 – what is the role of the teacher in the debate about racism in Australia?
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SETLN2089 Conversations #1 – what is the role of the teacher in the debate about refugee policy in Australia?
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SETLN2090 Conversations – what is the role of the teacher in the conversation about environmental sustainability
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SGRD2005 Top 10 tips for developing students’ literacy skills
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2019 Courses

ALLL1944 Working with EAL students – working with families
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ALLL1945 Working with EAL students – using student prior knowledge
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ALLL1946 Working with students with ASD – building on fixed interests
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ALLL1947 Working with ASD students – teaching task skills
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ALLL1948 Working with ASD students – teaching social and emotional skills
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ALLL1949 Working with students with Dyslexia – understanding the condition
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ALLL1950 Working with students with dyslexia – responding effectively in the classroom
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ALLL1951 Working with students who have experienced trauma
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ALLL1952 Incorporating aboriginal perspectives, knowledge and content
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ALLL1953 Working with students with ADHD
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ALLL1963 Developing a Behaviour Management Plan
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ALLL1985 Teacher wellbeing – voice care
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ALLL1986 Teacher Wellbeing – learning to say ‘No’
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ALLL1987 eBooks, multi-touch books, iBooks – accessing, using and creating digital books to enhance student learning
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ALLL1988 Flipped classrooms – using digital technology to enhance student learning
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ECEL1901 Transitions to support calm preschools
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ECEL1902 Self-assessment practices with preschool children
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ECEL1903 Creating inviting play spaces in preschools
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ECEL1904 10 tips for reading stories with preschool groups
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ECEL1905 A Keeping Place for the eel story
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ECEL1906 Allergies and how to keep young children safe
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ECEL1907 Planning with intention in ECEC: how to plan for learning rather than for activities
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ECEL1908 Critical reflection and the new early childhood NQS
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ECEL1909 Emotional regulation and early childhood learning
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ECEL1910 Completing a QIP that makes a difference in our preschool
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ECEL1911 Visual tools to encourage prosocial preschooler behaviour
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ECEL1912 Talking to young children about grim themes
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ECEL1913 STEM in ECEC: Maths in play
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ECEL1914 Nature kindergarten: taking children out into nature
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ECEL1915 Addressing disadvantage; implementing interventions to support preschool children at risk
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ECEL1916 Adopting a technology for your preschool teaching
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ECEL1917 How do teaching and play fit together?
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ECEL1918 Voice Treaty Truth: Drawing on NAIDOC 2019 themes for your teaching
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ECEL1919 Capable learners: teaching 0-3
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ECEL1920 Supporting the preschool child with challenging behaviour
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ECEL1921 My inquiry project: including preschool children with low communication skills in project work
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ECEL1922 Self care as responsible teaching
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ECEL1923 Transition – what do primary teachers need to know?
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ECEL1924 Tips and strategies for preschool group times
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ECEL1925 STEM in ECEC: Making a beeswax wrap
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ECEL1926 Can you go up the slide? Risky play in ECEC
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ECEL1931 What do we mean by agency and what does it mean for our teaching?
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ECEL1934 Risk in early childhood learning
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ECEL1935 Dewey & Reggio
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ECEL1936 Common Worlds: what does it mean to learn with rather than learn about
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LEADL1963 Introduction to Leadership
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LEADL1965 Leadership skills for new curriculum leaders/subject coordinators
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LEADL1966 Thriving Leaders – Understanding yourself in order to understand and lead others
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LEADL1967 Thriving leaders – what does it mean to thrive and how can you achieve it?
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LEADL1968 Thriving Leaders – Growing and Building a Thriving Team
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LEADL1969 Communicating as a leader – counselling students effectively
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LEADL1970 Communicating as a leader – challenging conversations with colleagues
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LEADL1971 Communicating as a leader – difficult conversations with parents
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LEADL1972 Leading on inclusive practice – a whole school approach to Individual Learning Plans
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LEADL1974 Leading on inclusive practice – school wide policies and procedures that work for inclusive practice
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LEADL1975 Presenting PD to your colleagues – structuring a professional learning session
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LEADL1976 Presenting PD to your colleagues – delivering professional learning online
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LEADL1977 Presenting PD to your colleagues – the business of professional learning
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LEADL1978 Promoting student voice and agency – your role as an education leader
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LEADL1979 Mentoring pre-service teachers
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LEADL1980 Building a professional learning community
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LEADL1991 Reviewing NAPLAN Data with your team
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GRDL1901 Positive primary classrooms – setting expectations for positive relationships
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GRDL1902 Positive primary classrooms – reward strategies
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GRDL1903 Positive primary classrooms – taking the opportunities to reset and focus
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GRDL1907 Managing the primary classroom – creating calm environments
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GRDL1908 Managing the primary classroom – understanding your own triggers
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GRDL1909 Managing the primary classroom – encouraging student participation
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GRDL1910 Relationships in the secondary classroom – making your expectations clear
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GRDL1916 Quality teaching techniques for primary – scope and sequence of work
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GRDL1917 Quality teaching techniques for primary – effective lesson structures
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GRDL1918 Quality teaching techniques for primary – Use effective questioning
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GRDL1922 Assessment techniques for primary – knowing where students are up to
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GRDL1923 Assessment techniques for primary – self reflection and self assessment strategies
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GRDL1924 Assessment techniques for primary – keeping track of student achievement
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GRDL1925 Assessment techniques for secondary – understanding formative assessment
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GRDL1926 Assessment techniques for secondary – strategies for continuous assessment
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GRDL1927 Assessment techniques for secondary – techniques to save time on assessment
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GRDL1928 Literacy in the primary classroom – strategies for improving writing
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GRDL1929 Literacy in the primary classroom – strategies for improving reading
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GRDL1930 Literacy in the secondary classroom – Strategies for improving writing
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GRDL1931 Literacy in the secondary classroom – strategies for improving reading
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GRDL1932 Numeracy in the primary classroom – strategies for improving problem solving skills
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GRDL1933 Numeracy in the primary classroom – strategies for developing mathematical vocabulary
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GRDL19103 Using Data Walls in the Classroom
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EXPL1904 The real principles of Restorative Practice for secondary schools
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EXPL1905 Support early career teachers in secondary schools using the principles of Restorative Practice
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EXPL1906 Influence a secondary school culture with a Restorative Practice approach
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EXPL1934 Mentoring colleagues to achieve better literacy outcomes in the primary classroom
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EXPL1935 Mentoring colleagues to achieve better numeracy outcomes in the primary classroom
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EXPL1938 Supporting colleagues with learning intentions and success criteria in the secondary classroom
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EXPL1939 – Mentoring colleagues to implement explicit teaching in the secondary classroom
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EXPL1942 Using feedback in the classroom – feedback for students in the classroom
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ESSL1957 Education Support Staff – working with EAL students
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ESSL1958 Education Support Staff – working with students with ASD
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ESSL1959 Education Support Staff – working with students with dyslexia
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ESSL1960 Education Support Staff – developing classroom communication skills
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ESSL1962 – Working as a learning support officer – developing a toolkit of resources
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Request for Certificate

If you require a certificate of participation or you require NESA validation please click the request link underneath the completed course and fill out the form to generate your certificate.

 

***Please note the courses available on this page form part of the TLN member program. Certificates can only be provided to current TLN members.***