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.

**NESA accreditation requirements have changed as of Nov 30. While we can still validate previously planned courses and sessions we will be unable to validate any participation in any new courses and sessions for live or recorded courses this date. You can still gain a certificate which lists the standards addressed for your own records as TLN PD will still count towards your required hours.**

 

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