LEARNING BY DESIGN

Making sense of curriculum requirements so that teachers can confidently identify what matters most and translate it into classroom practice.

For: Early career teachers, teachers teaching outside their method area, returning teachers, and educators moving into new year levels or subjects.

Focus Areas

• Understanding the structure and purpose of curriculum documents

• Identifying the knowledge, skills and understandings that matter most

• Distinguishing between curriculum requirements and classroom activities

• Using curriculum documents to inform planning, assessment and teaching

Participants leave with:

• Greater confidence navigating curriculum documents and achievement standards

• Practical strategies for identifying priorities within the curriculum

• A clearer understanding of how curriculum should drive planning, assessment and classroom practice

Designing learning with the end in mind so that assessment, teaching and success criteria work together.

For: Classroom teachers, curriculum teams and learning area leaders.

Focus Areas

• Starting with desired learning outcomes rather than activities

• Aligning learning, assessment and classroom practice

• Creating learning sequences that build towards success

Participants leave with:

• A clear planning process that starts with outcomes and reduces guesswork

• Practical tools for aligning curriculum, assessment and teaching

Building review, retrieval and guided practice into everyday teaching so learning lasts beyond the assessment.

For: Whole-school PD, teaching teams and schools focused on improving student learning outcomes.

Focus Areas

• Understanding why students forget and what helps learning stick

• Using retrieval and review routines that fit within existing programs

• Applying modelling and guided practice to strengthen learning and retention

Participants leave with:

• Practical strategies that strengthen learning and retention

• Ready-to-use routines that make learning stick

Designing assessments that capture what students can actually do, not just what they can remember.

For: Classroom teachers, curriculum teams and learning area leaders.

Focus Areas

• Identifying the skills and understandings that matter most

• Designing assessments that provide meaningful evidence of learning

• Moving beyond content coverage to authentic demonstration of learning

Participants leave with:

• Assessment strategies that measure meaningful learning

• Greater confidence in gathering and interpreting evidence of student growth

Practical approaches to feedback that improve learning without creating unsustainable workload.

For: All teachers, teams reviewing assessment and reporting practices.

Focus Areas

• Understanding the difference between feedback that changes practice and feedback that gets ignored

• Using written, verbal and peer feedback effectively

• Building feedback cycles into everyday teaching

Feedback That Works

Participants leave with:

• Feedback strategies students can act on immediately

• Practical approaches that improve learning without adding to workload