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ACHPER NSW and Sporting Schools Plus

Have you received a Sporting Schools Plus grant? ACHPER NSW provides Professional Learning to build school and teacher capacity to delivery quality PDHPE and build the physical literacy of your students. The Sporting Schools Plus grant enables your school to access the highest quality professional learning and support for you teachers and whole school community.

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Join our team – Marketing and office coordinator

1 x temporary, 24-month part-time appointment (with contract extension available upon review) Job Description Work Type: Part-time (32 hours per fortnight) extension available upon review Total remuneration Package: $24960 – $33,280 (including superannuation) Payment range based on level of qualification and experience. Contact: Tracy Puckeridge (02) 9787 5141 or Closing Date: Friday 17th July

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Evidence based programming process – Part 1

A step by step description of Part 1 of the planning process that looks at how you can use a range of evidence sources to inform your planning decisions. Share on facebook Facebook Share on twitter Twitter Share on linkedin LinkedIn

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Rethinking teaching for learning article series

Teaching with an understanding of cognitive architecture In education we talk about learning and what it looks like every day. But what does ‘learning’ actually mean, and how can we use this understanding to guide our teaching practices? This article is part of a series that will focus on teaching for enhanced learning, motivation, engagement

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PL on the go #1: Behaviour management

Listen to a conversation with Dr Jeff Thomas, a lecturer in the Master of Teaching and Graduate Certificate of Education at the University of Tasmania. Jeff’s research and teaching interests include the relationship between engagement and classroom behaviour, and reengagement approaches for disengaged students. This podcast first published on Teacher Magazine website.

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20 ways to cut your grading time in half

“20 ways to cut your grading time in half” was an article that caught my eye, however it was the name of the blog that further piqued my curiosity, the “Cult of Pedagogy”.   Jennifer Gonzalez, the Editor in Chief of the Cult of Pedagogy is quick to point out that it isn’t actually a

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Is all learning quantifiable?

If anyone has ever seen an episode of The Office you would know that most scenes are steeped in many hilarious and rich interactions between colleagues, often within small confines such as around the water cooler or photocopier. Whilst the show offers an over the top view of the myriad of smaller discussions that consistently

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A balance at exam time

Students who study any subject within the PDHPE Key Learning Area know about the importance of balance. This can be easily applied to the preparation that goes into sitting any exam for students. Below are some simple strategies for students to adopt before, during and after exam time. Studying                                                                    Develop a realistic study timetable

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Learners need endless feedback, more than they need endless teaching

“Learners need endless feedback, more than they need endless teaching”. (Grant Wiggins)   Trial HSC Examinations across NSW have either just finished or about to begin. Students prepare for their trials, they sit them, teachers mark their exams and give them back their results, students spend about one minute looking at their marks. This is

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Drawing from the well – taking care of the care taker

As the end of the term draws to a close, you probably have one eye glued to the calendar as you will yourself into the holidays. Often at this stage of the year, fatigue is battling with the seemingly never ending lists of tasks to be completed – you’ve been working hard on reports, registers,

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Preparation is the key to good results

As #CAFS NSW students begin to think about preparing for their HSC trials, it is timely to discuss what they can do to give the exams their best shot. 1. Know the syllabus This goes without saying. Knowing the syllabus intimately is a key component to achieving good results in CAFS (and for any other

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