Author: Laura Zinghini


My name is Laura Zinghini and I have been a Drama and English Secondary teacher for 12 years. I am going to be discussing how to increase the vocabulary of students in the secondary classroom. By looking at the obstructions to students literacy and utilising literacy strategies to overcome that obstruction, we will assist students in all facets of life. I will be covering general strategies for all classrooms, as well as teaching specific strategies to increase vocabulary that is subject specific.


When I am teaching, I try to utilise as many of these strategies as possible, and this in turn, informs my practise. The more that you use the strategies, the more that they will integrate into your planning and hopefully assist your students to increase their vocabulary!

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Author: David Innes

As a CRT, you are often at the mercy of whatever the teacher has left and this can be difficult to amend. If there is an opportunity to create resources for a class (in the case of a long term absence), developing open ended tasks can help. To do this, developing a rubric is ideal so you know for certain what is above, at and below standard. Then, design an activity that allows for multiple correct answers and can slot easily into those three categories. Creating open ended tasks is easier when there is a team of teachers working together.

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Author: David Vinegrad

Restorative Practices has been around now in our schools for well over 20 years.  Some 'do it' well and some 'not so well' because it is a tricky beast to understand.  Restorative Practices is not a tool box or a set of strategies. It is a philosophy about relationships and put simply is a 'way of being' with students and colleagues. Restorative Practices is not a soft or permissive approach to classroom management it is a social science that must first be understood to get our mindset right and then practice and adapt a range of relational approaches.


Restorative Practices doesn't work with every student, no behaviour management approach does. Restorative Practices will work a lot better when we understand the values and principles that underpin what we say and what we do to build and repair relationships.

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Author: Hannah Galloway

This session will explore The Victorian Teaching Profession Code of Conduct and Ethics (the Codes), and how it applies to all teachers, including CRTs. The Codes are designed to help teachers navigate and resolve difficult professional and ethical dilemmas. While there may be no single correct solution, teachers should be able to account for their actions by referring to the Codes.

Teachers are encouraged to use the Codes along with any other codes and/or policies developed by their employer or school, to guide their professional practice.

At the end of this session, you may want to consider the following questions:

        What do the principles of the Codes look like in practice?

        What does the Code of Conduct tell me about maintaining professional boundaries with learners?


        How does my practice align with the quality of behaviour reflected in the Codes? 

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Author: Jane Wenlock

EAL/D parents are often deemed “hard to reach” in terms of engaging them in participation in school activities. These parents, like all parents, wish to assist their children in education. Unfortunately, the experiences of school that the parents have had is not the experience that the child is having. Parents can feel disempowered and unsure of what they can do to assist their children. In this session we will look at what it means to be an EAL/D learner, difficulties parents may face in becoming involved in their child’s education and strategies to use in assisting parents to become involved.

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