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Supporting high level cognitive curriculum planning 2022202W is a Course

Supporting high level cognitive curriculum planning 2022202W

Sep 7, 2022 - Dec 30, 2022

$250 Enrol

Full course description

Date and time

Session 1 - Thursday 8 September 2022, 4.00 pm to 5.30 pm

Session 2 - Thursday 15 September 2022, 4.00 pm to 5.30 pm


Delivery mode

Online – a Zoom link will be provided 24 hours prior to the event



This learning event is right for you if you are a Head of Faculty or a Director of Teaching and Learning or Pedagogy.



In developing the conceptual understandings needed in the revised and refined Australian Curriculum these two 90 minutes online sessions will spotlight the use of the Achievements Standards in alignment too and in support of the Content Descriptors. This will be a high-level cognitive approach drawing upon several mapping tools that can be used within your school context to start the dialogue of assessment and moderation of the Australian Curriculum.

 This learning event supports creating best practice toward meeting the following VRQA standard(s):

  • Curriculum and Student Learning – Curriculum framework                                                                   
  • Curriculum and Student Learning – Student learning outcomes
  • The minimum standards for schools offering a senior secondary course – Student learning outcomes  


Relevant Australian professional standards for teachers

3.  Plan for and implement effective teaching and learning

6.  Engage in professional learning


Key takeaways               

  • strategies to support teachers in teaching and assessing using the Australian Curriculum
  • ways to support teachers to align their teaching and assessment practices to the Australian Curriculum
  • development of your starting point and mapping tools
  • awareness of how to navigate the revised Australian Curriculum website.


Presenter information

Helen Schiele

Helen has worked in the educational field for some 28 years. She has developed professional learning opportunities in the areas of curriculum design, differentiation, professional learning communities, literacy and numeracy and artistic learning strategies, and is a trained Cognitive Coach. Prior to entering the primary and secondary areas, Helen worked extensively as an early childhood practitioner predominately in low socio-economic areas and multicultural communities. Helen has completed her Master’s in Education by research and is now completing her Doctoral studies in ‘collective efficacy in education’.    


Julie King