Duration: 14 minutes 26 seconds

Joe Allen

Welcome to the professional learning on Curriculum planning for every student in every classroom. My name is Joe Allen. I'm the Disability Support Coordinator from Inclusion and Wellbeing Directorate. With me today is Carolyn Amat, Curriculum Implementation Adviser from the Curriculum and Reform Directorate.

We are coming to you from the land of the Darug Peoples and we acknowledge the many diverse aboriginal nations and language groups of New South Wales and we pay our respect to the lands, the skies, and the waters of these nations, and to the many ancestors who have shaped and nurtured country. We honour the Elders, the Custodians of Country, and the future generations who have a responsibility to continue the legacy of Elders and ancestors.

Today, we will explore the diversity of learners in New South Wales classrooms and discuss ways to acknowledge and effectively plan for this diversity. We'll also explore the specific needs of learners with disability and we'll engage with the ‘Curriculum planning for every student in every classroom’ professional learning by completing two of the available microlearning modules. There will be an opportunity to reflect on your own curriculum planning practice, engage with colleagues, and plan your next steps.

Carolyn Amat

We know there is no average student. Every classroom has a rich diversity of learners. It is important to identify, celebrate, and effectively plan for this diversity. Students who are engaged in their learning, able to access content, and demonstrate their understanding are successful learners. Diversity creates an intricate tapestry that improves educational experiences for everyone. If we celebrate and plan for diversity, everyone benefits.

As teachers, we recognise that this diversity also presents complexities for us as we plan for teaching and learning. Our challenge is to optimise learning for every student. Students are at the heart of every decision we make.

Every student requires opportunities to participate in high-quality learning experiences that support them to reach their potential. The curriculum is the foundation of decisions that we make about teaching and learning. The New South Wales Curriculum Reform provides a unique opportunity for all of us to refine what we do and reflect on how and why we do it.

‘Curriculum planning for every student in every classroom’ is a comprehensive suite of professional learning collaboratively developed by Joe, myself, and experts from the diversity teams across the department. You can find aligned advice, strategies, and resources that have been brought together in one place to make it easier for you to find what you need when planning for the diversity of learners in each of your classrooms. Let's explore the first module in this suite of professional learning. The title of the module is, Celebrating and planning for diverse student needs. The module will take about 15 minutes to complete and will introduce you to the diversity of our student population in New South Wales as well as three guiding principles to support your curriculum planning. The link you receive will take you to the professional learning page in MyPL.

You'll find yourself on the landing page for Curriculum planning for every student in every classroom. Enrol in the course by selecting the red enrol button at the top of the screen. Scroll down and launch the first module. After working your way through the module, spend about 10 minutes reflecting on and discussing what you have seen and heard.

There are questions on screen to prompt discussion with your colleagues. As you work your way through the module, think about what resonates most for you. What does diversity look like within your classroom? What does diversity look like within your school context? What data and information helps build your understanding of your students? And finally, how do you celebrate and plan for diversity so that all your students thrive?

Please pause the webinar now and we'll see you in about 25 minutes.

Welcome back. Planning for student diversity from the beginning can optimise learning for the full range of students. There is no one size fits all approach and it will look different in every classroom. When we plan to the edges of learner variability from the beginning, it creates a more inclusive learning environment where all students can succeed.

Joe Allen

When engaging in curriculum planning for students with disability, consider a multi-tiered approach. This proactive approach starts with universal strategies to improve the inclusivity of the learning environment for all your students. Some students may require differentiated strategies. Differentiation is a direct and intentional response to meet the identified needs of individual students or groups of students.

Some students may also require further personalised learning and support or adjustments to access the curriculum content and participate in learning on the same basis as their peers. This will help teachers meet their obligations under the Disability Standards for Education by ensuring access and participation for all students which may include the provision of adjustments for students with disability. So, we look at curriculum planning support for learners with disability right at the beginning. We're not looking at this as an add-on at the end. We're ensuring it's respectful, authentic, and it's a part of the school fabric.

How well do you know your learners with disability, their strengths and interests, what they need to learn, and how they learn best?

The following video animation shares insights into supporting the diversity of learners with disability in New South Wales public schools.

VIDEO

Did you know that more than one in five students in New South Wales public schools has disability?

According to the nationally consistent collection of data on school students with disability, 86% of students with disability learn in mainstream classes, 11% in support classes in mainstream schools, and 3% learn in schools for specific purposes. The New South Wales Department of Education values the diversity of its school communities and is committed to building a more inclusive education system where all students are learning to their fullest capacity. Inclusion is everyone's business.

The department's Inclusive Education Statement for students with disability outlines six principles of inclusive practice. The principles guide our journey towards embedding inclusive practice across our education system, not only for the benefit of students with disability, but for all our students in New South Wales schools. The department's commitment to inclusive education is underpinned by international, national, and state legal obligations. The Disability Standards for Education 2005, under the Disability Discrimination Act 1992, outline the obligation to provide reasonable adjustments so students with disability can participate on the same basis as their peers.

We put our students at the centre of everything we do. Every student needs to feel that they belong and that they have opportunities to successfully participate in all aspects of school life. The Purple Orange Report discusses the experiences and insights of students living with disability in New South Wales public schools. The following quote from this report shows the importance of engaging students in learning in a meaningful way.

"When they actually understood what his passion was and the curriculum was then based around that passion, that engaged him. So, engaging him meant they had to understand him, they had to get to know him a little bit, and then work towards those passions, so that's when it worked."

This module will show teachers how a tiered approach to curriculum planning can enhance engagement and achievement for students with disability and how improving universal inclusive practise benefits the learning and wellbeing of all students.

Joe Allen

We know learners with disability may also be Aboriginal and/or Torres Strait Islander learners, high potential or gifted learners, or learning English as an additional language or dialect. Since learners with disability can be in one, some, or even all of these groups, it is important to take a proactive holistic approach to curriculum planning.

Providing a range of options which incorporate learner interests, prior experiences, and the cultural capital that each learner brings with them allows these learners to use their strengths to tackle unknown and unfamiliar learning experiences.

It is important to plan culturally inclusive teaching and learning activities to provide opportunities for all students to build their understanding. Learners with disability may require adjustments to participate on the same basis as their peers. Now, let's explore a second module focused specifically on learners with disability.

The module Engaging learners with disability is found in the final group of modules titled, Curriculum planning support for learners with disability. Scroll down the MyPL page and launch the second module in this group.

It'll take about 10 minutes to complete. Having worked your way through the module, spend 10 minutes reflecting on and discussing what you've seen and heard. The following questions will help to prompt your discussion. What strategies will you implement to enhance inclusive practise for learners with disability? What is one professional commitment that you could make to ensure your teaching practise is inclusive of learners with disability?

Please pause the webinar now and we'll see you in about 20 minutes.

Welcome back. Think about how you can provide options for how students engage in their learning, access content, and show what they have learned. Here are some practical strategies that can help create inclusive learning environments.

Give students choice and autonomy. Ensure learning activities are relevant and authentic. Increase predictability and practise routines with students. Provide visual, auditory, and tactile options to access content. Communicate learning intentions and the success criteria. Provide opportunities for students to practise and generalise those skills. Set challenging goals and give students feedback. Provide a variety of tools and technology for students to demonstrate their understanding.

The four other modules in this group examine curriculum planning strategies that support learners with disability in our classrooms. It is important to recognise some strategies that are essential for learners with disability can be beneficial for all our learners.

Carolyn Amat

Aboriginal and/or Torres Strait Islander learners with disability thrive in culturally safe learning environments where culturally responsive teaching and learning strategies are practised, cultural knowledge is celebrated. Learning resources include Aboriginal and/or Torres Strait Islander authors and voices.

The knowledge and skills of families, community members, and elders are valued and their participation is encouraged. The group of modules, Curriculum planning support for Aboriginal learners, has many strategies for these students.

Evidence-based strategies to support Aboriginal and/or Torres Strait Islander learners can be found in CESE's document Strong Strides Together. The EAL/D Hub includes extensive professional learning for teachers to support Aboriginal and/or Torres Strait Islander learners.

Effective teachers respect and value the home language and culture of their learners. They create an environment where learner potential can be recognised. Home language is respected, cultural practises are celebrated, and English is seen as an additional language, not one that replaces a student's home language or dialect. By encouraging learners with disability to use home languages or dialects in the classroom, the cultural identities of these EAL/D learners are affirmed. Explore the group of modules, Curriculum Planning Support for EAL/D Learners, to find strategies for these students.

Learners with disability who are high potential or gifted require inclusive learning environments where teaching and learning experiences enable students to develop their talent and reach their potential. The group of modules Curriculum planning support for high potential and gifted learners has many strategies for these students.

The HPGE Professional Learning and Resource Hub also has resources to support these learners.

Joe

Thank you for joining us today and ensuring our students are set up for success in culturally safe, inclusive learning environments.

[End of transcript]

Duration: 14 minutes 53 seconds

Kate Harris

Welcome to the professional learning on Curriculum planning for every student in every classroom. My name is Kate Harris. And I'm the English as an Additional Language or Dialect Advisor, K to 6, from the Multicultural Education Team in the Educational Standards Directorate.

With me today is Carolyn Amat, Curriculum Implementation Advisor from the Curriculum and Reform Directorate. We are coming to you from the land of the Darug Peoples and we acknowledge the many diverse Aboriginal nations and language groups of New South Wales, and pay respect to the lands, skies, and waters of these nations. And to the many ancestors who have shaped and nurtured country.

We honour the Elders, the Custodians of Country, and the future generations who have a responsibility to contribute to the legacy of Elders and ancestors. Today, we will explore the diversity of learners in New South Wales classrooms and discuss ways to acknowledge and effectively plan for this diversity.

We'll also explore the specific needs of our students learning English as an additional language or dialect and engage with ‘Curriculum planning for every student in every classroom’ professional learning, by completing two of the available microlearning modules. There will be an opportunity to reflect on your own curriculum planning practice, engage with colleagues, and plan your next steps.

Carolyn Amat

We know there is no average student. Every classroom has a rich diversity of learners. It is important to recognise, celebrate, and effectively plan for this diversity. Students who are engaged in their learning, able to access content and demonstrate their understanding are successful learners. Diversity creates an intricate tapestry that improves educational experiences for everyone. If we celebrate and plan for diversity, everyone benefits.

As teachers, we recognise that this diversity also presents complexities for us as we plan for teaching and learning. Our challenge is to optimise learning for every student. Students are at the heart of every decision we make. Every student requires opportunities to participate in high-quality learning experiences that support them to reach their potential. The curriculum is the foundation of decisions that we make about teaching and learning.

The New South Wales Curriculum Reform provides a unique opportunity for all of us to refine what we do and reflect on how and why we do it. ‘Curriculum planning for every student in every classroom’ is a comprehensive suite of professional learning. It has been collaboratively developed by Kate, myself and experts from the diversity teams across the department. You can find aligned advice, strategies and resources that have been brought together in one place to make it easier for you to find what you need when planning for the diversity of learners in each of your classrooms. Let's explore the first module in this suite of professional learning. The title of the module is, Celebrating and planning for diverse student needs.

The module will take about 15 minutes to complete and will introduce you to the diversity of our student population in New South Wales, as well as three guiding principles to support your curriculum planning. The link you receive will take you to the professional learning page in MyPL. You'll find yourself on the landing page for Curriculum planning for every student in every classroom.

Enrol in the course by selecting the red Enrol button at the top of the screen. Scroll down and launch the first module. After working your way through the module, spend about 10 minutes reflecting on and discussing what you have seen and heard. There are questions on screen to prompt discussion with your colleagues.

As you work your way through the module, think about what resonates most for you. What does diversity look like within your classroom? What does diversity look like within your school context? What data and information helps build your understanding of your students? And finally, how do you celebrate and plan for diversity, so that all your students thrive?

Please pause the webinar now and we'll see you in about 25 minutes.

Welcome back. Planning for student diversity from the beginning can optimise learning for the full range of students. There is no one size fits all approach. And it will look different in every classroom. When we plan to the edges of learner variability from the beginning, it creates a more inclusive learning environment where all students can succeed.

Kate Harris

The Multicultural Education Policy commits schools to providing opportunities that enable all students to achieve equitable education and social outcomes and to participate successfully in our culturally diverse society. With 25% of students across the state learning English as an additional language or dialect, it is important to incorporate strategies that support EAL/D learners right from the beginning, not as an add-on at the end.

We know that EAL/D pedagogy is not only essential for EAL/D learners, but supportive for all learners. EAL/D learners, by their very nature, bring additional skills to the classroom, including multilingual skills, different perspectives, and experiences that can enrich classrooms. A strengths-based approach to curriculum planning can support an interest and respect for diversity. The first step is to know your students, including the languages they speak, and the rich experiences they bring to learning. How well do you know your EAL/D learners, their families, their culture and communities?

The following video animation shares insights into the diversity of EAL/D learners in New South Wales public schools.

VIDEO

In New South Wales public schools we collate data about the backgrounds of our students, as this information helps us know our learners and the school community. More than one-third of New South Wales public school students come from a background in which languages other than English are spoken in the home. LBOTE students are those students who speak a language other than English in the home or have a mother, father, or guardian who speaks a language other than English in the home.

These students are identified as LBOTE students. Language background other than English. Many LBOTE students use Standard Australian English in social and learning contexts. EAL/D learners are a subset of LBOTE students. They are students whose first language is a language or dialect other than Standard Australian English, who require additional support to assist them in developing English language proficiency. They are students who have been assessed on the EAL/D learning progression as beginning, emerging, developing or consolidating phases of English language proficiency.

These students require explicit and systematic support in English language learning. Approximately 24% of New South Wales public school students are EAL/D learners. Diversity exists within EAL/D learners, as it does within all student groups. EAL/D learners may have been born in Australia or overseas, be here permanently, or temporarily. They may be indigenous and speak Aboriginal English or an indigenous language. EAL/D learners come to our classes with a wide variety of first language proficiency and education levels.

Some EAL/D learners have a strong educational background and well-developed first language skills. Some may be high potential and gifted. Other EAL/D learners include students with a disability or learning difficulty. Some have disrupted or little education and low levels of literacy in their first language. Some EAL/D learners have experienced trauma and loss. These students join our classes in any school year and can be at any stage of learning English and on any phase of the EAL/D learning progression.

All EAL/D students bring into our classrooms rich experiences, abilities and knowledge developed in their first language and cultural background. The diversity of our LBOTE and EAL/D learners is a strength for classrooms and schools, a resource to be harnessed as we program, plan, and implement teaching and learning experiences.

Kate Harris

We know students learning English as an additional language or dialect may be Aboriginal and/or Torres Strait Islander learners, be high potential or gifted learners, or learners with disability.

Since English as an additional language or dialect learners can be in one, some, or even all of these groups, it is important to take a proactive, holistic approach to curriculum planning. Providing a variety of options which incorporate learner interests, prior experiences, access to home languages, and respect and interest in the cultural capital each learner brings with them, allows these learners to use their strengths to tackle unknown and unfamiliar learning experiences.

It is important to plan culturally inclusive teaching and learning activities to provide opportunities for all students to build their understanding. Let's explore a second module, focused specifically on engaging English as an additional language or dialect learners.

The module is found in the third group of modules, titled, Curriculum planning support for EAL/D Learners. Scroll down the MyPL page and launch the second module in this group. It'll take about 10 minutes to complete. Having worked your way through the module, spend 10 minutes reflecting on and discussing what you have seen and heard.

There are three questions on screen to prompt discussion. How will you leverage the strengths of your EAL/D students? How will you plan for differentiated instruction that amplifies, rather than simplifies learning tasks for EAL/D learners? What is one professional commitment you could make to ensure your teaching practise is culturally responsive to EAL/D learners? And allows all students to build shared understanding?

Please pause the webinar now and we'll see you in about 20 minutes. Welcome back.

Here are some practical strategies that can help create supportive learning environments for EAL/D learners. Learning English should be seen as learning an additional language, not replacing a student's home language or dialect. All learners learn best in an environment of high support and high challenge. Aim to identify and support the language learning needs of our students as they engage with the big ideas of learning. Enhance or amplify the curriculum. Do not simplify or dumb it down.

The four other modules in this group examine curriculum planning strategies that support EAL/D learners in our classrooms. The key to planning for these learners is to recognise that strategies that are essential for EAL/D learners are beneficial for all learners.

Carolyn Amat

Some Aboriginal and/or Torres Strait Islander students are learning Standard Australian English as an additional dialect. Effective teachers respect and value the home language and culture of their Aboriginal and/or Torres Strait Islander learners. They create an environment where learner potential can be recognised, home language or dialect is respected, and cultural practices are celebrated.

By encouraging Aboriginal and/or Torres Strait Islander learners to use home languages or dialects in the classroom, the cultural identities of these EAL/D learners are affirmed. Explore the group of modules, Curriculum planning support for Aboriginal learners to find strategies for these students. The EAL/D Hub also includes extensive professional learning for teachers to support Aboriginal and/or Torres Strait Islander students who are learning English as an additional language or dialect.

Professional learning, titled ‘Aboriginal ways of using English’, is also available in MyPL. Identifying EAL/D learners who are high potential or gifted may be challenging for students who are still developing their English language proficiency. EAL/D learners who are high potential, or gifted, require culturally safe and inclusive environments where teaching and learning experiences enable students to develop their talent and reach their potential.

The group of modules, Curriculum planning support for high potential and gifted learners has many strategies for these students. The HPGE Professional Learning and Resource Hub also has resources to support these learners.

EAL/D learners with disability require learning programmes that focus on their strengths. They may also need adjustments to participate on the same basis as their peers. These students will also need support to develop their English language proficiency. The group of modules, Curriculum planning support for learners with disability has strategies for these students. The Inclusive Practise Hub also has resources to support learners with disability.

Kate Harris

Thank you for joining us today and ensuring our students are set up for success in culturally safe and respectful learning environments.

[End of transcript]

Duration: 13 minutes 56 seconds

Carmela May

Welcome to the professional learning on Curriculum planning for every student in every classroom. My name is Carmela May and I'm a high potential and gifted education specialist in the Curriculum and Reform Directorate. With me today is Carolyn Amat, Curriculum Implementation Advisor also from the Curriculum and Reform Directorate.

We are coming to you from the land of the Darug Peoples and we acknowledge the many diverse Aboriginal nations and language groups of New South Wales and pay respect to the lands, skies, and waters of these nations, and to the many ancestors who have shaped and nurtured country.

We honour the Elders, the Custodians of Country and the future generations who have a responsibility to continue the legacy of Elders and ancestors. Today, we will explore the diversity of learners in New South Wales classrooms and discuss ways to acknowledge and effectively plan for this diversity.

We will also explore the specific needs of high potential and gifted learners and engage with ‘Curriculum planning for every student in every ‘ professional learning by completing two of the available microlearning modules. There will be an opportunity to reflect on your own curriculum planning practice, engage with colleagues, and plan your next steps.

Carolyn Amat

We know there's no average student. Every classroom has a rich diversity of learners. It Is important to recognise, celebrate and effectively plan for this diversity. Successful learners are engaged in their learning when provided with content that is appropriately challenging and enables them to demonstrate their understanding through a range of options.

Diversity creates an intricate tapestry that improves educational experiences for everyone. If we celebrate and plan for diversity, everyone benefits. As teachers, we recognise that this diversity also presents complexities for us as we plan for teaching and learning. Our challenge is to optimise learning for every student. Students are at the heart of every decision we make.

Every student requires opportunities to participate in high quality learning experiences that support them to reach their potential. The curriculum is the foundation of decisions that we make about teaching and learning.

The New South Wales Curriculum Reform provides a unique opportunity for all of us to refine what we do and reflect on how and why we do it. ‘Curriculum planning for every student in every classroom’ is a comprehensive suite of professional learning collaboratively developed by Carmela, myself, and experts from diversity teams across the department.

You can find aligned advice, strategies and resources that have been brought together in one place to make it easier for you to find what you need when planning for the diversity of learners in each of your classrooms. Let's explore the first module in this suite of professional learning.

The title of the module is, Celebrating and planning for diverse student needs. The module will take about 15 minutes to complete and will introduce you to the diversity of our student population in New South Wales as well as three guiding principles to support your curriculum planning. The link you receive will take you to the professional learning page in MyPL.

You'll find yourself on the landing page for Curriculum planning for every student in every classroom. Enrol in the course by selecting the red enrol button at the top of the screen. Scroll down and launch the first module. After working your way through the module, spend about 10 minutes reflecting on and discussing what you have seen and heard.

There are questions on screen to prompt discussion with your colleagues. As you work your way through the module, think about what resonates most for you. What does diversity look like within your classroom? What does diversity look like within your school context? What data and information helps build your understanding of your students? And finally, how do you celebrate and plan for diversity so that all your students thrive?

Please pause the webinar now and we'll see you in about 25 minutes.

Welcome back. Planning for student diversity from the beginning can optimise learning for the full range of students. There is no one size fits all approach and it will look different in every classroom. When we plan to the edges of learner variability from the beginning, it creates a more inclusive learning environment where all students can succeed.

Carmela May

The High Potential and Gifted Education Policy tells us that high potential and gifted students come from all backgrounds, should have access to quality learning opportunities that meet their needs and aspirations, and that they may require tailored resourcing that is responsive to these diverse backgrounds. Taking a rising tide lifts all ships approach recognises that all students benefit from quality pedagogical practises.

By implementing these evidence-based strategies and practices from the beginning in the planning phase, they become part of a respectful and authentic approach to responding to the diversity of students in our classrooms and schools. Using a strengths-based approach to curriculum planning promotes a culture of high expectations that optimises growth and achievement. So, who are our high potential and gifted learners and how well do you know them, their families, their culture, and their communities? The following video animation shares insights into the diversity of high potential and gifted learners in New South Wales public schools.

VIDEO

High potential and gifted students are a diverse group represented across all ages, gender, and domains of potential. These students can come from diverse socioeconomic, family, language and cultural backgrounds, as well as geographic locations, and they may have different health and wellbeing needs. Highly gifted students who may be several years beyond their peers across the learning domains are also part of this diversity.

Furthermore, as a result of this diversity, the concept of high potential and giftedness can vary between and within cultures. For example, Aboriginal students in our schools can come from more than 70 Aboriginal nations across New South Wales. High potential and gifted students from different language and cultural backgrounds may experience specific challenges when required to understand and operate in a newly acquired language.

Some high potential and gifted students may present with disability, which can be either hidden or apparent. These students require programs that focus on their strengths whilst also making appropriate adjustments, which could include remediation and support.

Students from rural and remote contexts may need support and a different suite of options due to their isolated geographic location and the size of their school. High potential and gifted students can be at risk for a multitude of reasons and can be found in any part of the community. They may present in our schools as disengaged, withdrawn or behaviourally challenging. Research also tells us that high potential students from disadvantaged backgrounds are more likely to underachieve.

The High Potential and Gifted Education Policy addresses concerning achievement gaps in our diverse populations and ensures all high potential and gifted students irrespective of their background, circumstance, or geography are appropriately supported to reach their potential.

Carmela May

We know high potential and gifted students may also be Aboriginal and/or Torres Strait Islander students, learning English as an additional language or dialect or learners with disability. Since high potential and gifted learners can be in one, some or even all of these groups, it is important to take a proactive holistic approach to curriculum planning.

This includes providing a range of options which incorporate learner interests, prior experiences, knowledge and understandings and the cultural capital each learner brings with them. This allows these learners to use their strengths when provided with advanced learning opportunities. It is important to plan culturally inclusive teaching and learning activities to provide opportunities for all high potential and gifted students, so they are extended beyond the current level of mastery.

Let's explore a second module focused specifically on engaging high potential and gifted learners. The module is found in the fourth group of modules titled, Curriculum planning support for high potential and gifted learners. Scroll down the MyPL page and launch the second module in this group. It will take about 10 minutes to complete. Having worked your way through the module, spend 10 minutes reflecting on and discussing what you have seen and heard.

There are two questions on screen to prompt discussion. What evidence-based talent development strategies have you used in your classroom across each of the four domains of potential? What school-wide programs or processes within a particular domain of potential does your school use to develop students' talents?

Please pause the webinar now and we'll see you back in 20 minutes.

Welcome back. Optimal learning, sometimes called flow, occurs when teachers get the balance between competence and challenge just right. Here are some practical strategies that can help create supportive learning environments for high potential and gifted students. Maximise student engagement by feeding curiosity, encouraging aspiration, and setting challenging goals together.

Students will succeed and thrive when teachers know their students well, create a culture of high expectations and combine extension with explicit teaching of new content. The four other modules in this group examine curriculum planning strategies that support high potential and gifted learners. Remember, strategies that work for our high potential and gifted students are beneficial for all learners.

Carolyn Amat

Aboriginal and or Torres Strait Islander learners who are high potential and gifted require culturally safe and inclusive environments where teaching and learning experiences enable students to develop their talent and reach their potential. The group of modules, Curriculum planning support for Aboriginal learners has many strategies for these students. Evidence-based strategies to support Aboriginal and/or Torres Strait Islander learners can be found in CESE's document Strong Strides Together.

The EALD hub also includes extensive professional learning for teachers to support Aboriginal and/or Torres Strait Islander students who are learning English as an additional language or dialect. Effective teachers respect and value the home language and culture of their learners. They create an environment where learner potential can be recognised, home language is respected, cultural practices are celebrated and English is seen as an additional language, not one that replaces a student's home language or dialect.

By encouraging high potential and gifted learners to use home languages or dialects in the classroom, the cultural identities of these EALD learners are affirmed. Explore the group of modules, Curriculum planning support for EALD learners to find strategies for these students.

High potential and gifted learners with disability require learning programs that focus on their strengths. They may also need adjustments to participate on the same basis as their peers. The group of modules, Curriculum planning support for learners with disability has strategies for these students. The Inclusive Practise Hub also has resources to support learners with disability.

Carmela

Thank you for joining us today and ensuring we find the potential in every student, in every classroom, in every school so we can all make a difference.

[End of transcript]