Fostering Curiosity and Engagement in the Middle Years through the MYP Curriculum
This workshop will share with non-IB educators how the MYP (Middle Years Program) curriculum is structured, with a special focus on how the inquiry approach stimulates the learners’ curiosity, driving greater engagement. While the IB “terminology” may initially appear complex (concept-based curriculum, global context, phases, Approaches to Learning, assessment types/rubrics…) Julia and Emilie will show […]
Unpacking the Victorian Curriculum F-10 Version 2 for Phase 1 and Phase 2 Languages
In this session, we will “unpack” the key changes that have been made in Version 2 of the Victorian Curriculum F-10 for Phase 1 and Phase 2 Languages (Chinese, French, German, Indonesian, Italian, Japanese, Korean, Modern Greek and Spanish). We will explain structural changes, some new features and explain what looks different and what has […]
Embedded Reading for Creating Confident Storytellers
As part of a TPRS conference I learned about embedded reading and have been really wowed with what it has enabled my students to do. I will demonstrate embedded reading by using an example I used last year with great success. The demonstration will use Indonesian but will be accessible to non Indonesian-speakers. In a […]
Empowering Boys in Language Learning: A Practitioner Inquiry Approach to Enhancing Engagement and Motivation
This study explores the implementation of practitioner inquiry to enhance the engagement and motivation of boys in learning languages. Recognising a significant lack of motivation and engagement in the classroom, the study leverages a multifaceted action plan prioritising student voice, agency, and empowerment. Drawing on the “Look, Think, Act” model by Stringer (2007), the research […]
How to use the ACARA Language Support Resources for differentiating content in your language program
A Language Support Resource has been developed for every published language. This session will provide an overview of its features and then demonstrate how this can be used to assist with efficient differentiation of language content in language programs. Using examples across a range of languages, participants will see how this resource can accommodate different […]
Empowering Boys in Language Learning: A Practitioner Inquiry Approach to Enhancing Engagement and Motivation
This study explores the implementation of practitioner inquiry to enhance the engagement and motivation of boys in learning languages. Recognising a significant lack of motivation and engagement in the classroom, the study leverages a multifaceted action plan prioritising student voice, agency, and empowerment. Drawing on the “Look, Think, Act” model by Stringer (2007), the research […]
