During this past week, I have had the privilege to visit four schools, including St Mary’s Catholic College Gateshead, St Francis Xavier’s College Hamilton, St Clare’s High School Taree and St Paul’s Catholic College Booragul.  During these visits, our conversations are focused on the journey of Curriculum Reform in each school and the importance of professional networks. I thank Brett Donohoe, Greg Ptolemy, Christine Harmer, Nick Wickham and their teams for their generous invitation, and I look forward to using these insights in shaping service to schools in 2026.   

Leaders of Learning – Catherine McAuley Catholic College, Medowie.   

On Tuesday, 24th June, Claudette Stace, Assistant Principal, kindly invited me to participate in the Leaders of Learning Day for Catherine McAuley.  The day included a lovely formation experience led by the Leader of Ministry, Siobhan Kelly, who focused on our need to create space for reflection and creativity in our lives. This was a wonderful start to segue into a session on Leadership, focused on legacy, energy and hope.    

As Catherine McAuley prepares for the graduation of their first Year 12 Cohort in 2025, Leaders of Learning also discussed and planned for Year 12 Trials, where Bronwyn Denham, House Leader and Erin Jordan, Leader of Curriculum, have led great work in being ready for this new adventure.   
  
The day also featured a great presentation from Leticia Nischang, Leader of DIAL on the possibilities and ethical use of AI, as well as a presentation from NESA School Liaison Officer, Erinn Roberts, who provided great insight into the process of moderation of HSC marks and how this works with school-based assessment task marks.   

Congratulations to everyone involved, and best of luck to our secondary school students as you approach the HSC in the coming term.  

Week 10 Engagement  

As we approach Week 10, creativity and planning is a premium commodity when keeping students engaged and, most importantly, at school.  Attendance is just as essential at this time as students make connections to their learning in preparation for new topics in Term 3, and Year 12 students are provided with great study habits in preparation for Trials. It is a great time of review and consolidation.   

Chantelle Dagasso, Pedagogical Mentor from St Francis Xavier’s College, Hamilton, shared some excellent tips for managing classes at the end of the term.   

Thanks Chantelle!  

Non-verbal tool 1: Pace   

How we move around the room in a lesson physically and energetically models the expectations we have of our students. Sometimes we can frantically pace around the room, rushing to hand out worksheets, rushing to raised hands, running back and forth between the board, the door, a desk, a student steadily ripping up a worksheet...    

If you want a calmer lesson, you need to slow it right down. Stop racing to put out spot fires.   

If you are doing a task that requires higher energy and movement, go for it! Match it! It’s about mirroring what you want from your students at that moment.   

If you enter the lesson agitated and cranky, they are likely to mirror it. If you raise your voice over them, they are likely to match it.    

Mirror what you want from your students in that moment.   

Non-verbal tool 2: Presence   

How we hold ourselves, and our general presence makes a huge difference to how our students respond to us. Sometimes we are more relaxed and open to a bit of a chit chat, sometimes we mean business and are more credible.   

Both are important.   

We just need to know when to use them. Think about posture. If we are leaning and relaxing, this is inviting more of a casual and chatty atmosphere with our students. When we are standing up straight and still, we are credible and serious. This sends messages to students that we are ready for them to embody that same tone.  ? I will often pull up a chair and sit at a group/row table to conference with them and where they're 'at'.  

Non-verbal tool 3: Present   

How we present verbal information to our students sends more messages than what is actually being said.  

We can be loud, quiet, formal, informal, bubbly, flat. We can use upwards and downwards inflections. We can speak quickly or slow it right down. All of these decisions are non-verbally communicating and modelling expectations to our students.  

They tell them whether they are expected to contribute or just listen, whether it is a time to seriously crack on with the work or be playful and silly, whether you’re happy for them to have a chat, or you’re asking for quiet work. All without any verbal instruction.   

 ? With Stages 4 and 5, classroom routines can enhance our non-verbal tool kit. Routines are the parmesan cheese on a great bolognaise (yes, the bolognaise is our non-verbal cues, and of course, I am always going to turn to food as a reference). Using visual cues like ClassroomScreen to set out the plan for the lesson, using the timer or the 'Working Quietly, Working Together or Group Work' widget, using our whiteboards to highlight the learning intention and success criteria, are all extremely beneficial to our non-verbal tools... makes it taste better.   

Where to next?   

• Manufacturing your non-verbal teaching persona.  

• Author of 'It's Never Just About the Behaviour' provides class examples.  

• The 6 P's of classroom management to combat challenging behaviours. 

Chantelle also shared a wonderful podcast that I have been listening to during the commute to work. The podcast is hosted by Claire English and is based on her book “It is Never Just about the Behaviour.” I encourage you all to have a listen as well.   

“The Unteachables”  

Here is a link to the podcast on Spotify: https://open.spotify.com/show/1CDUex52GKVlrZlWpxIwek?si=66f27bc989ec4fa5  

Thanks is also extended to Maree Pittaway, Project Officer for Gifted Education who sent through a Mathematics and Science lesson for Stage 4 and 5. An Exploration to Mars sounds like lots of fun.   

Stage 4 Mathematics Exploration to Mars.docx  

Stage 5 Science - The Life Cycle of Stars.docx  

NESA Reminder – 30th JUNE  

A reminder that 30th June is the deadline for ANY subject changes in NESA for students in Years 11 and 12.  Therefore, any students who have moved courses will need to be updated before Monday, 30th June.  It is also a timely reminder for students to check Students Online accounts to ensure all details are correct. Year 12 students must log on and change their email to their personal email address and add their personal mobile phone number to ensure they receive their HSC results.   

2024_Students_Online-Tip_Flyer_for_Students.pdf   

Sincerely,   

Liz Stokes   

System Lead – Curriculum and Pedagogy Secondary.