flyer here.

Early Career
Teachers’ Day
Saturday 9 May 2015
VATE office: Suites 1 and 2,
134–136 Cambridge Street, Collingwood
$145 Individual member,
$155 Institutional member,
$130 Concession member
The Early Career Teachers’ Day offers early career teachers of English an
opportunity to network with their English teaching colleagues, engage
in some important reflection about their work, and an opportunity
for discussion about key aspects of English curriculum. A range of
workshops will address practical and pedagogical issues for English
teachers in their classrooms and provide teachers with rich resources
and practical ideas that can be used in the classroom.
Register now at
VATE 1/134-136 Cambridge Street, Collingwood ph: 9411 8500 Fax: 9411 8511
Registration and morning tea
1a: Knowing the learner (all attend)
This short introduction to the day explores how
you get to know the learners of your classroom
through a number of lenses, establishing as you do
a community of learners.�
Amanda McGraw, Federation University
and Mary Mason
2a: Finding your groove with grammar
Brush up on your knowledge of grammar by
looking at a variety of texts, and learn how to
make grammar accessible for your students.
This workshop will look at basic grammar:
word classes, sentence structures and sentence
types, and the subsystems of language (lexis,
morphology, phonology, semantics, syntax,
discourse). By looking at grammar in context
(through advertisements and other authentic
documents) you will improve your understanding
of terminology and be able to integrate grammar
more naturally into your classroom activities.
Suitable for all secondary school year levels.
Kirsten Fox
2b: Positive behaviour management
strategies for the English classroom
(and office!)
This session will explore practical ways of
maintaining positive and affirming relationships
with students, staff and parents. Using great ideas
from behavioural experts such as Andrew Fuller,
Michael Grose, John Bayley and Bill Rogers and
from Jill ‘have nearly seen it all’ Fitzsimons, this
session will explore setting up classroom routines
and expectations, dealing with difficult characters
and keeping on top of work submission. Practical
tips about preparing for Parent/Teacher interviews
will also be covered. we teach texts. This session will look at integrating
the Language strand into existing areas of text
study for Years 7–10.
Luke Francis, MacRobertson Girls’ High School
3b: The Gruen teacher: Creative
classroom ideas
The Gruen Transfer taught us how marketers
manipulate products and services to best meet the
needs and desires of their target market. In this
workshop, marketing lecturer and English teacher
Hugh Gundlach explores the way psychology and
creativity theory can contribute to teaching and
learning in the English classroom. Discover the
Jukebox Journal, Grammar Minesweeper and the
Paddle Pop Lesson. Hugh Gundlach, St Leonard’s College
Lunch and networking
4a: Apps in the English classroom
Why should we let Science and Maths teachers
have all the technology fun in the classroom?
There are many apps that we can use in English
(and Humanities) that allow us to improve
the way that we teach and engage and still
encourage strong reading, writing and speaking
and listening skills. From organisational tools,
to collaborative tools, to improving reading
skills and creating lessons, there is an app for
everything. You should leave with a list of things
to try and reasons to try them.
Louise Robinson-Lay, Berwick Grammar School
4b: ‘Text you up’: Creating killer
text units
From annotation to assessment, this session will
offer ideas and practical tips on how to go about
creating useful and interesting text units. An
experienced VCE Literature and English teacher
will focus on: how to approach texts, what to
do with them in the classroom, how to go about
connecting them to the world outside, and how to
write meaningful and challenging essay prompts.
Suited for Middle and VCE classes.
3a: Language and text
Callie Martin, Williamstown High School.
Jill Fitzsimons, Whitefriars College
The Language strand seems a bit alien to many
teachers, however, we can easily meet these
requirements by making minor alterations in how