Please watch this space for information on 2018 upcoming PALS Professional Development events !!!



hands up in classMonday 2 & Tuesday 3 July 2018
The Epping Club, Rawson St, Epping. [Event parking is limited*]

This annual conference focuses on issues and developments in the provision of quality education for students K–12, in particular, for students for whom teachers are providing adjustments. In 2018, we will be focusing on implementing educational practices that are inclusive of students with a range of educational, social and emotional needs. The conference will engage with research and practices that examine and demonstrate education practices that can be used with fidelity, and professional wisdom, across differing curriculum areas and year levels. Specific focus will be given to literacy, numeracy, behaviour support, technology, students’ mental health, and assessment and decision-making. Presentations and workshops will be given by teachers, consultants, community-based personnel and academics, from metropolitan and rural locations in NSW, interstate and overseas.

Participants may attend the conference as a stand-alone event or as part of the Certificate in Educational Studies (Learning Support), which includes five evening workshops on Thursdays in July, August and September.

We have finished our Seminar Program for 2017.
We recommend that you consider  in the Seminar being offered by the LD Coalition this term.
Looking back…..
The Nuts and Bolts of Being an Effective Learning and Support Teacher

October 18th and 19th …The Epping Club

Please note the following information we have been asked to post after discussion at our Conference re adjustments.

Assessment at the end of a Stage 5 course – grading student achievement

ACE 4021

Last Updated: 27 September 2016

Assessing student achievement is the process of collecting information on student performance in relation to the objectives and outcomes of a course.

Grading student achievement is the process of assigning a letter (A, B, C, D, E) to summarise the level of a student’s achievement in a course. In Mathematics, grades have been further differentiated to nine levels (A10, A9, B8, B7, C6, C5, D4, D3, E2).

The grade awarded to each student at the completion of a Stage 5 course should indicate the student’s overall achievement in relation to the Course Performance Descriptors (for Board Developed Courses) or the Common Grade Scale (for School Developed Board Endorsed Courses and Content Endorsed Courses). Assessment in a course should relate to the stated objectives and outcomes as described in the syllabus.

No specific allocation of marks is required for any syllabus objectives or outcomes.

The grades awarded should reflect the relative emphasis placed on the assessable objectives of school programs and the syllabus. For example, where a school has placed considerable emphasis on the development of research skills, that emphasis should be reflected in the assessment program. For the purpose of awarding grades, assessment of values and attitudes must not be included.

Students with special education needs may require adjustments to assessment activities to enable access to the task and equitable opportunity to demonstrate what they know and can do. Providing an adjustment does not restrict a student’s access to the full range of grades.

This update (and others) has just been published in the  BOSTES bulletin.