Please contact the individual organsations to find out more.

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+Teaching Students From a Refugee Background (Department of Education)

Please search for the course in My PL from the NSW DoE Staff Portal.

This course examines the needs of refugee students and asks participants to reflect on their teaching practices based on a theoretical framework of EAL and literacy pedagogies. It explores ways teachers can differentiate teaching to support the educational needs of EAL  learners  who may have limited literacy. The course includes five 2 hour modules and five 2 hour between module tasks including  professional readings as well as activities designed to allow participants to apply the module content.

Module 1 explores the impact of refugee experiences on student learning. It introduces principles of EAL acquisition and pedagogy and considers how teachers can apply these.

Module 2 considers the role of oral language in the development of literacy and English language competency.  It introduces tools to assist in identifying stages of oral language acquisition when planning oral language activities.

Module 3 introduces a theoretical framework which identifies how readers make meaning. It looks at challenges faced by EAL students with limited literacy skills in reading age appropriate texts and accessing curriculum content, and ways in which teachers can support students to develop the knowledge and practices required for effective reading.

In Module 4, participants identify learner outcomes, texts and tasks appropriate to stages in reading development for EAL Learners. They use the EAL based teaching sequence to design strategies to support students in developing semantic, grammatical, phonological and graphological knowledge.

Module 5 reiterates the interdependence of the speaking, listening, reading, writing and viewing modes in developing English language and literacy skills and identifies challenges for refugee learners in learning to write in English. Teachers use EAL assessment tools to map progression and assess learner competence in communication skills, language and cultural understanding, control of language features and structures and writing strategies.

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+Facilitator training: STARS in Schools

(Department of Education)

Please search for the course in My PL from the NSW DoE Staff Portal.

This facilitator training prepares EALD teachers, Learning and Support teachers, school counsellors and school executive who have experience working with refugee students to co-facilitate the S.T.A.R.S. in Schools: Supporting students from refugee backgrounds course.

The facilitator training will develop deep understanding of the S.T.A.R.S. in Schools: Supporting students from refugee backgrounds course content, its theoretical underpinnings and current research about effective professional learning.

All facilitators will receive access to facilitator notes and resources via a Google site.

At the training, participants will discuss the application of refugee awareness and trauma informed approaches to whole school and teacher practices in order to support students from a refugee background and their families.

Sessions will also provide an opportunity for facilitators to discuss options and plan for program delivery.

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