Calendar

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

The Digital Inclusion team, supported by the Artificial Intelligence Working Group, has developed AI Aware training for Department for Education, Children and Young People (DECYP) staff. The training will be updated periodically to address changes in Artificial Intelligence (AI) software and applications, such as changes to DECYP licence agreements or updates to vendor features and functions.
The training provides information about AI, including:

• how to use AI safely and ethically within DECYP guidelines
• how to create high‑quality prompts to support planning and teaching
• how to apply and refine AI‑assisted lesson planning to strengthen learning and assessment

This training is designed for educators who are beginning their journey with AI and want to build confidence using a tool within a specific teaching and learning context. It takes approximately 20 to 30 minutes to complete.
This training does not cover advanced AI tools and is not a comprehensive user guide for the tool described.

This module will be available from the 11th of May 2026.
MyCareer - https://tasmania.sabacloud.com/Saba/Web_spf/A501PRD0106/common/ledetail/0000004060/latestversion

Course outcomes

At the end of this course, participants will be able to:

• Identify the essential components of a high‑quality educational prompt
• Construct a reusable prompt template aligned to your context
• Generate a coherent lesson plan draft via Copilot
• Apply iterative prompting to improve precision and classroom fit

Course description

As a part of Family Violence Prevention Month, the Department for Education, Children and Young People will host a one-hour webinar with Jesuit Social Services to discuss the findings from their recent research – The Adolescent Man Box – and the work they are doing to reshape young peoples’ understanding of masculinity.

Following the release of their ground breaking The Man Box - a comprehensive study that focuses on the attitudes to manhood and the behaviours of Australian men aged 18 to 45 – Jesuit Social Services undertook the Adolescent Man Box study in 2025 to examine the extent to which Australian male, female and non-binary adolescents aged 14-18 years old perceive and endorse stereotypical masculine norms, as well as the relationship between boys’ endorsement of these norms and their behaviours and experiences. It is the first study of its kind in Australia to provide a far-reaching picture of both social and health related measures and their associations with restrictive masculinity amongst adolescent boys aged 14 to 18 years.

Course outcomes

By the end of this webinar, participants will be able to:

• Understand the key findings from The Adolescent Man Box and what they reveal about gender norms among adolescents.
• Recognise how restrictive masculinity can influence young people’s wellbeing, relationships and behaviours.
• Identify the links between gender stereotypes and the prevention of family violence.
• Explore evidence‑informed approaches to supporting healthier, more inclusive understandings of masculinity in adolescent settings.

Please register using the link below:

Webinar | The Adolescent Man Box - keeping everyone safe from family violence

If there are any questions please reach out to Safeguarding@decyp.tas.gov.au

Description

Throughout 2026 Libraries Tasmania will provide free in-person training for school library staff undertaking library responsibilities.

This free training is mandatory because school libraries are part of the statewide TALIS Network. TALIS libraries share the same Library Management System (Symphony/WorkFlows). It must only be completed once.

If library staffing arrangements will change in 2026, please send a staff member to this training to ensure a smooth start to the year.

1. Introduction to TALIS and Circulation

Mandatory 2 days training

This session covers:

• Library circulation basics: checkin, checkout and renewing loans
• Staff and student record creation and maintenance
• How to search WorkFlows and the library catalogue for resources
• Helping staff and students to find what they need in the library catalogue
• Basic library reports

2. Item Maintenance and Reports

Optional 1 day training for staff who need to add new resources to the library management system.

Note: Completing the Circulation course is a prerequisite.

This session covers:

• Adding and removing resources to WorkFlows and the library catalogue
• How to organise and maintain the library collection, including editing and deleting item records
• Run reports to support library operations

Contact Systems Support & Delivery at Libraries Tasmania for further information libtas.support@decyp.tas.gov.au

Term 2 - 2026

South
All training sessions will be held in the Hobart Library training room.
Access from the carpark under the library.

TALIS training sessions at Hobart Library

Introduction to TALIS and Circulation (2 days) - Enrol by 5th May 2026

• Dates: Wednesday 6th and Thursday 7th May 2026
• Time: 9.30am until 3.00pm
• Cost: Free

Item Maintenance and Reports (1 day) - Enrol by 12th May 2026

• Date: Wednesday 13th May 2026    
• Time: 9.30am until 3.00pm
• Cost: Free

Course description

Early Career Teacher Workshops are a four-day course offered regionally, one session per term, to Early Career Teachers. Aligning to the Australian Professional Standards for Teachers, the course provides tools, strategies, and resources to support the transition from graduate teacher to proficient.
Early career teachers will be encouraged to become active participants in their profession, undertaking professional development and engaging with professional teaching networks, while also developing capacity to reflect on and evidence their practice.
The course explores the fundamentals of effective teaching and learning from professional practices, identity, orientation to wellbeing.

Course outcomes

Participants in this program will be able to:

• Reflect on current practice using the Standards to move from the Graduate to Proficient career stages
• Reflect on and evidence their practice to understand their impact on student learning
• Develop their professional knowledge, practice and engagement

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This professional learning course is designed for leaders and Year 1 teachers who have not previously completed this training and want to deepen their understanding of early number concepts. Participants will learn how to confidently administer the Year 1 Number Check and respond to identified student need. Participants will learn how to assess students’ developing number knowledge using the Year 1 Number Check, an easy-to-use tool aligned with the Australian Curriculum: Mathematics.

Across three 45-minute sessions, teachers will:
• Explore key ideas in the Number strand of the curriculum
• Learn how to administer, score and interpret the Year 1 Number Check
• Use assessment information to identify student strengths and next steps

By the end of the course, teachers will feel confident using the Year 1 Number Check to monitor progress and support students in developing strong foundational number knowledge, setting them up for success in mathematics.

These sessions will be recorded for participants who are unable to attend the live sessions.

Course outcomes

Participants will:

• Understand key concepts from the Number strand of the Australian Curriculum: Mathematics and how they relate to the Year 1 Number Check.
• Administer the Year 1 Number Check effectively.
• Interpret assessment results.
• Identify students requiring early intervention and design targeted support strategies to address gaps in numeracy.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This interactive workshop dives deep into the complex world of bullying and its profound effects on children and young people. It will also consider the complexity and further impacts for some children such as those in out of home care. It will explore bullying and the overlay of trauma and consider how this presents in the classroom. The workshop includes practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach. The session will be valuable for all staff working in schools.

Numbers for this session are limited.

Course outcomes

Gain practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach.

21st May 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

16th September 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private - Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

In this introductory key word sign course, you will learn about the principles of key word sign and gesture, who it can be used with and how it can be used alongside other ways of communicating. You will understand how key word sign is different to Auslan, the language of the Deaf Community in Australia.

In the practical component of the course you will learn up to 80 new signs along with common natural gestures. You will have the opportunity to practice using speech and signs together in interactive activities, building your skills in a safe and fun group environment. You will leave the workshop with a detailed plan of the next steps in your key word sign journey, as well as a host of helpful resources to support your learning.

Course outcomes

• Explain the principles of key word sign and gesture
• Identify who uses key word sign and gesture
• Explain how key word sign and gesture can support expression and understanding
• Explain how key word sign can be used alongside other methods of communication
• Describe the difference between key word sign and sign languages such as Auslan
• Explain how we communicate using natural gestures
• Explain in basic terms the HOLME features of sign production
• Recognise and accurately produce the signs in the Interactive Vocabulary (Parts 1 and 2)
• Identify key words to sign in a spoken sentence
• Use speech and sign / natural gesture with basic accuracy and fluency, within functional communication activities

Please note - Participants will be required to bring their own food for the day. Tea and coffee will be provided on site.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

This professional learning course is designed for leaders and Year 1 teachers who have not previously completed this training and want to deepen their understanding of early number concepts. Participants will learn how to confidently administer the Year 1 Number Check and respond to identified student need. Participants will learn how to assess students’ developing number knowledge using the Year 1 Number Check, an easy-to-use tool aligned with the Australian Curriculum: Mathematics.

Across three 45-minute sessions, teachers will:
• Explore key ideas in the Number strand of the curriculum
• Learn how to administer, score and interpret the Year 1 Number Check
• Use assessment information to identify student strengths and next steps

By the end of the course, teachers will feel confident using the Year 1 Number Check to monitor progress and support students in developing strong foundational number knowledge, setting them up for success in mathematics.

These sessions will be recorded for participants who are unable to attend the live sessions.

Course outcomes

Participants will:

• Understand key concepts from the Number strand of the Australian Curriculum: Mathematics and how they relate to the Year 1 Number Check.
• Administer the Year 1 Number Check effectively.
• Interpret assessment results.
• Identify students requiring early intervention and design targeted support strategies to address gaps in numeracy.

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

Wellbeing Connect isn’t just for when things get tough. It’s designed to support your wellbeing every day - helping to stay on track, build healthy habits, and access expert advice across a range of areas important for your overall wellbeing.

Course outcomes

This session will provide staff with information on the range of wellbeing supports available to them through Wellbeing Connect. It will include an opportunity for staff to ask questions and provide feedback at the end.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

School library staff are usually juggling many tasks and enquiries at the same time. You are invited to an in-person workshop to refresh your mindset, language, and practical tools about library service excellence.

The program will help you continue delivering stand-out services that reflect your school’s values. It will also focus on building relationships with your allies and being a library advocate.

Some topics will include:

• How to communicate with key stake holders
• Active listening skills
• Present information in a positive way
• Manage people who love to talk
• Greeting children, young people and adults in a positive way

Who can attend: School staff with library responsibilities, all sector schools
Cost: Fully funded by the School Libraries Team
Presenter: Garret Norris, Sparkle Training
When: 10am-2pm Thursday June 5th 2026
Where: Quoiba Room, paranaple convention centre, Devonport
Format: In-person workshop
Catering: Tea and coffee included

Program:

• Introduction to service training
• Telephone etiquette & voice
• What is Sparkle Service Excellence?
• The emotional and business model
• Seven tips to sparkle on the inside
• Building rapport & positive customer engagement
• Questioning & listening skills
• Communicating information positively
• Managing different customer types
• Stakeholder communication

Course outcomes

- Identify strategies to engage students with rich reading experiences.

- Update knowledge and skills about trends and issues in the school library sector.

- Identify strategies to provide contemporary school library services.

Course description

This workshop is core to the Trauma Informed Practice in Schools Professional Learning
Program. This session is specifically targeted to staff in school-based, non-teaching roles in secondary and senior secondary settings.

Participants will explore the impact of trauma upon children and young people and
consider how to use this knowledge to create safe and predictable learning environments.

The Making SPACE for Learning Framework draws upon neurobiological evidence related to
trauma and considers the principles and strategies that can support students to feel connected and safe at school.

Course outcomes

Participants will be supported to develop:

• increased understanding of the impact of trauma on children and how it may present
  in the classroom or playground
• confidence in building strong and healing relationships with all students
• a toolkit of accessible strategies for working with students impacted by trauma

REGISTRATIONS CLOSE: 29 May 2026

5th June 2026 - 8:30am - 2:30pm
Rosny College - 20 Bastick St, Rosny TAS 7018

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private – Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Course description

This session will consider a more in depth understanding of how teachers (and other staff) can develop and implement an environment of safety, engagement and learning in the classroom. It will define the theory of physiological regulation and related concepts such as dysregulation and co-regulation and will outline a framework for understanding and responding to young people.

This session is aimed at teachers and teacher assistants but will also be valuable for professional support staff, school leaders and inclusive practice coaches.

Numbers for this session are limited.

It builds on the core session "Informed, Aware and Responsive: Making SPACE for Learning in Tasmanian Schools" and it is recommended that participants have completed the core session.

Course outcomes

The ability to build your own capacity for self-regulation as well as how you
can support students to stay regulated using routines, co-regulation, and sensory experiences. The session will also explore the concepts of vicarious trauma, compassion fatigue and your own wellbeing.

Registrations Close 29 May 2026

5th June 2026 - 12:30pm - 3:00pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private - Australian Childhood Foundation Professionals

For further information, please contact - universal.trauma.pl@decyp.tas.gov.au

Course description

Join the School Libraries Team on 5 June 2026 for an engaging online program that is packed with creative ideas, practical strategies, and plenty of opportunities to connect with colleagues across the state.

It will be a day full of learning, laughter, collaboration, and inspiration.

We look forward to welcoming you to some or all sessions.

Sessions will be recorded and made available at School Library Professional Learning for a set period. 

This free event is open to school staff from all sectors.

Enrol by June 4th, 2026 to receive the Microsoft Teams meeting link.

Please email questions to school.libraries@libraries.tas.gov.au

Course outcomes

• Identify strategies to engage students with rich reading experiences.
• Update knowledge and skills about trends and issues in the school library sector.
• Identify strategies to provide contemporary school library services.

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the development of attendance as a shared priority across the school community. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with your staff

• Student attendance and engagement in your school’s context

• Defining, communicating, implementing and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This course equips participants with the knowledge to identify and respond to Harmful Sexual Behaviours (HSB), Child Sexual Abuse (CSA), and Child Sexual Exploitation (CSE) in children and young people, using evidence-based frameworks and mandatory reporting guidelines.

Course outcomes

- Gain an understanding of harmful sexual behaviours (HSB), child sexual abuse (CSA), and child sexual exploitation (CSE).

- Learn to utilise the Hackett Continuum to identify and support children and young people exhibiting HSB.

- Understand the appropriate actions to take if a child or young person discloses abuse, including mandatory reporting requirements and accessing support services.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the development of attendance as a shared priority across the school community. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with your staff

• Student attendance and engagement in your school’s context

• Defining, communicating, implementing and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This full-day professional learning is designed to complement and strengthen your school’s attendance practices. It aligns with Schools Will expectations and advice and guidance provided on the Attendance Knowledge Hub. This learning will give you the chance to explore key elements that create the essential foundations for improving attendance in your school and develop a plan for action.

Course outcomes

Participants will develop a deeper understanding of:

• Student attendance and engagement in your school’s context

• Defining and reviewing clear roles and responsibilities for promoting, monitoring and managing student attendance

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

• Implementing and documenting consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the reviewing and monitoring of attendance data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the distribution, documentation and regular review of staff responsibilities and supporting school-wide processes to support students. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Documenting and implementing consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the reviewing and monitoring of attendance data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Using attendance data to monitor trends, identify concerns, and follow up on unexplained absences

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

The Family Partnership Model has been designed by the Centre for Parent & Child Support in the UK and used extensively across Australia and other countries in supporting practitioners to explore and reflect on concepts, theories and evidence that influences the parent / worker relationship.

The Family Partnership Model (FPM) is an innovative approach based upon an explicit model of the 'helping' process. The model demonstrates how specific 'helper' qualities and skills, when used in partnership, can enable parents and families to overcome their difficulties, build strengths and resilience and fulfil their goals more effectively.

In the FPM Foundation Course, you'll participate in activities to build your skills and explore all aspects of the model including:

• working with families to identify their needs
• building a genuine and respectful 'partnership'
• setting goals
• helping families achieve these goals.

The course uses an adult learning approach which values, recognises and builds on the experience that participants bring with them. During the course, you'll be encouraged to actively practice your skills in a supportive learning environment.

A number of research trials have demonstrated the positive benefits of the Family Partnership Model to:

• the developmental progress of children
• parent-child interaction
• the psychological functioning of parents, families and children.

Course outcomes

Participants will develop their knowledge, skills and confidence in the processes of the evidence-based Family Partnership Model, including engaging and relating well to parents and effectively supporting them to achieve jointly identified outcomes.

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

This 45-minute online session is designed for staff leading attendance improvement in their schools. Participants will be introduced to key resources that support the distribution, documentation and regular review of staff responsibilities and supporting school-wide processes to support students. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Establish foundational attendance conditions: shared priority, data and processes.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Documenting and implementing consistent school-wide processes to support all students

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This course equips participants with the knowledge to identify and respond to Harmful Sexual Behaviours (HSB), Child Sexual Abuse (CSA), and Child Sexual Exploitation (CSE) in children and young people, using evidence-based frameworks and mandatory reporting guidelines.

Course outcomes

- Gain an understanding of harmful sexual behaviours (HSB), child sexual abuse (CSA), and child sexual exploitation (CSE).

- Learn to utilise the Hackett Continuum to identify and support children and young people exhibiting HSB.

- Understand the appropriate actions to take if a child or young person discloses abuse, including mandatory reporting requirements and accessing support services.

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will explore foundational concepts of data use, including building an understanding of which data is relevant, how to access it and work collaboratively in data teams to inform practice. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Select and organise relevant data to create a clear overview of student engagement and attendance.

• Establish collaborative processes that support purposeful and evidence-informed data conversations

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This training will help your school establish and sustain a Pride/Diversity group. Such groups provide opportunities for students to learn, build connections and raise awareness, as well as create an educational environment where everyone matters.
Pride/Diversity groups also challenge deep-seated cultures of silence that underpin homophobia, transphobia, biphobia, and fear of bodily diversity. These groups can also serve as intersectional spaces where Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Asexual (LGBTIQA+) students and allies seek to challenge other systemic injustices such as racism and ableism.
The training aims to build the confidence, capacity and knowledges of staff and students wanting to set up a Pride/Diversity group in their school.
The information in this training is based on wisdom gained through years of working in Tasmanian schools with LGBTIQA+ students and their allies, and on national and international research. Both our work and research repeatedly highlight the immense value such groups have in the school environment.

Course outcomes

At the end of this session participants will be able to:

• Apply evidence-based strategies to support students and pride / diversity groups
• Establish, run and sustain a pride / diversity group
• Be an effective ally for LGBTIQA+ young people and colleagues in the school setting
• Address issues and problems that may arise when running a pride / diversity group
• Link in with the statewide pride / diversity group network

Course description

This workshop explores and supports staff to work in a child focused and relationally reparative context with children and young people following experiences of family violence. The workshop will support participants to review knowledge of core constructions of family violence and enhance understanding of the neurobiological impacts of experiences of violence and trauma. It will also explore the importance of relationships as developmental resources and opportunities for repair and consider how staff in schools can support children and young people who have experienced family violence. While this workshop is suitable for all staff it may be particularly useful for staff working with students in a therapeutic role such as professional support staff.

Numbers for this session are limited.

Course outcomes

Ability to expand knowledge of core constructions of family violence and enhance understanding of the neurobiological impacts of experiences of violence and trauma.
Staff will have an increased understanding of how they can support children and young people who have experienced family violence.

25th June 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

13th August 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private - Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will explore foundational concepts of data use, including building an understanding of which data is relevant, how to access it and work collaboratively in data teams to inform practice. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Select and organise relevant data to create a clear overview of student engagement and attendance.

• Establish collaborative processes that support purposeful and evidence-informed data conversations

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This training will help your school establish and sustain a Pride/Diversity group. Such groups provide opportunities for students to learn, build connections and raise awareness, as well as create an educational environment where everyone matters.
Pride/Diversity groups also challenge deep-seated cultures of silence that underpin homophobia, transphobia, biphobia, and fear of bodily diversity. These groups can also serve as intersectional spaces where Lesbian, Gay, Bisexual, Transgender, Intersex, Queer and Asexual (LGBTIQA+) students and allies seek to challenge other systemic injustices such as racism and ableism.
The training aims to build the confidence, capacity and knowledges of staff and students wanting to set up a Pride/Diversity group in their school.
The information in this training is based on wisdom gained through years of working in Tasmanian schools with LGBTIQA+ students and their allies, and on national and international research. Both our work and research repeatedly highlight the immense value such groups have in the school environment.

Course outcomes

At the end of this session participants will be able to:

• Apply evidence-based strategies to support students and pride / diversity groups
• Establish, run and sustain a pride / diversity group
• Be an effective ally for LGBTIQA+ young people and colleagues in the school setting
• Address issues and problems that may arise when running a pride / diversity group
• Link in with the statewide pride / diversity group network

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

Bibliotherapy courses are very popular and often sell out quickly. This one-hour live webinar will provide an overview for library staff.

Presented by Dr Susan McLaine founder of Bibliotherapy Australia, it introduces a gentle, reflective approach to bibliotherapy for school and public library settings.

Alongside existing ways of working with books, this session explores how stories can be offered as spaces for reflection, connection, and new ways of seeing.

Participants will experience a short reading and be introduced to simple, practical ways to begin offering bibliotherapy with students, staff, and communities.

No prior knowledge is needed. You are welcome to simply listen, or to take part in a way that feels right for you.

Who can attend: School staff in all sectors
Cost: Fully funded by the School Libraries Team
Presenter: Dr Susan McLaine, Bibliotherapy Australia
When: 11am-12pm Wednesday July 1st 2026
Format: Live online webinar workshop. The webinar cannot be recorded.

Please email the School Libraries Team for further information: school.libraries@libraries.tas.gov.au

Course outcomes

• Identify strategies to engage students with rich reading experiences.
• Update knowledge and skills about trends and issues in the school library sector.
• Identify strategies to provide contemporary school library services.

Course description

This full-day professional learning offers a deeper dive into understanding and using attendance data effectively. It has been designed for schools seeking a comprehensive walkthrough of working in a data team, visualising data and interpreting and analysing information.

Course outcome

Participants will develop a deeper understanding of:

• Qualitative and quantitative data relevant for attendance
• Organising to work effectively and collaboratively in a data team
• How to explore, display and visualise student data
• How to analyse data, identify trends and interpret results

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making
• K7 - Leads school improvement and collaborative inquiry

Professional Standards for Middle Leaders

• Standard 1 – Enabling dispositions
• Standard 2 – Enabling knowledge and skills
• Standard 6 – Managing effectively

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will enhance skills in exploring, displaying, analysing, interpreting and acting on data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Explore and display student data using tools such as data walls and Power BI to support visibility and understanding.

• Analyse and interpret data to identify trends to generate meaningful insights for action

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This 45-minute online session is designed for staff who will lead data-informed practices to support student engagement and attendance. Participants will enhance skills in exploring, displaying, analysing, interpreting and acting on data. For those seeking a more guided and experiential learning opportunity, we recommend enrolling in the full-day Building data literacy: foundations to interpretation.

Course outcomes

Participants will develop a deeper understanding of:

• How to best use the professional learning resources with their staff

• Explore and display student data using tools such as data walls and Power BI to support visibility and understanding.

• Analyse and interpret data to identify trends to generate meaningful insights for action

Professional Learning Standards for Teachers

• Standard 3 - Plan for and implement effective teaching and learning
• Standard 6 - Engage in professional learning

Principal Capability Framework

Cognitive

• C5 - Applies systems thinking to lead a cohesive approach to continuous improvement

Knowledge and Expertise

• K5 - Leads the use of data to inform school and classroom decision-making,
• K7 - Leads school improvement and collaborative inquiry

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Curriculum in classroom settings.

Participants can attend either:
- Two x 1-hour after school sessions, OR
- A single 2-hour 15min online workshop during scheduled student free days.

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the curriculum integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention curriculum delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

Introduction to EAL provides teachers and teacher assistants with an overview of working in a culturally safe and inclusive classroom; general language principles, helpful tips and strategies to use when working with EAL students. Participants will learn how to use their current knowledge, skills and understanding to adjust and differentiate their practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

• Language principles, underpinning the learning of English as an additional language
• Strategies for working with EAL students including newly arrived students
• The refugee experience and the effects of trauma on learning
• How to set up a culturally safe and inclusive classroom
• Equity, diversity and the need for differentiated teaching and learning outcomes for EAL students
• How to assess and report on EAL student progress
• Teaching and learning practices that will support EAL students to engage fully and equitability in the mainstream curriculum

Course description

Participants will better understand the protocols and practical procedures associated with using an interpreter to ensure that students and their parents/carers receive essential information and allows dialogue between all those involved in students' education and wellbeing.

Course outcomes

DECYP policy requirements, when to use an interpreter, the role of an interpreter, how to use an interpreter, types of interpreters, assessing the need for an interpreter, planning when working with an interpreter

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This workshop explores and supports staff to work in a child focused and relationally reparative context with children and young people following experiences of family violence. The workshop will support participants to review knowledge of core constructions of family violence and enhance understanding of the neurobiological impacts of experiences of violence and trauma. It will also explore the importance of relationships as developmental resources and opportunities for repair and consider how staff in schools can support children and young people who have experienced family violence. While this workshop is suitable for all staff it may be particularly useful for staff working with students in a therapeutic role such as professional support staff.

Numbers for this session are limited.

Course outcomes

Ability to expand knowledge of core constructions of family violence and enhance understanding of the neurobiological impacts of experiences of violence and trauma.
Staff will have an increased understanding of how they can support children and young people who have experienced family violence.

25th June 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

13th August 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private - Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

The skills learnt in the Accidental Counsellor course can be applied in many contexts and will provide participants with skills in active listening, calming and effective, gentle questioning. You will also learn how to ask openly about suicide risk and respond safely, whatever the answer.

Course outcomes

Participants will learn to: Support and refer someone in emotional crisis by learning how to recognise, respond and refer to an appropriate service. Participants also learn how to confidently and safely ask about suicide.

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

Together we will:

• unpack your roles and responsibilities as a Support Teacher
• meet the Inclusive Practice Team and understand more about their role
• look at the ins and outs of Learning Plans
• meet the Educational Adjustment Moderation Team to understand the Students with Disability and the Educational Adjustment Disability Funding process.

Course outcomes

Participants will:

Know:

• that Support Teachers are in-school champions for inclusive education ​
• the expectations for developing Learning Plans ​
• what you have support for you in your role ​

Understand:

• the Support Teacher primary duties and responsibilities​.
• the importance of encouraging inclusive schools where diversity is valued, and students’ strengths and needs are supported through responsive and targeted learning programs and resources​

Do:

• become familiar with the Support teacher resources
• make connections with each other and your Inclusive Practice Coach​

Course description

What is a workplace adjustment and why is it important?

Workplace adjustments enable staff identifying with disability to perform their role and address the impacts, if any, of their disability.
A reasonable adjustment is a type of workplace adjustment made to a job, an employment practice, the workplace, or work-related environment that can include:

• how someone works (e.g., use of different equipment)
• when they work (e.g., changes to ordinary hours of work) / patterns of work (e.g., job sharing); and/or
• where they work (e.g., changes to the physical workspace or changes to work location).
• Managers / Supervisors – working through the Disability Workplace Adjustment Form – ESS and HR Connect
• fair and equitable treatment for all
• valuing of people for their diversity
• safe and healthy work practices and environments and a concern for employees' welfare
• compliance with legislative requirements from the Commonwealth and Tasmania laws related to discrimination and work health and safety.
• 1 hour online with live facilitator from the Workforce Wellbeing Inclusion and Engagement

Course outcomes

Understanding your legislative requirements/ developing Disability Workplace Adjustment Plans

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

The Term 3 primary session: describes the ways that teachers can use complex texts to develop knowledge, vocabulary and reading comprehension skill. Leaders will learn about the key elements of the shared read aloud in primary settings, including:

- The role of high quality, complex texts for teaching English, and mediated text theory.
- Considerations in choosing high quality texts for close study
- How to mark up a novel in preparation for shared reading
- The role of explicit and implicit vocabulary instruction
- Selecting and strategic application of questions, and what to do with the resulting conversation
- Look for ways in implementation, and ways of supporting teachers to build their practice.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text-based units, their principles and how they can be implemented.

Course description

The Term 3 secondary session: describes the ways that teachers can use complex texts to develop knowledge, vocabulary and reading comprehension skill. Leaders will learn about the key elements of the shared read aloud in secondary settings, including:
- The role of high quality, complex texts for teaching English, and mediated text theory.
- How to mark up a novel in preparation for shared reading
- The role of explicit and implicit vocabulary instruction
- The role of Stop and Jots in comprehension
- Selecting and strategic application of questions, and what to do with the resulting conversation
- Working with difficult themes
- Look for ways in implementation, and ways of supporting teachers to build their practice.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.

Course description

Wellbeing Connect isn’t just for when things get tough. It’s designed to support your wellbeing every day - helping to stay on track, build healthy habits, and access expert advice across a range of areas important for your overall wellbeing.

Course outcomes

This session will provide staff with information on the range of wellbeing supports available to them through Wellbeing Connect. It will include an opportunity for staff to ask questions and provide feedback at the end.

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

The Term 3 primary session: describes the ways that teachers can use complex texts to develop knowledge, vocabulary and reading comprehension skill. Leaders will learn about the key elements of the shared read aloud in primary settings, including:

- The role of high quality, complex texts for teaching English, and mediated text theory.
- Considerations in choosing high quality texts for close study
- How to mark up a novel in preparation for shared reading
- The role of explicit and implicit vocabulary instruction
- Selecting and strategic application of questions, and what to do with the resulting conversation
- Look for ways in implementation, and ways of supporting teachers to build their practice.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text-based units, their principles and how they can be implemented.

Course description

The Term 3 secondary session: describes the ways that teachers can use complex texts to develop knowledge, vocabulary and reading comprehension skill. Leaders will learn about the key elements of the shared read aloud in secondary settings, including:
- The role of high quality, complex texts for teaching English, and mediated text theory.
- How to mark up a novel in preparation for shared reading
- The role of explicit and implicit vocabulary instruction
- The role of Stop and Jots in comprehension
- Selecting and strategic application of questions, and what to do with the resulting conversation
- Working with difficult themes
- Look for ways in implementation, and ways of supporting teachers to build their practice.

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention curriculum delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

• Understanding the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed teachers delivering Safe and Well, and schools are encouraged to send multiple staff to support consistent and shared implementation.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention curriculum delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

• Understanding the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed teachers delivering Safe and Well, and schools are encouraged to send multiple staff to support consistent and shared implementation.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention curriculum delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

• Understanding the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed teachers delivering Safe and Well, and schools are encouraged to send multiple staff to support consistent and shared implementation.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This professional learning course is designed for leaders and Year 1 teachers who have not previously completed this training and want to deepen their understanding of early number concepts. Participants will learn how to confidently administer the Year 1 Number Check and respond to identified student need. Participants will learn how to assess students’ developing number knowledge using the Year 1 Number Check, an easy-to-use tool aligned with the Australian Curriculum: Mathematics.

Across three 45-minute sessions, teachers will:
• Explore key ideas in the Number strand of the curriculum
• Learn how to administer, score and interpret the Year 1 Number Check
• Use assessment information to identify student strengths and next steps

By the end of the course, teachers will feel confident using the Year 1 Number Check to monitor progress and support students in developing strong foundational number knowledge, setting them up for success in mathematics.

These sessions will be recorded for participants who are unable to attend the live sessions.

Course outcomes

Participants will:

• Understand key concepts from the Number strand of the Australian Curriculum: Mathematics and how they relate to the Year 1 Number Check.
• Administer the Year 1 Number Check effectively.
• Interpret assessment results.
• Identify students requiring early intervention and design targeted support strategies to address gaps in numeracy.

Course description

In this introductory key word sign course, you will learn about the principles of key word sign and gesture, who it can be used with and how it can be used alongside other ways of communicating. You will understand how key word sign is different to Auslan, the language of the Deaf Community in Australia.

In the practical component of the course you will learn up to 80 new signs along with common natural gestures. You will have the opportunity to practice using speech and signs together in interactive activities, building your skills in a safe and fun group environment. You will leave the workshop with a detailed plan of the next steps in your key word sign journey, as well as a host of helpful resources to support your learning.

Course outcomes

• Explain the principles of key word sign and gesture
• Identify who uses key word sign and gesture
• Explain how key word sign and gesture can support expression and understanding
• Explain how key word sign can be used alongside other methods of communication
• Describe the difference between key word sign and sign languages such as Auslan
• Explain how we communicate using natural gestures
• Explain in basic terms the HOLME features of sign production
• Recognise and accurately produce the signs in the Interactive Vocabulary (Parts 1 and 2)
• Identify key words to sign in a spoken sentence
• Use speech and sign / natural gesture with basic accuracy and fluency, within functional communication activities

Please note - Participants will be required to bring their own food for the day. Tea and coffee will be provided on site.

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This interactive workshop dives deep into the complex world of bullying and its profound effects on children and young people. It will also consider the complexity and further impacts for some children such as those in out of home care. It will explore bullying and the overlay of trauma and consider how this presents in the classroom. The workshop includes practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach. The session will be valuable for all staff working in schools.

Numbers for this session are limited.

Course outcomes

Gain practical tools and fresh insights to identify, understand, and address bullying behaviours using a compassionate, trauma-informed approach.

21st May 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

16th September 2026 - 12:30pm - 3:30pm

Registration Link - Private Workshop Enrolment - Australian Childhood Foundation Professionals

Upcoming ACF/DECYP Professional Learning can be found at:

Course Details Private - Australian Childhood Foundation Professionals

For further information and resources, please visit the Trauma Informed Practice PL Intranet page or contact universal.trauma.PL@decyp.tas.gov.au

This training program is strictly only available to DECYP staff as part of the partnership with ACF. Please do not share any enrolment link/s externally.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Curriculum in classroom settings.

Participants can attend either:
- Two x 1-hour after school sessions, OR
- A single 2-hour 15min online workshop during scheduled student free days.

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the curriculum integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention curriculum delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This session will equip teachers and teacher assistants with the skills and knowledge to make an EAL student’s transition into the classroom as comfortable as possible.

This program provides teachers and teacher assistants with an overview of:

Working in a culturally safe and inclusive classroom

Helpful tips and strategies to use when working with EAL students so student outcomes are maximised

How to access resources to support the EAL students at their school

A tour of the EAL library

Participants will learn how to use their current knowledge, skills and understanding to make adjustments and differentiate their teaching practice to cater for the needs of EAL students.

Course outcomes

Participants develop their understanding of:

Language principles underpinning the learning of English as an additional language

Strategies for working with EAL students including newly arrived students

How to set up a culturally safe and inclusive classroom

Equity, diversity, and the need for differentiated teaching and learning outcomes for EAL students

EAL Learning Plans and how to assess and report on EAL student progress

Teaching and learning practices that will support EAL students to engage fully and equitably in the mainstream curriculum

Course description

The Content Manager Training Program is made up of Introduction sessions for new users and Advanced sessions for users responsible for folder creation and management with skills to navigate and use the Business Classification Scheme, create and manage folders, and understand and apply security in Content Manager.

The training is held online and delivered by a qualified trainer from FYB who the departments' contracted service provider for Content Manager. Each session is recorded and made available to participants at the completion of training.

Course outcomes

Staff will learn the skills required to save, manage, track and work with information on a day-to-day basis using Content Manager. Staff will also have an understanding of their role in the capture and management of information, documents and records for the department.

Course description

This course is for staff who support students who have meal support plans. It is a face-to-face workshop and includes practical components.

Course outcomes

Staff will learn about the International Dysphagia Diet Standardisation Initiative (IDDSI) classification system. Staff will learn how to ensure that a student's food and drink complies with their Meal Support Plan. Staff will learn how to identify when to seek Speech Pathology assistance. Staff will learn how to prevent/manage choking incidents.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Curriculum in classroom settings.

Participants can attend either:
- Two x 1-hour after school sessions, OR
- A single 2-hour 15min online workshop during scheduled student free days.

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the curriculum integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention curriculum delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course Description

This ‘hands on’ session will examine lifting techniques, hoist operation, toileting /changing concerns and manual handling problem solving. All techniques are based on the methods which involve behavioural change to re-educate our bodies to use the big muscles, our feet and body weight effectively, thereby reducing strain on our backs.

The workshop is especially for Teacher Assistants and Classroom Teachers who are teaching multiple/physically impaired students and students with autism. The Department for Education, Children and Young People Manual Handling Guidelines requires relevant staff to refresh their skills regularly.

Course Outcomes

To be proficient in manual handling tasks required to support students with disability whilst ensuring the health and safety of all parties and maintaining dignity for students.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Curriculum in classroom settings.

Participants can attend either:
- Two x 1-hour after school sessions, OR
- A single 2-hour 15min online workshop during scheduled student free days.

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the curriculum integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention curriculum delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

The Term 4 secondary session: describes how teachers can model writing and reading at various levels, guide student practice and then gather information required to make effective instructional decisions about what to do next. Leaders will develop their understanding of a range of techniques using the DECYP text-based units, including:
- How the gradual release of responsibility can look for different skills across secondary
- Techniques teachers can use while modelling and guiding student practice
- Ways in which the provided checking for understanding activities can be adapted and adjusted for different classes
- How to strategically use checking for understanding in the classroom
- What information teachers can glean from a check for understanding
- How this information can then be used as a basis for teachers using professional judgement to decide on what to do as a result
- What to look for in implementation, and ways of supporting teachers to build their practice

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text-based units, their principles and how they can be implemented.

Course description

The Term 4 primary session: describes how teachers can model writing and reading at various levels, guide student practice and then gather information required to make effective instructional decisions about what to do next. Leaders will develop their understanding of a range of techniques using the DECYP text-based units, including:

- How the gradual release of responsibility can look at different phases of primary, and for different skills
- Techniques teachers can use while modelling and guiding student practice across primary
- Ways in which the provided checking for understanding activities can be adapted and adjusted for different classes
- How to strategically use checking for understanding in the classroom
- What information teachers can glean from a check for understanding
- How this information can then be used as a basis for teachers using professional judgement to decide on what to do as a result
- What to look for in implementation, and ways of supporting teachers to build their practice

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.

Course description

Support Teacher Forums are designed to provide professional learning, resources, and collaboration opportunities for Support Teachers working with students with disabilities.

Each school is required to have a representative attend these forums to ensure consistent communication, shared learning, and system-wide alignment.

Each forum offers practical strategies, updates from the Department for Education, Children and Young People (DECYP), and the chance to connect with colleagues from across the state. Participants will hear from guest speakers, access tools and templates, and engage in discussions that build skills and confidence in their role.

By attending, Support Teachers will strengthen their knowledge, share ideas, and take away practical approaches to better support student learning and inclusion.

Course outcomes

By the end of the Support Teacher Forums, participants will be able to:

Know:

• Key educational adjustments and inclusive teaching practices.
• Core elements of documenting personalised learning plans.

Understand:

• How inclusive practices improve student outcomes.
• The connection between classroom approaches with whole-school inclusive practices.

Do:

• Reflect on practice to identify strengths and areas for growth.
• Collaborate with colleagues to design and refine inclusive strategies.
• Apply effective practices that create optimal learning opportunities for students with disabilities.

Course description

The Term 4 secondary session: describes how teachers can model writing and reading at various levels, guide student practice and then gather information required to make effective instructional decisions about what to do next. Leaders will develop their understanding of a range of techniques using the DECYP text-based units, including:
- How the gradual release of responsibility can look for different skills across secondary
- Techniques teachers can use while modelling and guiding student practice
- Ways in which the provided checking for understanding activities can be adapted and adjusted for different classes
- How to strategically use checking for understanding in the classroom
- What information teachers can glean from a check for understanding
- How this information can then be used as a basis for teachers using professional judgement to decide on what to do as a result
- What to look for in implementation, and ways of supporting teachers to build their practice

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text-based units, their principles and how they can be implemented.

Course description

The Term 4 primary session: describes how teachers can model writing and reading at various levels, guide student practice and then gather information required to make effective instructional decisions about what to do next. Leaders will develop their understanding of a range of techniques using the DECYP text-based units, including:

- How the gradual release of responsibility can look at different phases of primary, and for different skills
- Techniques teachers can use while modelling and guiding student practice across primary
- Ways in which the provided checking for understanding activities can be adapted and adjusted for different classes
- How to strategically use checking for understanding in the classroom
- What information teachers can glean from a check for understanding
- How this information can then be used as a basis for teachers using professional judgement to decide on what to do as a result
- What to look for in implementation, and ways of supporting teachers to build their practice

Course outcomes

Literacy leaders will be better prepared to lead the implementation of text-based units and guide school-level preparation for these units. They will have a deeper level of understanding about the text based units, their principles and how they can be implemented.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention curriculum delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

• Understanding the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed teachers delivering Safe and Well, and schools are encouraged to send multiple staff to support consistent and shared implementation.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention curriculum delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

• Understanding the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed teachers delivering Safe and Well, and schools are encouraged to send multiple staff to support consistent and shared implementation.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

UFLI Foundations is an explicit and systematic phonics program that introduces students to the foundational reading skills necessary for proficient reading. It follows a carefully developed scope and sequence designed to ensure that students systematically acquire each skill needed and learn to apply each skill with automaticity and confidence.
Developed by Dr. Holly Lane and Dr. Valentina Contesse of the University of Florida Literacy Institute and facilitated by DSF.

This full-day workshop will include:

• A review of essential background knowledge about the science of reading
• An overview of the UFLI Foundations program
• An in-depth exploration of each lesson step

Course outcomes

Participants will be able to do the following on completion of this professional learning:

• Understand the research supporting the UFLI Foundations program
• Know and understand the components of the UFLI program design
• Deliver UFLI lessons within the context of their school and student needs

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

Word Origins has been the preferred and supported spelling and word study program to be used in Tasmanian Government schools since 2025.  This professional learning will deepen participant skills, understanding and capacity to deliver this program with high fidelity. 

Course outcomes

Participants will develop a deeper understanding of:

• the Word Origins Years 3-6 Spelling and Word Study Program design
• morphological regularities of English, the etymology of our vocabulary, and the impact these elements have on spelling, reading, and word knowledge
• the structure and delivery of detailed lesson plans including daily reviews
• the interpretation of assessment data
• use of program materials including manuals and supporting online resources

Course description

Participants will develop a deeper understanding of literacy instruction, assessment, pedagogical approaches necessary in leading the implementation of Lifting Literacy initiatives Further, context of respective school settings will be considered alongside of goal setting, codification, data tracking and coaching. Areas of focus will include implementation of minimum school guarantee by building capacity, knowledge and skills of Instructional Specialists in implementing Lifting Literacy priorities.

Course outcomes

Instructional Specialists will be able to do the following on completion of this professional learning:

• support staff, monitor progress, solve problems and adapt strategies for the implementation of Lifting Literacy initiatives for 2025
• adopt a flexible and motivating leadership style for implementation of Lifting Literacy initiatives
• provide follow-on coaching within the context of your school
• demonstrate exemplary teaching practices aligned to the evidence-base for learning with sound knowledge of the curriculum, assessment and monitoring processes
• within the leadership team at a school, to drive strong professional practice, including the use of data to inform decision-making and to actively tailor and improve planning, support and monitoring of impact while building capacity of others
• understand the current evidence-base for how students learn and how this informs the Department’s educational guidelines, policies and practices
• demonstrate commitment to ongoing professional development for self and others, aligned to departmental priorities and the ability to apply this to support the implementation of consistent, evidence-based teaching practices to improve student outcomes.

Course description

This full day professional learning workshop is designed to build teacher confidence, knowledge and capability to deliver Safe and Well.

The workshop supports teachers to understand the purpose, evidence-base and structure of Safe and Well, including how it integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm-prevention curriculum delivered through the Australian Curriculum: Health and Physical Education for Prep to Year 10.

Participants will explore how Safe and Well is designed to be delivered explicitly and systematically, while being inclusive, trauma informed, age and developmentally appropriate. The workshop will focus establishing safe learning environments, facilitating sensitive discussions, managing disclosures, and supporting student and staff wellbeing.

Key areas of focus include:

• Understanding the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• Exploring Safe and Well instructional materials and how to use them with confidence
• Safe, trauma-informed and inclusive practices
• Managing sensitive content, responding to disclosures and understanding reporting responsibilities
• Practical classroom strategies and examples to support effective lesson delivery
• Understanding Safe and Well as part of a whole school approach to safety and wellbeing

The workshop is designed teachers delivering Safe and Well, and schools are encouraged to send multiple staff to support consistent and shared implementation.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Demonstrate increased confidence in managing sensitive conversations and responding to disclosures
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

The Diversity and Inclusion Webinar Series are 90-minute sessions that are aimed at increasing the knowledge, skills, and awareness of employees around a range of diversity and inclusion topics. These programs are suitable for all employees at any organisational level, regardless of prior subject knowledge. The Diversity and Inclusion Webinar series is delivered by experienced Diversity Council Australia facilitators.

Building Inclusion@Work - 18 June 2026 - 3:00pm - 4:30pm

Inclusion has a profoundly positive impact on workplaces in Australia. Workplaces with greater levels of inclusion are more innovative, creative and profitable. They also reduce the risk of workplace discrimination and harassment for employees. This program outlines the case for inclusion and its importance in the workplace. You will explore how to create inclusive teams and organisations and discuss ways to plan to build better inclusive practices.

Unpacking Words@Work - 19 August 2026 - 3:00pm - 4:30pm

Inclusive language is a powerful tool that can enable a diversity of people to feel respected, valued, and centred in the workplace. This program explores why language matters for building inclusive workplaces, identifies the steps to apply inclusive language and discusses strategies to counter non-inclusive language for different diversity dimensions.

Countering Unconscious Bias - 18 November 2026 - 3:00pm - 4:30pm

Unconscious bias can impact the way we see our world and workplaces. It can contribute to a lack of diversity and inclusion and impact the experience of inclusion for employees. This program explores unconscious bias and its impact on behaviour, discusses types of biases and biased preferences, and highlights strategies to disrupt unconscious bias and assumptions at work.

Course outcomes

Increase knowledge, skills and awareness around a range of diversity and inclusion topics to help strengthen a culture of wellbeing at work.

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Curriculum in classroom settings.

Participants can attend either:
- Two x 1-hour after school sessions, OR
- A single 2-hour 15min online workshop during scheduled student free days.

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the curriculum integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention curriculum delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

The online workshops provide a focused and accessible introduction to delivering the Safe and Well: Harm Prevention Curriculum in classroom settings.

Participants can attend either:
- Two x 1-hour after school sessions, OR
- A single 2-hour 15min online workshop during scheduled student free days.

The workshops support Prep to Year 10 teachers and school-based support staff to build confidence in delivering Safe and Well, including understanding how the curriculum integrates Respectful Relationships and Consent Education (RRCE) with Child Sexual Abuse Prevention (CSAP) into a single, coherent and critical harm prevention curriculum delivered through the Australian Curriculum: Health and Physical Education.

The sessions will address the key concepts and delivery principles from the full day face-to-face workshop, and maintain a strong emphasis on safe, inclusive and developmentally appropriate practice.

The workshops focus on:

• An overview of the intent, scope and structure of the Safe and Well curriculum for Prep to Year 10
• How RRCE and CSAP concepts are integrated within Safe and Well instructional materials
• Core trauma-informed and inclusive practices to enable support for safe delivery
• Practical classroom considerations and next steps for implementing Safe and Well

Participants will be supported to reflect on their own classroom contexts and build readiness to deliver Safe and Well consistently and confidently.

The workshops are suitable for teachers delivering Safe and Well, with attendance by wellbeing staff and professional support staff encouraged to support shared understanding and consistent practice across schools.

Course outcomes

By the end of the workshop, participants will:

• Understand the purpose, structure and requirements of the Safe and Well curriculum
• Feel confident accessing and using Safe and Well teaching and learning resources
• Apply trauma informed and inclusive approaches to classroom delivery
• Understand their role within a whole school approach to Safe and Well implementation
• Identify practical next steps for Safe and Well delivery within their classroom context

Course description

Change led from the top is powerful. This 3.5 hour in person workshop will introduce participants to key concepts of LGBTIQA+ inclusive practice and provide strategies for developing LGBTIQA+ inclusive organisations.

Unpacking gender, sex and sexuality identities – definitions and terminology
Identifying everyday experiences of stigma, discrimination and isolation ·
State and Federal discrimination laws relating to gender, sex and sexuality ·
Key features of an inclusive organisation
Organisational audit tool and resources

Guest presenter Rodney Croome:
Rodney Croome is one of Australia’s most successful advocates for LGBTIQA+ human rights. His activism has been recognised in Australia and beyond. He has been awarded a number of honours including becoming a Member of the Order of Australia (2003), Tasmanian Australian of the Year and Australian of the Year finalist (2015) and an Honorary Doctorate from the University of Tasmania (2019).

Course outcomes

At the end of this session, participants will be able to:

• Use appropriate language and terminology in relation to LGBTIQA+ inclusion
• Describe systemic issues faced by LGBTIQA+ individuals and communities
• Develop strategies to successfully embed LGBTIQA+ inclusive practices in an organisation.

Course description

Stay connected.
Stay informed.
Take charge of your professional journey.

BeTTR Hour is a series of one-hour online sessions, tailored to the needs of Early Career Teachers (ECT). The program focuses on the fundamentals of teaching and learning meaningful to ECTs, with opportunities to connect with subject matter experts within DECYP, as well as nationally and internationally acclaimed leaders in education.

BeTTR Hour is for ECTs in their first four years of practice. Held twice per term, participants can enrol in individual sessions, or the whole series.

Course outcomes

Participants in this program will:

• Build confidence and knowledge in key focus areas that relate to teaching and learning for ECTs
• Deepen understanding of supports and resources available at DECYP
• Develop a professional learning network with other ECTs

For further enquiries, please contact the Early Career Teacher Strategy team at ECTS@decyp.tas.gov.au.