Conference synopsis_FINAL_20260815 - Flipbook - Page 66
SESSION B: Thursday, 12.10pm-1.10pm (cont.)
administrative workload. We will explore real classroom
applications of JacTEACHERassistant, including the
generation of differentiated learning materials, the
development of curriculum-aligned assessments, and the
creation of tailored student activities. Whether you’re AIcurious or AI-cautious, you’ll leave with concrete ideas to
lighten your workload and refocus on what matters most: your
students.
Key takeaways:
2. Ideas for balancing explicit teaching within real world
investigation.
3. Approaches for gathering evidence of student
understanding throughout the learning process.
B19 MATHEMATICS CURRICULUM
COMPANION 2.0: SUPPORTING
CONFIDENCE WITH THE CURRICULUM
1. AI tools like JacTEACHER can reduce administrative
workload while strengthening teaching practice.
Sub-category: Planning
2. Trusted, curriculum-aligned content and proper safeguards
make AI safe and practical for the classroom.
Rochelle Dickson and Samuel Haberman, Department of
Education
F - Y10
3. Practical strategies to generate differentiated materials,
assessments and activities, freeing time to focus on students.
Remember:
Please bring a laptop.
B18 KEEPING MATHEMATICS VISIBLE
IN PROJECT-BASED LEARNING
Sub-category: Planning
Nicholas Kirby, Phillip Island Village School
Y3 - Y6
The Mathematics Curriculum Companion (MCC) 2.0
refresh aligns more closely with the Victorian Curriculum
2.0 and supports greater clarity and confidence for teachers.
This session will explore how teachers and leaders can use
the MCC to interpret the curriculum with greater precision,
connect curriculum intent to classroom practice, and develop
a shared understanding of what students need to learn. We
will examine the MCC’s new structure and how it unpacks
content descriptions to reveal essential learning checkpoints
and strategies for overcoming difficulties. Participants will
leave with practical ways to use the MCC to build clarity,
consistency, and confidence in mathematics teaching.
Key takeaways:
Project-based learning doesn’t have to come at the expense
of mathematics. This practical session explores how
integrated units can be planned so that mathematics remains
explicit, purposeful and connected to the wider curriculum.
Through classroom examples, participants will examine how
mathematical concepts can be identified, taught and revisited
within projects without losing sight of curriculum goals. The
session will share practical approaches for planning integrated
units, identifying worthwhile mathematical opportunities,
balancing explicit teaching with project work, and gathering
evidence of student understanding throughout the learning
process. Participants will leave with ideas and planning
strategies they can adapt to their own classrooms to create
integrated units that keep mathematics visible, engaging and
meaningful.
1. Participants will leave with practical ways to use the MCC
to build clarity, consistency and confidence in mathematics
teaching.
Key takeaways:
Elizabeth Dewar, Love Maths, Ryan Jellie, Langwarrin
Primary School
F - Y6
1. Practical strategies for planning interdisciplinary units that
surface mathematical thinking.
Supported by
B20 CAPTURING STUDENTS CURIOSITY
AND ENGAGEMENT USING MEANINGFUL
LEARNING CONTEXTS
Sub-category: Mathematical content and concepts
What if small changes to the way mathematics lessons are
designed could significantly increase student engagement
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